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    Uts 3

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    Psychology studies human behavior and mental processes, including the self. William James conceptualized the self as consisting of the "I" and "me". The "me" is one's representation based on experiences, while the "I" refers to one's awareness. Later theorists like Susan Harter emphasized developing a strong sense of "I-self" through self-awareness, agency, continuity and coherence to promote well-being. The self can also be understood as having ideal and real components that sometimes align and sometimes conflict.

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    Uts 3

    Uploaded by

    marochelle llera
    36 views10 pages
    Psychology studies human behavior and mental processes, including the self. William James conceptualized the self as consisting of the "I" and "me". The "me" is one's representation based on experiences, while the "I" refers to one's awareness. Later theorists like Susan Harter emphasized developing a strong sense of "I-self" through self-awareness, agency, continuity and coherence to promote well-being. The self can also be understood as having ideal and real components that sometimes align and sometimes conflict.

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    understanding self lesson 3

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    UTS 3

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    Psychology studies human behavior and mental processes, including the self. William James conceptualized the self as consisting of the "I" and "me". The "me" is one's representation based on experiences, while the "I" refers to one's awareness. Later theorists like Susan Harter emphasized developing a strong sense of "I-self" through self-awareness, agency, continuity and coherence to promote well-being. The self can also be understood as having ideal and real components that sometimes align and sometimes conflict.

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    36 views10 pages

    Uts 3

    Uploaded by

    marochelle llera
    Psychology studies human behavior and mental processes, including the self. William James conceptualized the self as consisting of the "I" and "me". The "me" is one's representation based on experiences, while the "I" refers to one's awareness. Later theorists like Susan Harter emphasized developing a strong sense of "I-self" through self-awareness, agency, continuity and coherence to promote well-being. The self can also be understood as having ideal and real components that sometimes align and sometimes conflict.

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    of 10

    PSYCHOLOGICAL PERSPECTIVE

    UNDERSTNDING THE SELF

    WHAT IS PSYCHOLOGY?
     Psychology is the study of human behavior and mental processes
     What about the psychology of the self? And its cognitive construction?

    PSYCHOLOGY OF THE SELF


     It focuses on the representation of an individual based on his or Her
    experiences.
     This experiences are either from
    THE SELF AS A COGNITIVE CONSTRUCT

     Cognitive construction is a cognitive approach that focuses on the mental


    processes rather than the observable behavior.
     This approach will assist individuals in assimilating new information to
    their existing knowledge and will enable to make the appropriate
    modification to their existing intellectual framework to accommodate new
    information
    WILLIAM JAMES AND THE ME, SELF, AND I-SELF

     William James (1890) conceptualized the self as the integration of


    everything a person can call his/her own.
     Consisted of the following: the “I” and “me

    STREAM OF CONSCIOUSNESS
     Through it the Or the persons Cognitive capacity Of external world
    awareness and self-consciousness for one’s
     The duality of the self depends on Internal states become possible the
    stream of consciousness, or the mind continues flow of thoughts and
    internal reactions to certain events
     When we direct our awareness to our own existence like being conscious,
    it is said to be that we are using “me”.
     Is further divided into parts: constituents of the self, self-feeling, self-
    seeking and self-preservation
    CONSTITUENTS OF THE ME-SELF
     The combination of the material, social and spiritual selves is called The
    empirical self.
     Arrange in hierarchical manner in which the spiritual self is at the top,
    social self in between and material self at the bottom
    MATERIAL SELF
     Manifest in what we have or anything tangible we value such as our
    bodies, immediate family, and properties. James construed that the body
    is the most cherished among the material self, which we refer as “me”
    and the rest is called as “mine”
    SOCIAL SELF

     Manifest in who we are relative to social situations. Involves all of the


    mental images constructed by people that pertains to us.
    SPIRITUAL SELF
     Most intimate part of our selves. It is an active element of our
    consciousness that includes our moral awareness, will and conscience.
    SELF FEELINGS

