Psychological Perspective

of the Self
Prepared by: MR. NILO S. LAPAD
“For a young person, it is almost a sin, or at least
a danger, to be too preoccupied with himself; but
for the ageing person, it is a duty and necessity to
devote serious attention to himself.”
- Carl Jung
 The development of self-understanding in adolescence involves a
number of theories about the self, identity, and personality.

Theories about the self give way for the identification of which
characteristics of the self are relevant and the understanding of how
these characteristics are related to each other.

They foster discourse on the different conceptualizations of identity

based on different sociocultural context (Santrock, 2002).
 Understanding of the self is highest when the different parts of the
self become integrative.

Consistent with Carl Roger’s theory of self, an important aspect

of understanding the self is self-awareness—how much an
adolescent is aware of his or her own psychological make-up, what
makes him or her unique as a person, as well as his or her strengths
and weaknesses.
 WILLIAM JAMES’ CONCEPT OF SELF:
THE ME-SELF AND THE I-SELF
William James suggests that the self is divided into two
categories: the I-Self and the Me-Self.

The I-Self is refers to the self that knows who or she is which is
also called the thinking self.

The I-Self reflects the soul of a person or the mind which is also
called the pure ego.
 WILLIAM JAMES’ CONCEPT OF SELF:
THE ME-SELF AND THE I-SELF
The Me-Self, on the other hand, is the empirical self which refers to the
person’s personal experiences and is further divided into sub-categories: the
material self, social self, and spiritual self.

The material self is attributed to an individual’s physical attributes and

material possessions that contribute to one’s self-image.
The social self refers to who a person is and how he or she acts in social
situations.
The spiritual self refers to the most intimate and important part of the self
that includes the person’s purpose, core values, conscience, and moral
behaviour.

James believes that the path to understanding the spiritual self requires
introspection.
 CARL ROGERS’ SELF THEORY:
REAL AND IDEAL SELF
Another aspect of self-understanding that is important in adolescent
years focuses on self-concept. This refers to the image of oneself.

Psychologist Carl Rogers defines the self as a flexible and changing

perception of personal identity. The self is the center of experience
(Rathus, 2017).

He suggests that the self develops from interactions with significant

people and awareness of one’s own characteristics and level of
functioning.
 CARL ROGERS’ SELF THEORY:
REAL AND IDEAL SELF
According to Rogers, human beings are always striving for self-fulfilment or
self-actualization. When the needs of the self are denied, severe anxiety may
arise. Central to achieving self-actualization is the development of self-
concept.

Rogers suggests two components of self-concept: the real self and the
ideal self.
The real self consists of all ideas, including the awareness of what one
can do.
On the other hand, the ideal self is the person’s conception of what should
be or what one aspires to be which includes one’s goals and ambitions in life.
CARL ROGERS’ SELF THEORY:
REAL AND IDEAL SELF
 MULTIPLE VERSUS UNIFIED SELF, TRUE
VERSUS FALSE SELF
Self-understanding in adolescents also includes conceptualizing
the self as multiple or unified and true or false.

The construction of multiple selves varies across different

interpersonal and intrapersonal roles and relationships.

Coping with different selves constitutes a formidable task among

adolescents. These challenges contribute heavily to the young
person’s struggle for a unified self.
 MULTIPLE VERSUS UNIFIED SELF, TRUE
VERSUS FALSE SELF
The task of integrating one’s multiple selves naturally causes
concern.

Given the enormous challenges of self-integration, it is important

that adolescents are supported in their effort to create a consistent,
coherent, or unified theory of the self (Santrock, 2002).
 MULTIPLE VERSUS UNIFIED SELF, TRUE
VERSUS FALSE SELF
Winnicott has found that the self is composed of the true self and
the false self.

The function of the false self is to hide and protect the true self.
Researchers have found that adolescents’ perceptions of themselves
can change depending on the situation.

In other words, adolescents display a false self to impress others.

Adolescents develop different selves in various relational contexts.
 THE SELF AS PROACTIVE AND AGENTIC

Albert Bandura (2001) posits that humans, through their agency

are perceived as proactive agents of experiences.

Agency embodies the endowments, belief systems, self-

regulatory capabilities, and distributed structures and functions
through which personal influence is exercised, rather than reside as
discrete entity.

The core features of agency enable people to play a part in their

self-development, adaptation, and self-renewal.
 THE SELF AS PROACTIVE AND AGENTIC

The main features of human agency are intentionally, forethought,

self-reactiveness, and self-reflectiveness.

Intentionally refers to acts done intentionally. Intentions center

on plans of action with the anticipation of possible outcomes.

Forethought enables the person to anticipate the likely

consequences of prospective actions. Through the exercise of
forethought, people are guided in their actions in the anticipation of
future events.
 THE SELF AS PROACTIVE AND AGENTIC

Self-reactiveness involves making choices and choosing

appropriate courses of action as well as motivating and regulating
them.

