Lesson 1: IMPORTANCE OF NAMES Our names signify us and EVEN DEATH

CANNOT STOP THE BOND between who we are

WHO ARE YOU? and the name that we bear
What’s in a name?
LESSON 2: The Self of Thoughts, Feelings and
YOUR NAME MATTERS! Behaviors
 The Self of…
 Gives us IDENTITY
 It's essence is at the very heart
of our existence! 
 Names are our PERSONAL CODE in which
others can identify us and make us unique
from one another

SO… How DO parents name their children?

 ADDING JUNIOR OR “II” OR “III”

To carry on the family name/
fathers are very proud of their names
EX: Inodoro Casillas Jr.
 NAMED AFTER A SAINT OR A SAINT’S
FEASTDAY
EX: Sebastian
 PERFECT COMBINATION Thoughts
Two names are “fused” to make unique name Feelings
EX; Myname Sensations and Behaviors
 SENTIMENTAL REASONS
Commemoration of special events or place for To understand the self as a holistic being with
the parents interconnected thoughts, feelings, sensations and
EX: Mary Christmas Aguinaldo behaviors.

 Topic of the day  DANIEL KAHNEMAN'S

Seasons or casts of favorite movie or show,
country, names starting with the same letters
EX: Lebron
 LOST IN TRANSLATION
a foreign name given with a “pinoy twist” or
being translated to a different local dialect
EX: Mandy Dalawangbayan (Mandy Two
towns)
 CHINESE-CHINESAN
Parents COMBINE A WEIRD FIRST NAME WITH
THEIR LAST NAME to make it sound funny
EX: ANDY LIM
 OUT-OF-THIS – WORLD 1
TWO SYSTEMS OF THINKING
Very unfortunate for the name bearer because
of the surname or worst first name combined SYSTEM 1
with the last name makes a funny one
EX: Chris Regla  Fast
 Intuitive
 “Family Affair”
 Emotional
Parents give their children strange names to
 Automatic
make them unique
 Less cognitive effort
EX: Macaroni’85 Pascual
 (due to practice)
 KASALANAN NG NINUNO
EX:KAREN CASAQUITE: Yung mga kaklase ko SYSTEM 2
nga eh napapa-aray sa apelyido ko.
 EMBARASSING FOR THE BEARER  Slow
(UNIQUE SURNAMES)  Deliberate
EX:POKE  Reflective
 EMBARASSING FOR THE BEARER  Analytical
(UNIQUE NAMES)  Complex
EX: ELYPANTE  Effortful
  Reflective Functions of the Systems

•System 1 is capable of making quick decisions,

based on very little information

 Fleeting impressions, and the many other

shortcuts you’ve developed throughout your
life, are combined to enable System 1 to make
these decisions quickly, without deliberation
and conscious effort.

• System 2 is usually engage in types of

decisions that require attention and slow,
effortful, considered responses.
System 1: Examples
 Situations like choosing which college to attend,
• Detect that one object is more distant than
which house to buy, or whether to change
another.
careers would likely require much more
• Orient to the source of a sudden sound.
thoughtful and rational approach than just
• Complete the phrase “bread and . . .”
using your gut feeling
• Make a “disgust face” when shown a horrible
picture. Both systems have respective functions and that one is
• Detect hostility in a voice. not necessarily better than the other
• Answer to 2 + 2 = ?
• Read words on large billboards.  While writing a detailed list of pros and cons
• Drive a car on an empty road. may be an appropriate approach for choosing a
• Find a strong move in chess (if you are a chess college or career path (in line with System 2),
master).  applying this approach to the hundreds of tiny
• Understand simple sentences. decisions we make every day would prevent us
• Recognize that a “meek and tidy soul with a from ever taking action. This is where System 1
passion for detail” resembles an occupational comes in.
stereotype.
INTERACTION OF SYSTEMS 1 & 2
System 2
Scenario 1: When there is a problem to be
• Brace for the starter gun in a race. solved
• Focus attention on the clowns in the circus. Was the problem solved?
• Focus on the voice of a particular person in a
PROBLEM
crowded and noisy room.
• Look for a woman with white hair. SYSTEM 1: assesses the situation -tries to solve
• Search memory to identify a surprising sound. it – OK
• Maintain a faster walking speed than is
natural for you. -SYSTEM 2 -approaches the problem in a logical
• Monitor the appropriateness of your behavior way
in a social situation. COGNITIVE BIASES
• Tell someone your phone number.
• Park in a narrow space (for most people Implications:
except garage attendants).
• Thinking may be prone to systematic errors.
• Compare two washing machines for overall
value. • Some beliefs might not be based on evidence,
• Check the validity of a complex logical but we continue to consider them as “truths.”
argument.
• Even though you know what the objective
Stroop Effect reality is,

it does not change the way you see the lines.

1. PEAK END RULE

EXPERIENCING SELF

-Lives through the moment

REMEMBERING SELF •Cultural differences

-writes, reads, and replays your autobiographical Cognitive Appraisal

history.
Thoughts and beliefs can impact how you feel
◦People judge an experience largely based on how they and how you behave.
felt at its PEAK and its END...

◦Total sum of pleasantness or unpleasantness is entirely

disregarded

2. REPRESENTATIVENESS

when people are asked to judge the probability

that an object or event belongs to a category

◦assumption that any object (or person) sharing

characteristics with the members of a particular
Physiological
category is also a member of that category.
distinctive patterns of biological activities
3. ANCHORING AND ADJUSTMENT
for each basic emotion
“How old is person A?” / “What is person A’s
• the role of:
weight?” “Was Mahatma Gandhi more or less
144 years old when he died?” ◦ Autonomic Nervous System

Decision is based on: ◦ Central Nervous System

-ANCHOR based on the given reference ◦ Neurotransmitters & Hormones

point
Emotional Expressions
-ADJUST the anchor (either higher or
lower) Display Rule

◦ In making judgments under uncertainty, • cultural rules that dictate how emotions
people start with a certain reference point should be expressed; when and where
(anchor), then adjust it insufficiently to reach a expression is appropriate
final conclusion. • may require people:
GUARDING AGAINST COGNITIVE BIASES ◦ to overtly show evidence of certain
• Recognize the signs that you are in a cognitive emotions even if they do not feel it
minefield, slow down, and ask for help from ◦ to disguise their true feelings
System 2
Theories of Emotions
• Identify practices and tasks that you do and the
kind of thinking they demand

• “Listen to understand it, rather than listen to

answer it.”

Summary:

1. SYSTEM 1&2

2. INTERACTION BETWEEN 1 & 2

3.COGNITIVE BIASES

4.GUARDING AGAINST BIASES

Antecedent Condition

Events, contexts, or situations that trigger an

emotion

•Universality of antecedent events elicit same

emotions across cultures
EMOTIONAL EXPERIENCE AS A PROCESS (ABC) LESSON 3: Bio-Ecological Perspective

Activating Event Bronfrenbrenner’s Ecological System Theory

• - Actual event  American psychologist - Urie Bronfenbrenner

(1917-2005)formulated the Ecological Systems
• - client’s immediate interpretation of events Theory
Beliefs  His theory focuses on the quality and context of
Evaluations the child's environment
- Rational  The model suggests the interactions between
- irrational the individual and their environment,
Consequences categorized into various systems, shape their
development over time.
- Emotions
- Behaviors
- Other thoughts

APPLICATION: DEPRESSION (Williams, et al.)

