PSYCHOLOGY

• The word psychology is derived

from 2 Greek words,
• "psyche" (mind/soul),
• “logos” (science/ study).

• PSYCHOLOGY is a scientific study

of observable behavior and
mental processes
PSYCHOLOGY
NATURE VS NURTURE
1. HEREDITY (NATURE) which comprises the totality of influences, biologically
transmitted from the parents to the offspring that determines the ways in
which an individual will make use of his environment. It covers all the factors
that were present in the individual at the time of conception.

2. ENVIRONMENT (NURTURE) which is the sum total of all external conditions and
factors potentially capable of influencing an organism. It covers all the external
factors that have acted on him after conception‘

• BEHAVIOR is a product of heredity and environment (B = H x E)

Proponents of Psychology

Proponents Contribution
WILLIAM JAMES • “I Self” vs “Me Self”
EDWARD TORY HIGGINS • Self-discrepancy
• Actual, Ideal and Ought Self
CARL ROGERS • Self-concept
• Real vs Ideal Self
DANIEL OGILVIE • Actual, Ideal and Undesired
Self
Proponents of Psychology

Proponents Contribution
ABRAHAM MASLOW Hierarchy of Needs
ERIK ERIKSON Psychosocial Development
SIGMUND FREUD Psychosexual Development
JEAN PIAGET Cognitive Development
LAWRENCE KOHLBERG Moral Development
WILLIAM JAMES

I vs ME
a) “ “I self”
➢ is the self that knows who they are and what they have done in
their life.
➢ It is more objective, based on what they see or perceived
themselves doing in the physical world.
➢ Example: I study every night
WILLIAM JAMES

I vs ME
b) “ME self”
➢ can be thought of as a separate object or individual a person refers
to when describing their personal experiences.
➢ More subjective, referring to individuals reflection about
themselves.
➢ Example: I believe that I am a smart student
EDWARD TORY HIGGINS

Higgins proposed that people hold disagreeing internal

representations of themselves that lead to different emotional
states.
• Actual Self > people hold beliefs about what they’re really like
• Ideal Self > as well as what they would ideally like to be
• Ought Self > what they think they should be
EDWARD TORY HIGGINS

SELF-DISCREPANCY THEORY
• Ideally, people prefer to close the gap between their actual self and their ideal or ought
beliefs. If they fall short, any discrepancies may lead to specific emotional and
motivational consequences.
Example: Procrastination
Ideal Self > To be efficient
Actual Self > To procrastinate
Ought Self > Complete task on time

Note: Student who procrastinates likely experiences a discrepancy in his/her actual and
ought selves. There will be a feeling of frustration he/she does not finish task on time.
DANIEL OGILVIE

• Ogilvie's (1987) claim that the undesired self has stronger

effects on well-being relative to ideal and ought selves.

• Undesired self is more grounded in reality.

• “discrepancies”
• Actual vs Undesired Self = Strongly associated with Satisfaction
• Actual vs Ideal Self = NOT strongly associated with Satisfaction
CARL ROGERS

Rogers defines…
• SELF – is a whole consisting of one’s self-perception

CONTRIBUTIONS:
A. Self-concept
• an individual’s overall perceptions and assessments of their
abilities, behavior and personalities.
• Maladjusted – inaccurate self-concept
CARL ROGERS

B. Real Self vs Ideal Self

• Real Self – the self resulting from our experiences
• Ideal Self – the self we would like to be

The greater discrepancy between the real self and the ideal self, the
more maladjusted we would be.

C. Positive Self-Concept
• Positive perceptions of the self
CARL ROGERS

3 Methods to develop positive self-concept

1. Unconditional positive regard > accepting,
valuing and being positive toward another
person
2. Empathy > one has to listen, understand and be
sensitive to other’s feelings.
3. Genuineness > dropping pretenses and facades.
ABRAHAM MASLOW

Humanistic Psychologist
• Hierarchy of Needs
• States the self seeks to gratify the most basic
needs first before it can satisfy the higher order
needs – even if it is done partially.

• Importance:
➢Self-actualization – to become “the best of one can be”
➢Transcendence – move on to mentor, coach, teach and
care for others.
Hierarchy of Needs
Hierarchy of Needs

• The following does not belong to the

original hierarchy:
1. Transcendence
2. Aesthetic Needs
3. Cognitive Needs
SIGMUND FREUD

Father of Psychoanalysis
• Sigmund Freud's theory suggests
that human behavior is influenced
by unconscious memories,
thoughts, and urges

• Our self is like a “tip of an iceberg.”

• only a small portion of our self is visible.
SIGMUND FREUD

PSYCHOSEXUAL DEVELOPMENT
• Adult personalities is defined by the way how we resolve
the contradictions between these early sources of
gratification and the demands of reality.

