Psychological Perspective of the Self

Lecturer: Lara C. Llenos-Baculi

II. CONCEPTS OF SELF

COURSE OUTLINE
A. WILLIAM JAMES’ CONCEPT OF SELF:
I. Introduction
II. Concepts of Self THE ME SELF AND I-SELF
A. William James
B. Carl Rogers William James
C. Multiple vs Unified Self Father of American Psychology
D. Albert Bandura
E. Carl Jung ● American philosopher and psychologist
F. Sigmund Freud
● The first person to offer psychology as a course in the
G. Erik Erikson
III. Summary
United States
● Suggests that the self is divided into two categories:
○ I-Self
I. INTRODUCTION ○ Me-Self

Psychology I-Self

● Etymology (Greek) ● Refers to the self that knows who he/she is

○ Psyche: human mind ○ Also called the Thinking Self
○ Logos: knowledge ● Reflects the soul of the person or the mind
● The scientific study of the human mind and its ○ Also called the Pure Ego
functions, especially those affecting behavior in a given
context Me - Self
● Helps to improve in the understanding of the self
● Through scientific psychological test, we learn various ● The empirical self
things about human behavior ● Refers to a person’s personal experiences
● Further divided into sub-categories:
Psychology of Self ○ Material Self
○ Social Self
● The study of either cognitive, conative, or affective ○ Spiritual Self
representations of one’s identity, or the subject of
experience
SUB-CATEGORIES OF THE ME - SELF

Theories about the Self MATERIAL ● Attributed to an individual’s

SELF physical attributes and material
● Give way to the identification of which characteristics possessions that contributes to
are related to each other one’s self-image
● Santrock, 2002
○ They foster discourse on the different SOCIAL SELF ● Refers to who a person is and
conceptualizations of identity based on how he/she acts in social
different sociocultural contexts situations
● James believes that people have
Understanding the Self different social selves depending
on the context of a social
● The highest when the different parts of the self become situation
integrative ○ e.g. a student may act
● Consistent with Carl Roger’s theory of self differently in school and
○ Important aspect of understanding the self is at home with his/her
self-awareness family

Self-awareness SPIRITUAL ● Refers to the most intimate and

SELF important part of the self
● How much an adolescent is aware of his/her own ○ Includes the person’s
psychological make-up purpose, core values,
● What makes him/her unique as a person, as well as conscience and moral
his/her strengths and weaknesses behavior
● James believes that the path to

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 ○ These challenges contribute heavily to a
understanding the spiritual self
young person’s struggle for a unified self
requires introspection
● The task of integrating one’s multiple selves naturally
causes concern
B. CARL ROGERS’ SELF THEORY:
THE REAL AND IDEAL SELF Santrock, 2002

Self-Concept ● Given the enormous challenges of self-integration, it is

important that adolescents are supported in their
● Important in adolescent years efforts to create a consistent, coherent, or unified
● Refers to the image of one self theory of the self
● Central to achieving self-actualization is the
development of self-concept Winnicott

Carl Rogers ● Found that the self is composed of:

○ True self
● Defines self as flexible and changing perception of ■ E.g. adolescents are more likely to
personal identity show their true self when they are
● Rathus, 2017 with their family and close friends
○ The self is the center of experience ○ False self
● Suggests that the self develops from interaction with ■ Function: hide and protect the true
significant people and awarenes of one’s own self
characteristics and level of functioning ■ E.g. adolescents are more likely to
● Said that human beings are always striving for show their false self during dating
self-fulfillment or self-actualization stituations
● When needs of the self are denied, severe anxiety may ● Adolescents display a false self to impress others
arise ● Adolescents develop different selves in various
relational contexts

TWO (2) COMPONENTS OF SELF-CONCEPT D. ALBERT BANDURA:

THE SELF AS PROACTIVE AND AGENTIC
REAL SELF ● Consists of all the ideas,
including awareness of: Albert Bandura
○ What one is
○ What one can do ● Humans through their agency are perceived as
proactive agents of experience
IDEAL SELF ● The person's conception of: ● The self has control over situations by preparation and
○ What should be execution due to being independent in action and
○ What one aspires to decision-making
be
● Includes: Agency
○ One’s goals and
ambition in life ● Embodies endowments, belief systems, self-regulatory
capabilities and distributed structures and functions
(Atkinson et al., 2000) through which personal influence is exercised, rather
● Closer the ideal self to the real self, the more than reside as a discrete entity
fulfilled and happier the individuals becomes ● The core features
● When the ideal self is far from the real self, the ○ Enables people to play a part in their
person becomes unhappy and dissatisfied. self-development, adaption, and self-renewal
● Foundation: Efficacy beliefs
C. MULTIPLE VERSUS UNIFIED SELF
TRUE VERSUS FALSE SELF Efficacy Beliefs

● Self Efficacy: refers to the individuals belief that he/she

● Self-understanding in adolescents includes
is capable to perform a task that influences whether:
conceptualizing the self as:
○ He/she will think pessimistically or
○ Multiple or unified
optimistically
○ True or false
○ In ways that are self-enhancing or
self-hindering
Multiple Self
● Plays a central role in self-regulation
○ Ability of an individual to control his/her
● The construction of multiple selves varies across
behavior without having to rely on others to
different interpersonal and intrapersonal roles and
help
relationships
● Coping with different selves constitutes a formidable
task among adolescents MAIN FEATURES OF HUMAN AGENCY