1. ACTIVATING EVENT(antecedent)
2. BELIEFS(cognition)
3. CONSEQUENCES(emotions and behaviors)

“I must be completely competent in everything I do,

or else, I am worthless”

“It’s my fault”

“I am a failure” Individual

Interconnectedness Among The Three Components Of Age

The Self
Sex

Special Needs

Microsystem

 the smallest and most immediate environment

in which children live.

 Interactions within the microsystem typically

DR. AARON T. BECK involve personal relationships with family
members, classmates, teachers and caregivers.

 How these groups or individuals interact with

the children will affect how they grow.

For Children

 Who do they live with or interact with, and

what is their relationship with those people?
 Do they have supportive teachers?
 Is the parent feeling stressed out by money?
 Are the parents fighting?
 Is the child being bullied?

To be that self which one truly is… For Adults

-Søren Kierkegaard  Job

 Class
 Place where they live
Mesosystem Chronosystem

• The mesosystem encompasses the interaction • The chronosystem is made up of the

of the different microsystems which children environmental events and transitions that occur
find themselves in. throughout a child's life,

• It is, in essence, a system of microsystems and • including any sociohistorical events such as
as such, involves linkages between home and change in family structure, address, parents’
school, between peer group and family, and employment status, as well as immense society
between family and community. changes such as economic cycles and wars.

• For example, a child who frequently bullies

smaller children at school may portray the role
of a terrified victim at home.
• Due to these variations, adults who are
concerned with the care of a particular child
should pay close attention to his/her behavior
in different settings, as well as to the quality
and type of connections that exist between
these settings.
• Part of this relates to when events occur in a
For a Child person’s life.
• For example, we can talk about how people are
• Do the parents get-along with the teacher?
typically affected by becoming parents, but the
• Do they trust the teacher? effects are very different if someone becomes a
parent for the first time at age 16 or 26 or 36.
• Do they feel comfortable going to the teacher if • The other element of the chronosystem is the
there is a problem? larger historical context.
• So, for example, somebody who is in their 40s
• Or it might be relationships between where the
today might have different views about money,
kid lives and their family.
and different spending habits, compared to
• If they live in an unsafe area, how does this what today’s 20-year-olds will do when
maybe affect the rules that their parents are
What will a student major in? Will he/she succeed in
setting for them?
his/her chosen course?
Exosystem
Self: Intelligence, learning disabilities, motivation
 The exosystem pertains to the linkages that
Microsystem: What does your parents wants you to
may exist between two or more settings, one of
take? Can they support you financially in the course that
which may not contain the developing children
you want?
but affect them indirectly, nonetheless.
Mesosystem: Perhaps your parents have friends who in
Macrosystem
the school and recommends certain programs; course
• The macrosystem is the largest and most your friends want
distant collection of people and places to the
Exosystem: Parents want you to take a course
children that still have significant influences on
suggested by their friends
them.
Macrosystem: Cultural norms and values regarding the
• This ecological system is composed of the
importance of education, and which majors are
children’s cultural patterns and values,
appropriate for men; State regulators set tuition and
specifically their dominant beliefs and ideas, as
fees: politician can raise or lower the education budget
well as political and economic systems.
Chronosystem: Would your choice of course be affected
• So this can be Filipino culture, but of course
by the new normal/pandemic?
that’s not one monolithic culture.
• So we can also talk about the culture of a EVERY CHILD NEEDS AT LEAST ONE ADULT
religious group, or military culture, or the WHO IS IRRATIONALLY CRAZY
culture of very urban vs. rural areas. ABOUT HIM OR HER!
• We can also look at broad social contexts, such - Urie Bronfenbenner-
as the country’s political climate.
LESSON 4: Socio-Anthropological Perspectives of the
Self

Social relationships define our self

The LOOKING GLASS SELF Charles Horton Cooley

• our self-image comes from our own self-

reflection and from what others think of us

• people develop a sense of WHO THEY ARE AND

WHAT TO THINK OF THEMSELVES by
How we think of ourselves is linked to the person we
are with at the moment watching the reactions of the people in their

 Socialization "primary group" as well as those they meet throughout

their lives.
Socialization is the means by which human
infants begin to acquire the skills necessary to  This notion is especially applicable to the way
perform as a functioning member of their children form their SELF-ESTEEM
society Using social interaction as a type of “mirror,” people
the most influential learning process one can use the judgments they receive from others to
experience! MEASURE THEIR OWN WORTH, VALUES, AND
BEHAVIOR.
 The interactive process through which
people learn the OPINIONS OF FAMILY AND CLOSE RELATIONSHIPS
seem to be more relevant to our self-concept THAN
 Basic skills THOSE OF STRANGERS

 Values The process of the formation of our SELF CONCEPT

 Beliefs 1. We Imagine how others SEE US

 Behavior patterns of a society (An individual in a social situation imagines how they
appear to others.)
 Within socialization, a person
develops a sense of self 2. We Imagine how others ASSESS US

SELF-CONCEPT DEFINED (That individual imagines others’ judgment of that

appearance.)
 The SELF-CONCEPT is the sum total of beliefs
we each have about ourselves 3. WE DEVELOP OUR SELF-VIEWS THROUGH THESE
JUDGEMENTS.
The Beginnings of the Self Concept
(The individual develops feelings about and responds to
RECOGNIZING ONESELF
those perceived judgments.)
 Human infants begin to recognize themselves in
GEORGE MEAD (1863–1931) GEORGE HERBERT MEAD
the mirror when they are about two years old
An American philosopher, sociologist, and psychologist
 Being able to recognize yourself as a distinct
entity is a necessary first step in the evolution  Mead’s central concept is the self:
and development of a SELF-CONCEPT.
 the part of an individual’s personality composed
Charles Horton Cooley (1902) of self-awareness and self-image.
primary groups — parents, siblings, play groups, elders  Mead claimed that the self is not there at birth,
rather, it is developed with social experience.
— are the FOREMOST FORCE IN DEVELOPING A
PERSON'S CHARACTER. Sense of self stems from the human ability to be self-
conscious, to take ourselves as objects of experience.
Other people serve as a mirror in which we can see
ourselves
  Mead made several assumptions in proposing The “I” and the “Me” has a dynamic relationship that
this idea: actually forms what we call the self.

1) that the self develops only through social

interaction;

2) that social interaction involves the exchange of

symbols;

3) that understanding symbols involves being able

to take the role of another

3 STAGES OF DEVELOPMENT OF THE SELF

George Herbert Mead suggested that the self develops Lesson 5: PSYCHOLOGICAL PERSPECTIVE OF THE SELF
through a three-stage role-taking process. These stages
include the preparatory stage, play stage, and game PSYCHODYNAMIC PERSPECTIVE
stage.
Sigmund Freud’s Psychoanalytic Theory
Stage 1: The Preparatory Stage (birth-about age 2)
Alfred Adler’s Individual Psychology
 Children mimic or imitate those around them.
 3 Core Assumptions of the Psychodynamic
 They start to learn language Perspective

 Incapable of taking in the perspective of others.  Assumption 1:Primacy of the

Unconscious
Stage 2: The Play Stage (from about age 2 to six)
 Assumption 2: Critical Importance of
During this stage, children play pretend as the specific Early Experiences
other.
 Assumption 3: Psychic Causality
They do not adhere to the rules in organized games
Assumption 1:
Stage 3: The Game Stage (from about age seven Primacy of the Unconscious
onwards.)
 contend that the majority of psychological
 In this stage, children begin to understand and processes take place outside conscious
adhere to the rules of games. awareness