Self-reflectiveness gives the person the ability to reflect upon

and the adequacy of his or her thoughts and actions. People are not
only agents of action but also self-examiners of their own functioning.
 THE SELF AS PROACTIVE AND AGENTIC

Efficacy beliefs are the foundation of human agency. Self-

efficacy refers to the individual’s belief that he or she is capable to
perform a task which influences whether he or she will think
pessimistically or optimistically and in ways that are self-enhancing or
self-hindering.

Efficacy beliefs also play a central role in self-regulation which is

the ability of an individual to control his or her behaviour without
having to rely on others for help.
THE SELF AS THE CENTRAL ARCHETYPE

Central to Carl Jung’s theory of the self is the concept of

archetypes.

Basically, archetypes are the universal models after which roles

are patterned. The archetype represents the hidden potentialities of
the psyche, or total personality.

Jung suggests that the psyche continues to develop throughout

life, but psyche starts to show a definite form and content during
adolescence.
THE SELF AS THE CENTRAL ARCHETYPE

According to Jung, archetypes reside in the personal

unconscious (forgotten experiences) that is common to all
human beings, known as the collective unconscious.

For Jung, there are four major archetypes: persona,

shadow, animus/anima, and self.
THE SELF AS THE CENTRAL ARCHETYPE
The persona refers to social roles that individuals present to others.

The shadow refers to the repressed thoughts that are socially

unacceptable. This archetype is often considered as the dark side of psyche.

The anima is the feminine side of the male psyche while the animus is the
masculine side of the female psyche.

The self is the central archetype that unites all parts of psyche.

The ego is the individual’s conscious perception of the self.

 SIGMUND FREUD’S CONSTRUCTION OF
SELF AND PERSONALITY
According to Sigmund Freud, the dynamic forces within
the self are many and in inevitable conflict.

He argues that the mind is composed of three structures

through which personality is formed: the id, ego, superego.
 SIGMUND FREUD’S CONSTRUCTION OF
SELF AND PERSONALITY
The id refers to the component of the personality characterized
by its need to satisfy basic urges and desires. Freud believes that the
id is the pleasure-seeking side, impulsive, child-like, and demands
instant gratification.

The ego refers to the I and operates on the reality principle and
controls the id. The ego can conform with existing societal
consideration.
 SIGMUND FREUD’S CONSTRUCTION OF
SELF AND PERSONALITY
The superego refers to the “conscience” and “moral judge” of one’s
conduct. Violation of rules leads to feelings of guilt. It strives to perfection
rather than pleasure.

It appears that the id is the devil within the self, the superego is the
angel, and ego is the person in the middle.

The id, ego, and superego are often in conflict with each other. Freud
uses the term “ego strength” to refer to the ego’s ability to resolve the
conflict between the three structures. If this constant state of conflict is
unresolved, personality problems may arise.
SIGMUND FREUD’S CONSTRUCTION OF
SELF AND PERSONALITY
 SIGMUND FREUD’S CONSTRUCTION OF
SELF AND PERSONALITY
Freud calls these the psychosexual stages of development that
progress through five stages.

Each stage is associated with conflicts that the individual must

resolve so that he or she can successfully move on to the next stage.

Freud also believes that each stage has needs and that the
dissatisfaction of needs may result in fixation which could have
lasting negative effects on one’s personality.
 SIGMUND FREUD’S CONSTRUCTION OF
SELF AND PERSONALITY
The first stage is the oral stage, which lasts from birth up to the
first year of life. During this stage, babies derive pleasure from oral
activities like sucking and biting.

Overindulgence of oral needs may lead to oral incorporative

personality disorder such as overeating, smoking, and alcoholism
while dissatisfaction may lead to oral aggressive personality
disorder such as sarcasm and tactlessness.
 SIGMUND FREUD’S CONSTRUCTION OF
SELF AND PERSONALITY
The next stage is the anal stage, which occurs around the
second year of life.

During this stage, the child derives pleasure from the elimination
of body wastes. Through toilet training, the child learns the basic
rules of society.

Anal fixations can lead to anal retentive personality disorder

such as having obsession with cleanliness or anal expulsion
personality disorder such as clumsiness.
 SIGMUND FREUD’S CONSTRUCTION OF
SELF AND PERSONALITY
Freud calls the third stage the plastic stage which usually
occurs around ages 3 and 6.

Children during this stage derive pleasure from examining,

touching, fondling, or displaying their genitals.

These behaviors are likely motivated by curiosity about the

differences between the anatomy of man and woman.

Fixations at this stage may lead to abnormal sex behaviors in

later life.
 SIGMUND FREUD’S CONSTRUCTION OF
SELF AND PERSONALITY
The fourth stage is the latency stage, which lasts from 7 to 12
years of age.

At this stage, sexual energy is repressed because children

become occupied with school.
 SIGMUND FREUD’S CONSTRUCTION OF
SELF AND PERSONALITY
The last stage is the genital stage, which starts from adolescence
to adulthood.