• Erogenous Zones > parts of the body that have strong

pleasure giving qualities at a certain phase of
development.
 SIGMUND FREUD (STAGES OF PSYCHOSEXUAL DEVELOPMENT)

STAGE AGE EROGENOUS CHARACTERISTICS

(in years) ZONES
ORAL 0–2 Mouth Chewing, biting and sucking is the child’s main source
of pleasure that decreases tension in the infant.
ANAL 2–4 Anus Children are involved in toilet training.
PHALLIC 4–6 Phallus Gratification is centered in the manipulation of the
(penis) genitals. Oedipus complex is developed.
LATENCY 6 – 12 There is no erogenous zones; no sexual motivation is
present.
GENITAL 12 and up Genitals There is sexual resurgence where the individual is now
interested to opposite sex.
 ERIK ERIKSON

PSYCHOSOCIAL THEORY OF DEVELOPMENT

• Erikson believed that social relations is
more important than sexual development.

• Psychosocial crisis > these are set of

critical issues that individuals must address
as they pass through each of the eight life
stages.
ERIK ERIKSON (PSYCHOSOCIAL THEORY OF DEVELOPMENT)

CRISIS AGE (in DESCRIPTION

years)
Trust vs Mistrust 0 to 1 ½ Infants learn a basic sense of trust dependent
upon how their needs are met.
Autonomy vs Shame and 1 ½ to 3 Toddlers begin to understand that they can
Doubt control their own actions
Initiative vs Guilt 3 to 5 Preschool children learn to take responsibility for
their behavior as they develop self-control.
Industry vs Inferiority 5 to 12 The school-aged child must learn new skills in
both the academic world and the social world.
They compare themselves to others to measure
their success or failure.
ERIK ERIKSON (PSYCHOSOCIAL THEORY OF DEVELOPMENT)

CRISIS AGE (in DESCRIPTION

years)
Identity vs Role 13 to 20 Adolescent must decide who they are, what they
Confusion believe, and what they want to be as an adult.
Intimacy vs Isolation 20 to 40 Young adults face the task of finding a person with
whom they can share their identity in an ongoing,
close personal relationship.
Generativity vs 40s to 60s The focus of this task is to find a way to be a
Stagnation creative, productive person who is nurturing the
next generation.
Ego Integrity vs 60s and The task in this stage involves coming to terms with
Despair above the end of life, reaching a sense of wholeness and
acceptance of life as it has been.
JEAN PIAGET

• COGNITIVE DEVELOPMENT
• The development of thinking, problem
solving and memory.
• Piaget believed that the child gradually
develops different competencies by
passing through a series of periods of
development.
JEAN PIAGET

Stage Age (by Description

years)
Birth To 2 Children explore the world using the senses and ability
SENSORIMOTOR
Years to move.
2 To 7 Young children can mentally represent and refer to
PREOPERATIONAL objects and events with words of pictures and they can
pretend.
7 To 12 Children are able to conserve, reverse their thinking,
CONCRETE
and classify objects in terms of characteristics. They can
OPERATIONAL
think logically and understand analogies.
FORMAL 12 years People can use abstract reasoning about hypothetical
OPERATIONAL onward events or situation.
LAWRENCE KOHLBERG

THEORY OF MORAL
DEVELOPMENT

• Kohlberg believed that as

children grow, they pass through
different stages of moral
development.
 LAWRENCE KOHLBERG

Level 1. Preconventional Morality

Children's decisions are primarily shaped by the expectations of adults and
the consequences for breaking the rules.
• Stage 1 (Obedience and Punishment)
People see rules as fixed and absolute. Obeying the rules is important
because it is a way to avoid punishment.
• Stage 2 (Individualism and Exchange)
Children account for individual points of view and judge actions based on
how they serve individual needs. Reciprocity is possible at this point in
moral development, but only if it serves one's own interests.
 LAWRENCE KOHLBERG

Level 2. Conventional Morality

…marked by the acceptance of social rules regarding what is good and moral

• Stage 3 (Good Interpersonal Relationships)

…referred to as the "good boy-good girl" orientation and it’s focused on living up to
social expectations and roles. There is an emphasis on conformity, being "nice," and
consideration of how choices influence relationships.
• Stage 4 (Maintaining Social Order)
It is focused on ensuring that social order is maintained. People begin to consider
society as a whole when making judgments. The focus is on maintaining law and
order by following the rules, doing one’s duty, and respecting authority.
LAWRENCE KOHLBERG

Level 3. Postconventional Morality

People develop an understanding of abstract principles of morality.

• Stage 5 (Social Contract and Individual Rights): Rules of law are

important for maintaining a society, but members of the society should
agree upon these standards.

• Stage 6 (Universal Principles):

At this stage, people follow these internalized principles of justice,
even if they conflict with laws and rules.
 QUIZ 2
CONTENT:
- ABRAHAM MASLOW’S HIERARCHY OF NEEDS
- SIGMUND FREUD’S PSYCHOSOCIAL DEVELOPMENT
- ERIK ERIKSON’S PSYCHOSOCIAL DEVELOPMENT
- JEAN PIAGET’S COGNITIVE DEVELOPMENT
- LAWRENCE KOHLBERG’S MORAL DEVELOPMENT