 They start to understand the attitudes, beliefs  the activities of the mind (or psyche) are
and behaviors of generalized others. presumed to be largely unconscious

 They start to be concerned about the opinions  Research confirms this basic premise of
of others that is why they start to act based on psychodynamic: Many of our mental activities—
the expectations of society. memories, motives, feelings, and the like—are
largely inaccessible to consciousness
Two Phases of Self: Me & I
(Bargh & Morsella, 2008; Bornstein, 2010; Wilson,
2009)
ME SELF I SELF
Assumption 2:
 The social  Our
Critical Importance of Early Experiences
self response to
the “Me”  posits that early childhood events play a role in
 Object of  Subject of
shaping personality
experience experience
 early experiences—including those occurring
 Can be  Cannot be during the first weeks or months of life—set in
objectified in objectified motion personality processes that affect us
the present in the
years, even decades, later (Blatt & Levy, 2003;
moment present
moment McWilliams, 2009)
 conventional  Novel or
, habitual creative
self response to
the Me
Assumption 3: Conscious ideas stem from either the
Psychic Causality perception of external stimuli (our perceptual
conscious system) or from the unconscious and
 psychodynamic theory points that nothing in preconscious after they have evaded
mental life happens by chance—that there is censorship.
no such thing as a random thought, feeling,
motive, or behavior THE ICEBERG MODEL

 most theorists and researchers agree that

thoughts, motives, emotional responses, and
expressed behaviors do not arise randomly,
but always stem from some combination of
identifiable biological and psychological
processes (Elliott, 2002; Robinson & Gordon,
2011)

PSYCHOANALYTIC THEORY
(Sigmund Freud)

Austrian neurologist and the founder of psychoanalysis

Levels of Mental Life

◎ Freud saw mental functioning as operating on

three levels—

1. unconscious,

The unconscious includes drives and instincts

that are beyond awareness but that motivate
most human behaviors.

DRIVE- mental representation of an inner bodily

source of excitement.
Structure of Personality
◎ These drives can only become conscious in
disguised or distorted forms such as: Freud describes the personality in terms of three
constructs:
◉ Dream Images
the id, the ego, and the superego
◉ Slips of the Tongue (Freudian Slip)
◎ Freud emphasizes that the id, ego, and
◉ Neurotic Symptoms superego are not separate compartments
within the mind.
An example of a Freudian slip is a man who accidentally
uses a former girlfriend's name when referring to a ◎ They blend together, like sections of a telescope
current girlfriend. or colors in a painting.

2. preconscious, ID (“it”)

The preconscious contains images that are not  Raw, unorganized, inborn part of personality
in awareness but that can become conscious
either quite easily or with some level of  Primitive desires of hunger, sex, and aggression
difficulty.  Works with Pleasure Principle
You might not presently be thinking about  Satisfaction is the ultimate goal
how to do long division, but you can access the
information and bring it into conscious  Its only resource is to form mental images of
awareness when you are faced with a math what it wants, a process called wish fulfillment
problem.
EGO (“me”)
3. conscious.
 Due to constant battle between an id
Consciousness plays a relatively minor role in demanding instant gratification and a superego
Freudian theory. demanding constant restraint

 Rational and reasonable

  Reality Principle: • FIXATION- a person’s libidinal energy may
remain fixed at an earlier stage of development
Instinctual energy (ID) is restrained
Stages of Psychosexual Development
in order to maintain the safety of the

individual and keep him/her within

societies norms

SUPEREGO (“over-me”)

 Right and wrong ORAL STAGE

 Develops at age 5 or 6 ◎ BIRTH TO 1 Y/O

 Learned from others ◎ Erogenous zone: mouth

 Moral Ideals and Conscience ◎ Satisfaction comes from putting all sorts of
things in the mouth
 Guides us toward socially acceptable
behavior through the use of guilt and ◎ Activities are sucking, biting, swallowing
anxiety
FIXATIONS IN THE ORAL STAGE
The cost of advanced civilization is the sense of guilt.
◎ ORAL AGGRESSIVE
–Sigmund Freud, Civilization and Its Discontents.
◉ shouting, nagger, sarcastic,
PSYCHOSEXUAL STAGES OF DEVELOPMENT
◉ argumentative
• Each stage represents the fixation on different
◎ ORAL RECEPTIVE
areas of the body.
◉ overeating, gullible, smoking
• As a person grows physically certain areas of
their body become sources of potential ANAL STAGE
frustration, pleasure or both. (EROGENOUS
ZONES) ◎ 1 Y/O to 3 Y/O

◎ Erogenous zone: anus

 ◎ Derives great pleasure in bowel or bladder INDIVIDUAL PSYCHOLOGY
control (Alfred Adler)

FIXATIONS IN THE ANAL STAGE Austrian medical doctor, psychotherapist, and founder
of the school of individual psychology.
◎ ANAL-RETENTIVE
BRIEF BACKGROUND ON THE THEORY
◉ Obsessive in cleanliness, stingy
• Adler did not agree on Freud’s view that all our
◎ ANAL REPULSIVE present behaviors are determined by our past
Messy, lack of commitment experiences.

PHALLIC STAGE • Adler believed that people actively seek to

improve themselves.
◎ 3 Y/O to 6 Y/O
• Personal values and the desire for social
◎ Erogenous zone: Genitals involvement should be a central idea in
psychoanalysis.
◎ Child becomes aware of anatomical sex
differences INDIVIDUAL PSYCHOLOGY

◎ Conflict comes from erotic attraction, • . The one dynamic force behind people’s
resentment, rivalry, jealousy and fear behavior is the striving for success or
superiority.
◎ Oedipus complex while girls experience the
Electra complex • 2. People’s subjective perceptions  shape their
behavior and personality.
LATENCY STAGE
• 3. Personality is unified and self-consistent.
◎ 6 Y/O to Puberty
• 4. The value of all human activity must be seen
◎ Latent means “hidden”
from the viewpoint of social interest.
◎ Focused on school works, hobbies and
• 5. The self-consistent personality structure
friendships
develops into a person’s style of life.
GENITAL STAGE
• 6. Style of life is molded by people’s creative
◎ Puberty to Adulthood power.

◎ Physical sexual changes reawaken repressed INFERIORITY

needs
We are all born with a sense of inferiority which
◎ Restricted by social rules motivates us to improve ourselves and achieve our
SELF-IDEAL.
FOR FREUD:
• SELF- IDEAL- is an expression of the fictional
◎ Past experiences are the main determinants of goal of the personality, which is an image of
our present behavior success

◎ People have no choice in shaping their • “persons are always striving to find a situation
personality in which they excel” 

◎ The unconscious is the main source of INFERIORITY COMPLEX

motivation of most human behaviors
-excessive feelings of inferiority (overcompensation)

-unhealthy; produces feelings of helplessness and

feelings of hopelessness

CREATIVE POWER

• people’s ability to freely shape their behavior

and create their own personality.