     It is the self-conscious emotions and attitudes such as pride, vanity,


    modesty that may occur when we become conscious of the constituents
    of ourselves.
    SELF- SEEKING AND SELF PRESERVATION
     Once we experience self- feelings, we are more likely to perform self-
    seeking behaviors to improve and preserve the state of our material,
    social and spiritual self.
     Are future-oriented actions that aim to preserve and develop our
    empirical self. They are as follows

    o BODILY SELF-SEEKING
    These are reflexes, feelings, and actions that protect the body
    from physical harm.

    o SOCIALSELF-SEEKING
    These are friendliness and affections that develop our
    relationship with others as well as achievement and influence that
    protects our reputation

    o SPIRITUAL SELF-SEEKING
    These are intellectual, moral and spiritual development that
    improves a person’s sense of self.
    James also stated that our spiritual self is explored when we
    engage in self reflection.
    SUSAN HARTER AND I-SELF

     she elaborated William James assumptions about the I-self.


     For her, the I-self is the developmental-cognitive construct that promotes
    mental health and wellbeing of children and adolescents
    HARTER’S CONCEPT OF I-SELF
     Protective factors in the development of mental health problems namely:
    AWARENESS
    o Contention of self-awareness, being conscious of one’s reality,
    appreciate relationship with people, challenge psychological and
    physical abilities and pursue new activities
    SENSE OF AGENCY (BANDURA)

     Individuals demonstrate control over the way they behave and think.
    This is reflected through CREATING A SENSE OF AGENCY

    SELF EFFICACY
    o a conviction of the I-self in which one can successfully accomplish
    accomplishing a challenging task or deliver positive outcomes even
    in difficult situation.

    MASTERY MOTIVATION
    o determination in doing so and uphold mindset in terms of
    developing our intellectual, social; and moral faculties
    INTRINSIC MOTIVATION
    o self-drive in performing the task
    o engage in a behavior because it is personally rewarding, not for an
    external reward
    FLOW
    o I self-extreme concentration on performing intrinsically rewarding
    activities, characterized by positive emotion, and awareness.
    SENSE OF SELF-CONTINUITY

     During five to six years of age; the child’s understanding that he self is
    constant even if physical appearance may change.
     It also serves as protective factors in the development of mental health
    problems such as low self-esteem, depression, suicidal ideation and
    disorganized self-concept
    SELF COHERENCE

     A process in figuring out how different attributes could coincide within


    an individual; a person’s acceptance, as well as flexibility about his/her
    diverse psychological well-being.
    SOCIAL COMPARISON
     Is a way to evaluate and further develop our
    performance in social situations through
    comparing ourselves to other people.
    SELF ACTIVATION

     Is a cognitive stimulation of mindset and information processing styles


    that are used to evaluate the self during social comparisons.
    SELF CONSTRUCT
     Are the mindsets that one uses in organizing social information that is
    eventually used for evaluating the self.

    GLOBAL VERSUS DIFFERENTIATED MODELS


    SELF -ESTEEM

     A person’s overall self-evaluation or sense of worth


    GLOBAL SELF-ESTEEM

     Aka Trait self -esteem is a personality variable


    that represents the way people generally feel
    about themselves.
     It is a decision people make about their self-
    worth.
    SELF ESTEEM

     A person’s overall self evaluation or sense of worth


    STATE SELF-ESTEEM

     Aka Feelings of self-worth it refers to temporary feelings or momentary


    emotional reactions to positive and negative events where we feel good or
    bad about ourselves during these situations
    SELF ESTEEM
     A person’s overall self-evaluation or sense of worth
    DOMAIN SPECIFIC SELF- ESTEEM
     Aka Self-evaluations it refers on the focused on how people evaluate their
    values abilities and attributes. This is making distinctions or
    differentiations on how good or bad people are in bad specific physical
    attributes, abilities and personal characteristics
    REAL AND IDEAL SELF CONCEPTS
    To want who you actually are is good for your well being