During this stage, pleasure is again derived from the genital area
and individuals seek to satisfy their sexual drives from sexual
relationships.

Sexual problems may result as a consequence of inappropriate

sex behaviors.
THE ROLE OF ERIK ERIKSON’S THEORY IN
UNDERSTANDING THE SELF
Another important aspect of self-understanding involves views on
the identity development of the self.

In Erik Erikson’s theory, adolescence is a period of identity

development.

Identity formation is usually viewed as a process that requires

adolescents to distance themselves from the strong expectations and
definitions imposed by parents and other family members.
THE ROLE OF ERIK ERIKSON’S THEORY IN
UNDERSTANDING THE SELF
To achieve an individual identity, one must create a vision of the
self that is authentic which is anchored on the meaning of his or her
goals for the future sense of having hold of one’s destiny in an effort
to reach goals that are personally meaningful (Newman & Newman,
2009).

Some of the ways adolescents try to establish their identity is

through status symbols such as having “state-of-the-art” mobile
phones, designer bags and clothes, and other material possessions.
THE ROLE OF ERIK ERIKSON’S THEORY IN
UNDERSTANDING THE SELF
Erikson’s theory proposes that individuals go through eight
psychological stages of development. While Erikson believed that
each stage is important, he gives particular emphasis on the
development of the ego.

The ego is the positive force that contributes to identity formation

and lays the foundation for certain strengths and virtues in life such
as hope, will, purpose, competence, fidelity, love, care, and wisdom.
THE ROLE OF ERIK ERIKSON’S THEORY IN
UNDERSTANDING THE SELF
Trust versus mistrust is the first psychological stage of
development, occurring in the first year of life.

According to Erikson, the child will develop trust if he or she is

properly cared for.

If the child is not well-cared for, mistrust is likely to develop.

THE ROLE OF ERIK ERIKSON’S THEORY IN
UNDERSTANDING THE SELF
Autonomy versus shame and doubt is the second stage of
development, occurring during the first three years of life.

Autonomy means independence of thought and confidence to think and

act for oneself.

Children begin to assert their independence during this stage. Erikson

states that if parents allow their children to explore, they will become more
confident and secure in their own.

This stage has important implications in the development of

independence and identity during adolescence.
THE ROLE OF ERIK ERIKSON’S THEORY IN
UNDERSTANDING THE SELF
Initiative versus guilt is Erikson’s third stage of development,
occurring around 3 to 5 years of age.

During this period, developing a sense of responsibility among

children lead to the development of initiative.

A child who is made to feel irresponsible might develop feelings of

guilt.
THE ROLE OF ERIK ERIKSON’S THEORY IN
UNDERSTANDING THE SELF
Industry versus inferiority is the fourth stage of development,
occurring around elementary school years.

During this stage, children face the task of developing knowledge

and skills usually taught in schools.

When children are encouraged in their efforts, they will develop a

sense of industry. However, children who receive little or no
encouragement from parents and teachers will doubt their own
abilities and are likely to develop inferiority.
THE ROLE OF ERIK ERIKSON’S THEORY IN
UNDERSTANDING THE SELF
The fifth psychological stage, identity formation versus identity
confusion, takes place during adolescence.

At this stage, adolescents face the task of finding out who they are,
what they are, and what they want in life. They are confronted with
many roles and responsibilities.

If parents provide proper support, adolescents will develop positive

identity. If they are not adequately supported, they will feel insecure and
identity confusion will likely develop,
THE ROLE OF ERIK ERIKSON’S THEORY IN
UNDERSTANDING THE SELF
Intimacy versus isolation occurs during early adulthood when
people explore personal relationships.

During this sixth stage of development, Erikson believes it is vital

that people develop intimate relationships with others.

Those who are successful in this stage will likely form

relationships that are stable and successful. Inability to develop
intimate relationships during this stage will lead to mistrust and
isolation.
THE ROLE OF ERIK ERIKSON’S THEORY IN
UNDERSTANDING THE SELF
Generativity versus stagnation is the seventh stage of
development which occurs during middle adulthood.

Generativity involves a person’s desire to contribute to the world

by teaching, leading, and guiding the next generation and doing
activities that will benefit the community.

Developing a sense of generativity is important during this stage.

Those who fail to attain this generativity will feel worthless.
THE ROLE OF ERIK ERIKSON’S THEORY IN
UNDERSTANDING THE SELF
Integrity versus despair is the final psychosocial stage which
occurs during old age and is focused on self-reflection in one’s life.

At this stage, individuals reflect on the important events of their

lives.

If they are satisfied and proud of their accomplishments, they will

feel a sense of integrity. Those who are unsuccessful in this stage
will feel that their life has been wasted and will experience regrets
and despair.
THE ROLE OF ERIK ERIKSON’S THEORY IN
UNDERSTANDING THE SELF