• By the time children reach 4 or 5 years of age,

their creative power has developed to the
point that they can set their final goal.
 • FINAL GOAL- to be big, complete, and strong. by extreme discouragement, indecisiveness,
oversensitivity, impatience, and exaggerated emotion,
SUPERIORITY COMPLEX/STRIVING FOR SUPERIORITY especially anxiety.
• socially nonproductive attempt to gain AVOIDING TYPE
personal superiority
• people who try to escape life's problems and
• with little or no concern for others. take little part in socially constructive activity
• Some people create clever disguises for their NEGLECTED STYLE OF LIFE
personal striving and may consciously or
unconsciously hide their self-centeredness • Children who feel unloved and unwanted are
behind the cloak of social concern likely to burrow heavily from these feelings in
creating a neglected style of life.
• psychologically healthy people who are • No one feels totally neglected or completely
motivated by social interest and the success of unwanted.
all humankind
• capable of helping others without demanding SOCIALLY-USEFUL TYPE
or expecting a personal payoff, and are able to
see others not as opponents but as people • people with a great deal of social interest and
activity
with whom they can cooperate for social
benefit FAMILY CONSTELLATION
• SOCIAL INTEREST- “social feeling” or
“community feeling,”; it means a feeling of • consisted of parents, children, and any
oneness with all humanity. extended family members

• birth order in this constellation influences a

person's lifestyle choices.

• a child defines self in relation to other children

and how the self is different from or the same
as others in the family.

• BIRTH ORDER- position among siblings in the

family

STYLES OF LIFE

• the term Adler used to refer to the flavor of a

person’s life. It includes a person’s goal, self-
concept, feelings for others, and attitude
toward the world

• Product of the interaction of the environment,

heredity and creative power of a person

RULING TYPE

• aggressive, dominating

• people who don't have much social interest or

cultural perception

GETTING TYPE

• dependent people who take rather than give

PAMPERED STYLE OF LIFE (weak social interest)

They expect others to look after them, overprotect

them, and satisfy their needs. They are characterized
LESSON 6: PSYCHOLOGICAL PERSPECTIVE • Success in this stage will lead to the virtue of
HOPE.
PSYCHOSOCIAL THEORY
• Failing to acquire the virtue of hope will lead
PSYCHOSOCIAL THEORY by Erik Erikson to the development of fear and WITHDRAWAL.

• German born psychoanalyst  2. Autonomy vs. Shame and Doubt (18 mos. to 2-3 y/o)

• theory is focused on social and psychological • Children in this stage need to be allowed to
development in the different life stages explore and manipulate their environment in
order to develop a sense of independence.
• EGO IDENTITY- how we interact with others is
what affects our sense of self • If the parents or caretakers come down to hard
on the child for trying to explore their
Epigenetic Principle environment, they will instill in the child a
sense of shame and to doubt their abilities.
 personality develops in a predetermined order
through eight stages of psychosocial The aim has to be “self control without a loss of self-
development, from infancy to adulthood. esteem” 
• During each stage, the person experiences a Success in this stage will lead to the virtue of WILL,
psychosocial crisis which could have a positive failure in this stage will lead to COMPULSION.
or negative outcome for personality
development. 3. Initiative vs. Guilt (3 to 5 y/o)

• The child begins to assert control and power

over their environment by planning activities,
accomplishing tasks and facing challenges.

• If initiative is dismissed or discouraged, either

through criticism or control, children develop a
Stages of Psychosocial Development
sense of guilt.
CONFLICT
A healthy balance between initiative and guilt is
SECCESSFULL COMPLETION important.

VS FAILURE TO MASTER TASKS Success in this stage will lead to the virtue of purpose,
while failure results in a sense of guilt.
SENSE OF COMPETENCE VS FEELINGS OF INADEQUACY
4. Industry vs. Inferiority (5 y/o to 12 y/o)
HEALTH PERSONALITY VS UNHEALTHY PERSONALITY
• child’s peer group will gain greater significance
and will become a major source of the child’s
self-esteem.

• The child is coping with new learning and

social demands.

• Too much industry and a child will develop

what Erikson called “narrow virtuosity,”

• balance between competence and modesty is

necessary.

• Success in this stage will lead to the virtue of

competence.

5. Identity vs. Role Confusion (12 to 18 y/o)

1. Trust vs. Mistrust (Birth to 1 y/o) • According to Erikson, this is important to the
process of forming a strong identity and
• The infant develops a sense of trust when
developing a sense of direction in life.
interactions provide reliability, care, and
affection. • What should happen at the end of this stage is
“a reintegrated sense of self, of what one
• A lack of this will lead to mistrust, suspicion &
wants to do or be, and of one’s appropriate
anxiety
sex role”.
 • Those who are able to successfully forge a
healthy identity develop a sense of fidelity.

• Those who do not complete this stage well

may be left feeling confused about their role
and place in life.

6. Intimacy vs. Isolation (19 y/o to 40 y/o)

• During this period, the major conflict centers

on forming intimate, loving relationships with
other people.
LESSON 7: PSYCHOLOGICAL PERSPECTIVE OF THE SELF
• Success leads to strong relationships, while
HUMANISTIC PERSPECTIVE
failure results in loneliness and isolation.
CARL ROGERS
• Success in this stage will lead to the virtue
of love. LEARNING THEORIES

7. Generativity vs. Stagnation (approx. 40 y/o to 65 BF SKINNER

y/o)
HUMANISTIC PERSPECTIVE
• Generativity refers to "making your mark" on
the world through creating or nurturing things A perspective that emphasizes looking at the whole
that will outlast an individual. individual and stresses concepts such as free will, self-
efficacy, and self-actualization.
• People experience a need to create or nurture
things that will outlast them, often having Rather than concentrating on dysfunction, humanistic
mentees or creating positive changes that will psychology strives to help people fulfill their potential
benefit other people. and maximize their well-being.

• Success leads to feelings of usefulness and The humanistic perspective is a holistic psychological
accomplishment, while failure results in perspective that attributes human characteristics and
shallow involvement in the world. actions to free will and an innate drive for self-
actualization. This approach focuses on maximum
• Success in this stage will lead to the virtue of human potential and achievement 
care.
HUMANISM
• By failing to find a way to contribute, we
become stagnant and feel unproductive The fundamental belief of humanistic psychology is
(Rejectivity) that people are innately good

8. Ego Integrity vs. Despair (beyond 65 y/o) It focuses on helping people live well, achieve personal
growth, and make the world a better place.
• reflecting on one's life and either moving into
feeling satisfied and happy with one's life or The term "humanism" is often used more broadly, but
feeling a deep sense of regret. it also has significance in a number of different fields
including psychology.
• Erikson described ego integrity as “the
acceptance of one’s one and only life cycle as Humanism focuses on each individual's potential and
something that had to be” (1950, p. 268) and stresses the importance of growth and self-
later as “a sense of coherence and wholeness” actualization. 
(1982, p. 65). The fundamental belief of humanistic psychology is
• Success at this stages leads to feelings of that people are innately good . humanism instead
wisdom, while failure results in regret, focuses on helping people live well, achieve personal
bitterness, and despair. (Disdain) growth, and make the world a better place.

The need for fulfillment and personal growth is a key

motivator of all behavior. People are continually
looking for new ways to grow, to become better, to
learn new things, and to experience psychological
growth and self-actualization.