     These perspective assert the overall dignity and worth of human beings
    and their capacity for self-realization
     Lets talk about the ideas of;
     Karen Horney and Carl Rogers ideas of the Real self and Ideal self-
    concepts

    KAREN HORNEY

     Feminine Psychologist
     She established that a person has an “ideal self”, “actual self” and the
    “real self”.
     She believed that everyone experiences basic anxiety through which we
    experience conflict and strive to cope and employ tension reductions.

    o Idealized Self-image – an imaginary picture of the self as the


    possessor of unlimited power and superlative qualities is developed
    o Example: This is the person who we would like to be. It consists of
    our goals and ambitions in life, and is dynamic – i.e. forever
    changing. The ideal self in childhood is not the ideal self in our
    teens or late twenties etc.

    o Actual Self– the person one is in everyday life, is often despised


    because it fails to fulfill the requirements of the idealized image.

    o Example: Qualities you believe you actually possess.

    o Real Self– revealed only as a person begins to shed the various


    techniques developed to deal with basic anxiety and to find ways
    resolving conflicts. It is a “force” that impels growth and self
    realization.

    o Example: “Real” is a term that displays originality. If a thing is


    described as real, it mean sit is very original and concrete.

    CARL ROGERS
     Developed Person Centered Theory
     He establish a conception of the self-
    involving the “real self” (a.k.a self-
    concept) and “ideal self
     Real self– Rogers definition of real self
    includes all those aspects of one’s being
    and one’s experiences that are perceived
    in awareness by the individual.
     Part of ourselves where we feel, think,
    look and act involving ourself image

     Ideal self– revolves around goals and


    ambitions in life, it is dynamic, the idealized image that we have
    developed overtime.

     This is what our parents have taught us considering what we have


    admire in others, what our society promotes, what we think are in our
    best interest

    MULTIPLE VERSUS UNIFIED SELVES


    MULTIPLE SELVES

     According to Kenneth Gergen, it is the capacities we carry within us from


    multiple relations. These are not ‘discovered’ but ‘created’ in our
    relationships with other people
    UNIFIED SELVES
     It is understood that a person is essentially connected with self hood and
    identity. Ego is the most important part of the mind that make the
    organized and coherent to the person

    TRUE VESUS FALSE SELVES


    DONALD W. WINNICOTT

     Distinguished what he called “true self” from the


    “false selves” in the human personality,
    considering the true self as based on a sense of
    being experiencing body, false self as a necessary
    defensive organization, a survival kit, a caretaker
    self, the means which a threatened person has
    managed to survive
    TRUE SELF- has a sense of integrity, connected to
    wholeness that harsh to the early stage
    FALSE SELF – is used when the person has to comply
    with external rules, such as being polite or otherwise
    following social codes.

    HEALTHY AND UNHEALTHY SELF


     Healthy false self- is functional, can be compliant but without the feeling
    that it has betrayed the true self.
     Unhealthy False self- a feeling of forced compliance rather than loving
    adaptation
    HEINZ KOHUT
     As investigated by Heinz, false selves can lead towards narcissistic
    personality, which identifies with external factors at the cost of one’s own
    autonomous creativity.
     “self states “, including one’s sense of worth and well- being, are met in
    relationships with others.
    NARCISSIM

     Is a personality trait characterized by overly high self-esteem, self, and


    self-centeredness.
     Narcissists can be perceived as charming at first, but often alienate
    others in the long run. They can also make bad romantic partners as
    they often behave selfishly and are always ready to look for someone else
    who they think will be a better mate, and they are more likely to be
    unfaithful than non-narcissists
    NARCISSISTS TEND TO AGREE WITH STATEMENTS SUCH AS THE
    FOLLOWING:

     “I know that I am good because everybody keeps telling me so.”


     “I can usually talk my way out of anything.”
     “I like to be the center of attention.”
     “I have a natural talent for influencing people.”

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