CARL RANSOM ROGERS (1902 – 1987)

● American Psychologist
 ● Person-Centered Approach to Psychotherapy ● 3. Trust feelings: feeling, instincts, and gut-
reactions are paid attention to and trusted.
American psychologist who originated People’s own decisions are the right ones, and
the nondirective, or person-centred, approach we should trust ourselves to make the right
to psychotherapy,  choices.
His interest in psychology and psychiatry originated ● 4. Creativity: creative thinking and risk-taking
while he was a student at Union Theological are features of a person’s life. A person does
Seminary, New York City. After two years he left the not play safe all the time. This involves the
seminary and took M.A. (1928) and Ph.D. (1931) ability to adjust and change and seek new
degrees from Columbia University’s Teachers College. experiences.
BASIC PREMISE ● 5. Fulfilled life: a person is happy and satisfied
Rogers believed that humans are basically good. with life, and always looking for new
challenges and experiences.
He argued that we have an innate drive to reach an
optimal sense of ourselves & satisfaction with our For Rogers, fully functioning people are well adjusted,
lives. well balanced and interesting to know. Often such
people are high achievers in society.
A person who does this is what he calls a “Fully
Functioning Person.” ●
For Rogers, fully functioning people are well
What are the basic concepts of Carl Rogers; Humanistic adjusted, well balanced and interesting to
Perspective. According to Rogers, he believed that know. Often such people are high achievers in
humans are basically good society.

● Carl Rogers (1959) believed that humans have ● So let’s take a closer look at Rogers Humanistic
one basic motive, that is the tendency to self- Personality Theory
actualize - i.e., to fulfill one's potential and
achieve the highest level of 'human-beingness' EMERGENCE OF SELF CONCEPT
we can. How I see myself
● As infants grow, they develop the need for positive
In many ways, Rogers regarded the fully regard
functioning person as an ideal and one that
people do not ultimately achieve. It is wrong Positive regard: Acceptance, love and approval from
to think of this as an end or completion of life’s others
journey; rather it is a process of always
becoming and changing. If a person has a positive self concept, they tend to feel
good about who they are and often see the world as
● Rogers believed that every person could safe and positive place. If they have a negative self
achieve their goal. This means that the person concept, they may feel unhappy with who they are.
is in touch with the here and now, his or her
subjective experiences and feelings, So when does Self Concept begins?
continually growing and changing. As infants grow, they develop the need for positive
● In many ways, Rogers regarded the fully regard.
functioning person as an ideal and one that Rogers believed that we need to be regarded
people do not ultimately achieve. It is wrong positively by others; we need to feel valued,
to think of this as an end or completion of life’s respected, treated with affection and loved.
journey; rather it is a process of always
becoming and changing. Positive regard is the basic acceptance and support of
a person regardless of what the person says or does
● 1. Open to experience: both positive and
negative emotions accepted. Negative feelings Rogers made a distinction between unconditional
are not denied, but worked through (rather positive regard and conditional positive regard.
than resorting to ego defense mechanisms).
UNCONDITIONAL POSITIVE REGARD
● 2. Existential living: in touch with different
● Approval granted regardless of behavior
experiences as they occur in life, avoiding
prejudging and preconceptions. Being able to ● Eventually grant positive regard to ourselves
live and fully appreciate the present, not
always looking back to the past or forward to ● Child does not receive positive regard: fails to
the future (i.e., living for the moment). develop actualizing tendency fully
Imagine you're back to being a kid, perhaps only a few
years old. It's almost dinnertime; you're hungry and
you're tired. OUR TWO SELVES

*REAL SELF *IDEAL SELF

Mom is in the kitchen cooking and you just can't settle
down. ● And because of this belief, The two categories
of self stemmed ; the real self and the self-
You're too restless to play by yourself. You've been in
kindergarten all day and the stimulus and energy is still concept. The real self is the person you
actually are. It is how we think,how we feel,
bubbling in your body but you're too exhausted to do
anything constructive with it. look and act

● The IDEAL SELF is how we want to be. Its is an

You go out into the kitchen and you start tugging at
your mom's pants to get her attention. Perhaps you idealized image that we have developed over
time, based frm what we hav learned and
even start whining.
experienced.
Mom says, "Please, I'm a bit busy right now. My hands
● The ideal self might include components of
are all dirty. I'll be with you when I've cleaned my
hands." what our parents have taught us and what we
admire in others, what our society promote
Not instantly getting what you want just makes you and what we think is our bet interest.
more upset.
The Importance Of Alignment
Frustrated, your now go into to your room and you
start throwing your toys around. You even break one ● If the way that I am (the real self) is aligned
with the way that I want to be (the ideal self),
of your favorite toys on the floor.
then I will feel a sense of mental well-being or
Now Mom enters your room and takes a look around peace of mind. If the way that I am is not
the mess you've made. aligned with how I want to be,
the incongruence, or lack of alignment, will
She immediately goes over to you ... and hugs you. result in mental distress or anxiety. The
However, you're still too upset to receive your mom's greater the level of incongruence between the
hug. ideal self and real self, the greater the level of
resulting distress. Let's take a look at some
So you push her away. However, Mom doesn't leave specific examples:
you, she then sits quietly a meter or two away and
looks at you. ● Example #1: My ideal self-image includes
honesty
When you don't have anymore energy in your body
left and stop acting out, Mom senses this and comes ● When my parents ask me why I was late
over and takes you into her arms. coming home from a night out, and I am
honest and tell them that I didn't want to
Now you finally feel relaxed, calm and secure. After leave the party because I was having such a
sitting there for 5 minutes or so, Mom gives you a kiss great time, then despite the ramifications (like
and goes back into the kitchen. being reprimanded), I will feel a sense of
mental well-being.
You're still tired but you don't feel uncomfortable
anymore. It's like all the uncomfortable bubbling Example #2: My ideal self-image includes a strong
energy has left your body and the sea is more calm work ethics
now. You feel better.
I flunk out of a few college courses and I am put on
You can even take one of your toys and play with it academic probation. If I admit to myself that I did not
until dinner is ready. keep up with the assigned readings, didn't study for
exams, and didn't turn in my term papers, then I will
So what does this story implies?
feel distress or anxiety as a result of the discrepancy
● When we say unconditional positive regard it between my actual work ethic and the ideal work ethic
is an approval granted regardless of behavior that I have generated for myself.

● Eventually grant positive regard to ourselves. SELF-ACTUALIZATION

Just like the child who learned to feel better
and even play with his toys

● For Rogers If the Child does not receive

positive regard: a child will fail to develop
actualizing tendency fully
 The behaviorist perspective is a theory of psychology
that states that human behaviors are learned, not
innate.

The behaviorist approach asserts that personality

traits are the result of a person's environment and the
cultural forces that shape it. 

BASIC PREMISE
● Carl Rogers believed that for a person to
achieve self-actualization they must be in a ● All behavior is learned from the environment:
state of congruence.
Behaviorism emphasizes the role of environmental
● This means that self-actualization occurs when factors in influencing behavior, to the near exclusion of
a person’s “ideal self” (i.e., who they would innate or inherited factors.
like to be) is congruent with their actual
behavior (self-image). This amounts essentially to a focus on learning.

“a person is a fluid process, not a fixed and static We learn new behavior through classical and operant
entity; a flowing river of change, not a block of solid conditioning (collectively known as 'learning theory’).
material; a continually changing constellation of But for toda’ys discussion, we will focus on BF
potentialities, not a fixed quantity of traits.” Skinner’s Operant Conditioning

― Carl R. Rogers ● Therefore, when born our mind is 'tabula rasa'

(a blank slate).
BURRHUS FREDERICK
● Psychology should be seen as a science:
SKINNER (1904 – 1990)
Theories need to be supported by empirical data
● American Psychologist obtained through careful and controlled observation
and measurement of behavior.
● Developed the “Skinner Box” or the Operant
Conditioning Chamber The components of a theory should be as simple as
possible. Behaviorists propose the use of operational
● Father of Operant Conditioning
definitions (defining variables in terms of observable,
● One of the early proponents of Behaviorism is measurable events).
Burrhus Frederic Skinner (March 20, 1904 –
● Behaviorism is primarily concerned with
August 18, 1990) was an
observable behavior, as opposed to internal
American psychologist, behaviorist, author,
events like thinking and emotion:
inventor, and social philosopher.
While behaviorists often accept the existence of
● Prior to his devotion in Psychology, he worked
cognitions and emotions, they prefer not to study
as a clerk at a bookstore, Skinner happened
them as only observable (i.e., external) behavior can
upon the works of Pavlov and Watson, which
be objectively and scientifically measured.
became a turning point in his life and career.
Inspired by these works, Skinner decided to ● Behavior is the result of stimulus-response:
abandon his career as a novelist and entered
the psychology graduate program at Harvard All behavior, no matter how complex, can be reduced
University. to a simple stimulus-response association). This is:

● He then became a professor of psychology 'To predict, given the stimulus, what reaction will take
at Harvard University from 1958 until his place; or, given the reaction, state what the situation
retirement in 1974. or stimulus is that has caused the reaction.' (1930, p.
11).
●
One of his significant contribution in the field THORNDIKE’S LAW OF EFFECT (1898)
of Psychology is the development of the According to this principle, behavior that is followed
“Skinner Box” by pleasant consequences is likely to be repeated, and
● The Skinner box became an important tool for behavior followed by unpleasant consequences is less
studying learned behavior. Which we are going likely to be repeated.
to talk over in the succeeding slides. ● Skinner wasn’t the first psychologist to study
BEHAVIORIST PERSPECTIVE learning by consequences.  Indeed, Skinner's
theory of operant conditioning is built on the
ideas of Edward Thorndike.
 ● According to this principle, behavior that is
followed by pleasant consequences is likely to
be repeated, and behavior followed by
unpleasant consequences is less likely to be A Skinner box, also known as an operant
repeated. conditioning chamber, is an enclosed apparatus that
contains a bar or key that an animal can press or
● Skinner introduced a new term into the Law of
Effect - Reinforcement. behavior which is manipulate in order to obtain food or water as a type of
reinforcement.1
reinforced tends to be repeated (i.e.,
strengthened); behavior which is not ● Psychologist B.F. Skinner placed a hungry rat in
reinforced tends to die out-or be extinguished a box containing a lever. As the rat moved
(i.e., weakened). around the box, it would occasionally press the
lever, consequently discovering that food would
● Skinner (1948) studied operant conditioning by
conducting experiments using animals which drop when the lever was pressed. After some
time, the rat began running straight toward the
he placed in a 'Skinner Box”
lever when it was placed inside the box,
● But do we mean by Operant Conditioning suggesting that the rat had figured out that the
lever meant it would get food.
OPERANT CONDITIONING
● In a similar experiment, a rat was placed inside
Operant conditioning is a method of learning that a Skinner box with an electrified floor, causing
occurs through rewards and punishments for behavior. the rat discomfort. The rat found out that
Through operant conditioning, an individual makes an pressing the lever stopped the electric current.
association between a particular behavior and a After some time, the rat figured out that the
consequence (Skinner, 1938). lever would mean that it would no longer be
subject to an electric current, and the rat began
● Reinforcement is the key element in Skinner’s running straight toward the lever when it was
S-R theory. A reinforcer is anything that placed inside the box.
strengthens the desired response. It could be
verbal praise, a good grade or a feeling of The Skinner box experiment demonstrates operant
increased accomplishment or satisfaction. The conditioning, in which an animal or human learns a
theory also covers negative reinforcers — any behavior (e.g. pressing a lever) by associating it with
stimulus that results in the increased consequences (e.g. dropping a food pellet or stopping
frequency of a response when it is withdrawn an electric current.)
(different from adversive stimuli — Skinner explained the three types of reinforcement
punishment — which result in reduced
responses). A great deal of attention was given CATEGORIES OF REINFORCEMENT
to schedules of reinforcement (e.g. interval
Reinforcement
versus ratio) and their effects on establishing
and maintaining behavior. Positive
● Negative
In simple words
• Punishment
Operant conditioning is a method of learning that
occurs through rewards and punishments for behavior. • Positive
Through operant conditioning, an individual makes an
• Negative
association between a particular behavior and a
consequence (Skinner, 1938). • Extinction
SKINNER’S BOX Positive reinforcement: When something good is added
(e.g. a food pellet drops into the box) to teach a new
behavior.

Negative reinforcement: When something bad is

removed (e.g. an electric current stops) to teach a new
behavior.

Punishment: When something bad is added to teach the

subject to stop a behavior.

Behaviorism can still be seen in the modern-day

classroom, where operant conditioning is used
to reinforce behaviors. For example, a teacher may give ● Positive reinforcement works on adults, too.
a prize to students who perform well on a test or punish Companies often use bonuses as incentives for
a student who misbehaves by giving them time in workers to spend more time and energy on
detention. their job.

REINFORCEMENT ●
Negative reinforcement is a term described
Positive Reinforcement – strengthens a behavior by by B. F. Skinner in his theory of operant
providing a consequence an individual finds rewarding conditioning. In negative reinforcement, a
Negative Reinforcement – strengthens behavior response or behavior is strengthened by
because it stops or remove an unpleasant experience stopping, removing, or avoiding a negative
outcome or aversive stimulus.1

Before A dog Chores Project is

Reinforceme doesn’t are not not being
nt react to done complete
● Positive reinforcement is a type of operant trainer’s d as
conditioning that aims to increase desired hand quickly
gesture as the
behavior by introducing a favorable stimulus boss
right after the target behavior. would
like
● This favorable stimulus is referred to as
Reinforcer A Treat Money Bonus on
a positive reinforcer. A positive reinforcer
top of their
reinforces a person’s tendency to adopt the
salary
new practice over time, increasing the
likelihood a target behavior will be repeated in Target Wheneve The child Employee
Behavior r the complete works
the future.
trainer s the overtime to
raises his chore finish the
● A positive reinforcer is something that the
hand, the project
person usually enjoys or prefers and motivates dog also
them to engage in the target behavior again, raises his
such as giving a child a gift whenever they do paws
well on a school test.
●
● Positive reinforcement has gained popularity Aversive stimuli tend to involve some type of
because it creates a positive learning discomfort, either physical or psychological.
environment preferred by parents at home and Behaviors are negatively reinforced when they
teachers in the classroom. allow you to escape from aversive stimuli that
are already present or allow you to completely
● Example 1 – Animal training
avoid the aversive stimuli before they happen.
● A dog trainer gives his dog a treat every time it
● Deciding to take an antacid before you indulge
Before in a spicy meal is an example of negative
Upset feeling Late for Work Sunburn
reinforcement. You engage in an action in
Behavio Remove Leave early in the Apply order to avoid a negative result
r brocolli morning sunblock
● Example 1
After The child will Reach target Protect
be able to destination skin and
• At dinner time, a child pouts and refuses
happily eat early/Won’t be late avoid
to each the vegetables on her plate. Her
sunburn
parents quickly take the offending veggies
raises its paw after the trainer raises his hand. away. Since the behavior (pouting) led to
Now, whenever the trainer raises his hand, the the removal of the aversive stimulus (the
dog also raises his paw, even though no treats veggies), this is an example of negative
are given. reinforcement.
Example 2
● Example 2: Do chores
• On Monday morning, you leave the house early
● A parent gives an allowance to their child for (the behavior) to avoid getting stuck in traffic
doing chores. and being late for work (removal of an aversive
stimulus).
● Example 3: Work overtime to finish a project
● Example 3
 • Before heading out for a day at the beach, you of undesired behavior by removing certain
slather on sunscreen (the behavior) to avoid favorite or desired item from the individual’s
getting sunburned (removal of the aversive life.
stimulus).
Can you identify the negative reinforcer in each PUNISHMENT
of these examples?

● For the 1st example it is the child’s upset feeling

● For the 2nd example it is being late for work

● For the 3rd example it is getting sunburn

● These are all negative outcomes that were

avoided by performing a specific behavior. By
eliminating these undesirable outcomes,
preventive behaviors become more likely to
occur again in the future.

• Positive reinforcement: When

something good is added (e.g. a food
pellet drops into the box) to teach a
new behavior.
• Negative reinforcement: When
something bad is removed (e.g. an
electric current stops) to teach a new
behavior.
PUNISHMENT

Positive Punishment – adding an undesirable stimulus

to stop or decrease a behavior

Negative Reinforcement – taking away a pleasant

stimulus to decrease or stop a behavior

● Punishment is a term used in operant • In this example, the child is playing during class,
conditioning to refer to any change that occurs to employ positive punishment, the teacher
after a behavior that reduces the likelihood that scolded the student and let him write on the
that behavior will occur again in the future. board a sentence for how many times. Tis now
While positive and negative reinforcements are lead to elimination of undesirable behavior
used to increase behaviors, punishment is because the student does nt want to be scolded
focused on reducing or eliminating unwanted and write in front of the class
behaviors.
• On the same situation, where in the student is
● playing inside the classroom, to employ
Punishment is often mistakenly confused negative reinforcement, the teacher
with negative reinforcement. The difference: took/confiscated his skateboard. And because
Reinforcement increases the chances that a of this, the child does not play during class
behavior will occur and anymore.
punishment decreases the chances that a
behavior will occur. • Another example of Positive Punishment
Types of Punishment
An employee who’s been lazing around at work gets
● Behaviorist B. F. Skinner, the psychologist who criticized by his boss in front of the whole office.
first described operant conditioning, identified It is highly likely that after the criticism, the employee
two different kinds of aversive stimuli that can starts being more attentive at work, to save himself
be used as punishment: from any future embarrassment.

• Positive punishment: It’s the type of operant ● Foe Negative Punishment,

conditioning that deals with decreasing the rate
An employee, who’s been lazing around at work and
of undesired behavior by adding a certain
failing to meet the deadline, gets his salary cut in half,
negative consequence to the individual after
with a condition that he would only get full pay if he
the behavior has been exhibited.
showed more dedication and managed to meet
• Negative punishment: It’s the type of operant deadlines from then on.
conditioning that deals with decreasing the rate is severe consequence would definitely encourage the
employee to be more attentive at work, and to get his emphasizes about:
full salary.
 the anxiety that is inherent in human
existence,

 people's need for meaning in a

meaningless world, and

 the importance for people to make

their own choices according to their
own authentic desires.

ROLLO MAY

VIKTOR FRANKL (1905 – 1997)

 psychiatrist and neurologist

• To summarize, positive and negative
 Author of the book, “Man’s Search for
reinforcement increase probability of a Meaning”
behavior while positive and negative
punishment reduce the probability of a  Founded the school of LOGOTHERAPY
behavior to happen or persist again
FRANKL’s DISCOVERY
EXTINCTION
Life in the concentration camp taught Frankl that our
Extinction is a process in which reinforcement that is main drive or motivation in life is
provided for problem behavior is discontinued in order
to decrease or eliminate the behavior • neither pleasure (Freud) nor power (Adler), but
meaning!
● Extinction is similar to punishment in that its
purpose is to reduce unwanted behavior. The • even in the most absurd, painful, and dispiriting
process of extinction begins when a valued of circumstances, life can be given a meaning,
behavioral consequence is withheld in order to and so too can suffering
decrease the probability that a learned behavior LOGOTHERAPY
will continue. Over time, this is likely to result in
the ceasing of that behavior • Aim is to carry out an existential analysis of the
person, and, in so doing, to help him uncover or
For example, if an employee is continually discover meaning for his life.
praised for the promptness in which he
• Frankl believed that humans are motivated by
completes his work for several months, but
something called a "will to meaning," which
receives no praise in subsequent months for
equates to a desire to find meaning in life.
such behavior, his desirable behaviors may
diminish. Thus, to avoid unwanted extinction, METHODS OF FINDING MEANING:
managers may have to continue to offer
positive behavioral consequences. • by creating a work or doing a deed

The consequences of an act affect the probability of its • by experiencing something or encountering
occurring again. –BF SKINNER. someone; and

LESSON 8: PSYCHOLOGICAL PERSPECTIVE OF THE SELF • by the attitude we take toward unavoidable
suffering"
EXISTENTIAL PERSPECTIVE
BASIC ASSUMPTIONS OF LOGOTHERAPY
Studies how people come to terms with the basic givens
of human existence (Yalom, 1980) 1. BODY, MIND, AND SPIRIT

 Freedom and Responsibility The human being is an entity that consists of a body
(soma), mind (psyche), and spirit (noos).
 Death
Frankl argued that we have a body and mind, but the
 Isolation spirit is what we are, or our essence. 
 Meaninglessness 2. LIFE HAS MEANING IN ALL CIRCUMSTANCES
Focused on the belief that the essence of humans is
their existence
This means that even when situations seem objectively  The central problem we face, according to May,
terrible, there is a higher level of order that involves is a feeling of powerlessness in the face of
meaning enormous problems

3. HUMANS HAVE A WILL TO MEANING  This impotence leads to anxiety and repression,
leading in turn to apathy, which a form of
meaning is our primary motivation for living and acting, protection
and allows us to endure pain and suffering
ANXIETY
4. FREEDOM TO FIND MEANING
 He described the world we live in as an
Frankl argues that in all circumstances, individuals have age of anxiety
the freedom to access that will to find meaning.  Refers to “apprehension cued off by a
5. MEANING OF THE MOMENT threat to some value that the individual
holds essential to his or her existence as
decisions to be meaningful, individuals must respond to a person”
the demands of daily life in ways that match the values  Differentiated Anxiety vs. Fear
of society or their own conscience.
Two Kinds of Anxiety
6. INDIVIDUALS ARE UNIQUE
Normal Anxiety
Frankl believed that every individual is unique and
irreplaceable. That “which is proportionate to the threat, does not
involve repression, and can be confronted
Application of Logotherapy Principle constructively on the conscious level” (May, 1967)

 Create Something Neurotic Anxiety

 Develop relationships “a reaction which is disproportionate to the threat,

involves repression and other forms of intrapsychic
 Find purpose in pain
conflict, and is managed by various kinds of blocking-off
 Understand that life is not fair of activity and awareness” (May, 1967)

 Freedom to find meaning LOSS OF VALUES

 Focus on others  The source of human dilemma lies in the loss of

the center of values in our society
 Accept the worst
 Along with the loss of the dominant value of
individualism, we lost a sense of the worth and
dignity of the human being
 ROLLO REECE MAY (1909 – 1994)
A Pastor  The need today is to discover and affirm a new
set of values.
 American Psychologist
REDISCOVERING SELFHOOD
 Was diagnosed with Tuberculosis and spent 18
months in sanatorium  May believed that consciousness of self is the
unique mark of the human person
 Author of several books book:
 Self-consciousness must be done consciously
o The Meaning of Anxiety
through choice and affirmation
o Love and Will
 People need to rediscover their own feelings
o Power and Innocence and desires

MAY’s EXISTENTIAL PSYCHOANALYTIC THEORY  Moving through 4 stages of consciousness

• Existence and freedom were the central themes

of Rollo May’s analyses

• He considered that conflict is the very essence

of life

POWERLESSNESS
 • before consciousness of self is born;
Stage of
Stage of Ordinary • characteristic of an infant
Rebellion Consciousness
of the Self
REBELLION

Stage of the rebellious person wants freedom, but does not yet
Stage of Creative have a good understanding of the responsibility that
Innocence
Innocence Consciousness
Consciousness
of
goes with it.
Stages of of the Self
the Self
Stages of
Consciousness
Consciousness ORDINARY

the normal adult ego learned

responsibility, but finds it too
INNOCENCE
demanding, so seeks refuge in
conformity and traditional values

CREATIVE

the authentic adult, the

existential stage, self-actualizing
and transcending simple
egocentrism

lesson 9: MANDALLA

What the Mandala Means for Carl Gustav Jung

For Jung, the mandala represented the whole self, and

the circular shape provided for endless purposes in the
treatment scenario. Jungian theory is based around a
serious of archetypes he identified that represent
a collective unconscious – or the shared themes that
reappear in people’s lives independent of culture or
regional differences and without ever being taught.
Some of Jung’s most well known archetypes include:

 The anima and animus: the aspects of biological

sex that are apparent in the opposite sex (e.g.
“masculine” behaviors or feelings in women)

 The shadow: The “dark side” within us all,

similar to the id in Freudian theory

 The self: A united experience of being in-touch

with one’s mind, body, and spirit

These archetypes were developed because they

consistently show up in history and in different cultures,
even in the days before cell phones and the Internet
made communication and information instantly
accessible. Jung realized that many of his personal
experiences and the experiences of his patients
contained many of the same basic themes that had
reappeared throughout historical writings, and so he
sought to organize common human patterns.

The circle then, is Jung’s archetype of a whole, united

self. Every culture around the world uses the circle in a
similar way, therefore making it a universal concept.
This optimized self benefits from internal organization,
and can therefore handle crises or upsets more readily.
Based on these premises, mandalas take on a new
meaning for personal development.
 WEST AND EAST

Independence

 Develop early independence

 Express yourself
 Responsible for self
 Live on one’s own
 One’s own goals take priority
Motivated by own
preferences, needs ,
How Did Jung Use Mandalas?
rights
Jung and many of his contemporaries who developed  Tasks more important than relationships
psychoanalysis and the modern psycho-therapeutic  Cognitive skills independent of social skills
process as we know it relied on free expression as a way
Interdependence
to tease apart underlying issues within the psyche. This
was often done through art making, as creative forms of  Learn to depend on others
expression were seen as more effective in breaking  Read nonverbal cues
down defense mechanism than just talk therapy.  Listen to authority
 Be responsible for others
Using symbolism is a key way for therapists to help
 Personal goals secondary to goals of the group
clients connect with internal processes that they may be
 Motivated by the norms of, and duties imposed
struggling to get perspective on, and is much easier to
by, the group
accomplish through creative means. For Jung, mandalas
 Relationships more important than tasks
became objects to draw, model, act out, or even
 Social and cognitive skills integrated
describe as a way to indicate unconscious mechanisms
at play that may be affecting a central wholeness. Based Westby (2009)
on what colors or shapes a client used, there were
corresponding archetypes that could then be
interpreted to make sense of internal struggles.

The symbolism of drawing inside a contained circle as

a way to understand yourself and to represent a
unified concept of wholeness within is one of Jung’s
lasting legacies in psycho-therapy and personal
development.

LESSON 10: In Search of the Self: Eastern versus WEST BRAIN, EASTERN BRAIN

Western Perspectives

WESTERN and EASTERN

INDIVIDUALISTIC VS. COLLABORATIVE

 I am special.
 I am unique.
 I am me.
 I am an individual.
 I am who I am.
 I am a rational agent.
 I am responsible for my own action.

COLLABORATIVE
The Americans showed more activity in regions that
 I am part of my family.
recognize objects.
 I am part of my community.
 I am part of my country. The Asians showed more activity in areas that process
 The goodness of the whole is more important figure-ground relations—holistic context
than the individual.
 My actions directly impact my family and my Low Power Distance
community.
 Persons must earn respect
  Collaborative classrooms
 Teachers facilitate learning
 Persons direct themselves

High Power Distance

 Parents teach children to obey

 Children respect parents & those in authority
 Teachers take initiative in class
 Teachers are to transfer wisdom
PROBLEM SOLVING
 Students respect teachers
 Persons expect direction

INDIVIDUALISTIC VS COLLABORATIVE
(SELF)

DEFINITIONS OF EDUCATION

WEST

(Latin) which comes from a verb “educere” which

means to lead, draw, and bring out the horizontal
INDIVIDUALISTIC VS COLLABORATIVE “drawing out” of wisdom into vision.
(LIFESTYLE)
EAST

Teaching (教)

Nurturing (養)

RELATIONSHIP EDUCATION

WEST

US pays great attention to train the students’ practice

ability to utilize the knowledge, cultivating the students’
question to the knowledge and authority and building
the ability to extend the knowledge system.

 The dynamic changes to knowledge.

 Unstructured
HOW IS A CHILD TAKEN CARE OF?
INDIVIDUALISTIC VS COLLABORATIVE  Freedom

EAST

Taiwan’s education pays more attention to the instilling

and accumulation of knowledge, cultivating the
students’ respect to the knowledge and authority and
building the ability to inherit the knowledge system.

 The acceptance to knowledge

 Structured
HOW A SENIOR LIFE LOOKS LIKE?
INDIVIDUALISTIC VS COLLABORATIVE  Consistence
TEACHERS One of the most effective ways to learn about oneself
is by taking seriously the cultures of others. It forces
WEST you to pay attention to those details of life which
 American teachers were more knowledgeable differentiate them from you.
about general educational theories and
classroom skills. -Edward T. Hall

 Evokes creative thinking.

 Encourage students to

challenge the knowledge.

 Teaching atmosphere

lively and vivid.

EAST

 Chinese teachers had stronger knowledge of

the subject matter and building the solid
foundation.

 Spend more time with their students.

 Persistence.

 Authority figure.

STUDENTS

WEST

 Self-confidence
 Independence
 Curiosity
 Free thinking

……..

EAST

 Discipline
 Obey
 Good observers
 Patient
 Respectful
 Afraid of making
 mistakes

SOCIAL RELATIONSHIPS

WEST

Informal, egalitarian.

People most comfortable with their social equals;

importance of social rankings minimized.

EAST

Formal, hierarchical.

People most comfortable in the presence of a hierarchy

in which they know their position and the customs/rules
for behavior in the situation.