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 Founder of Psychoanalysis
INTENTIONALITY ● Refers to acts done intentionally
● Center on plans of action with
● The dynamic forces within the self are many and in
anticipation of possible
inevitable conflict
outcomes

FORETHOUGHT ● Enables the person to anticipate THREE (3) STRUCTURES OF PERSONALITY

the likely consequences of
prospective actions ID ● Component characterized by
Devil within the its need to satisfy basic urges
SELF- ● Involves making choices and Self and desires
REACTIVENESS choosing appropriate courses of ● Pleasure-seeking side,
action as well as motivating and impulsive, childlike, and
regulating them demands instant gratification

SELF- ● Gives the person the ability to EGO ● Which is the 'I'
REFLECTIVENES reflect upon, and the adequacy Person in the ● Operates on the reality
S of his/her thoughts and action Middle principle and the part the
controls the id
● Conforms with the existing
societal consideration
E. CARL JUNG:
THE SELF AS THE CENTRAL ARCHETYPE SUPEREGO ● Refers to the 'conscience' and
Angel within the 'moral judge' of one's conduct
Archetype Self ○ Violation leads to
feelings of guilt
● The universal models after which roles are patterned ● Strive perfection rather than
● Represents the hidden potentialities of the psyche or pleasure
total personality
● Ego Strength: The ego’s ability to resolve the
Carl Jung conflict between the three structure
● The constant state of conflict is unresolved,
● suggests that the psyche continues to develop personality problems may arise
throughout life, but starts to show definite form and ● Develop in a series of stages
content during adolescents
● Archetypes reside in the personal unconscious
(forgetten experiences) that is common to all human
beings known as the collective unconscious
FIVE (5) PSYCHOSEXUAL STAGES OF DEVELOPMENT
● Each stage is associated with conflicts that must
be resolved to successfully move on the next stage
FOUR (4) MAJOR ARCHETYPES
ORAL STAGE ● Babies derive pleasure from
PERSONA ● Social roles that individuals Birth up to first oral activities like sucking and
present to others year of life biting overdeveloped:
● Overindulgence of oral needs
SHADOW ● Repressed thoughts that are may lead to:
socially unacceptable ○ Overeating, smoking,
alcoholism
ANIMUS/ANIMA ● Anima: Feminine side of the ● Dissatisfaction may lead to:
male psyche ○ Oral agressive
● Animus: Masculine side of the personality disorder
female psyche (sarcasm,
tactlessness)
SELF ● Central archetype that unites
all parts of the psyche ANAL STAGE ● Child derive pleasure from
● Once united, the ego’s role is Around second elimination of body waste
the acknowledgement of the year of life ● Toilet training = learn basic
individual’s conscious rules of society
perception of self ● Anal fixations can lead to anal
retentive personality disorder
(cleanfreak) or anal expulsion
disorder (clumsiness)
F. SIGMUND FREUD:
CONSTRUCTION OF SELF AND PERSONALITY PHALLIC STAGE ● Children derive pleasure from
3-6 years old examining, touching, fondling,
Sigmund Freud or displaying their genitals

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 ○ Likely motivated by not properly resolved
curiosity of the
anatomical difference TRUST vs ● This stage is where a child
between man and MISTRUST will develop trust towards
woman 1st year of life their caretakers if they are
○ Sex curiosity will well-cared for
remain high during ● If not, they will develop
elementary years mistrust
● Proper sex education should
be taught by parents and AUTONOMY vs ● Autonomy: independence of
teachers SHAME AND thought and confidence to
● Fixations leads to abnormal DOUBT think and act for oneself
sex behaviors later in life 1st three years of ● Children start to assert their
life independence
LATENCY STAGE ● Sexual energy is repressed ● If parents allow their child to
7-12 years old since occupied with school explore, they’ll develop
confidence in their own
GENITAL STAGE ● Pleasure is derived again from abilities
Adolescence to the genital area and individual ● But if they are overly
Adulthood seek to satisfy their sexual protected, they will doubt
drives from relationships themselves and their
● Sexual problems may result as abilities
a consequence of ● This stage has important
inappropriate sex behaviors implications in the
development of
independence and identity
G. ERIK ERIKSON: during adolescence
THEORY OF UNDERSTANDING THE SELF
INITIATIVE vs ● Children develop a sense of
● Adolescence is a period of identity development GUILT responsibility that may lead
● One way to try to establish identity if through status 3-5 years old to developing initiative
symbols, such as “state-of-the-art” phones, designer ● But if a child is made to feel
bags and clothes they’re irresponsible, they
have a tendency to develop
Identity Formation feelings of guilt
● Viewed as a process that requires adolescents to INDUSTRY vs ● The stage where children
distance themselves from the strong expectations and INFERIORITY face the task to develop
definitions imposed by the parents and other family Elementary school knowledge and skills usually
members years taught in schools
● When given proper
Individual Identity encouragement, children
Newman & Newman, 2008 develop a sense of industry
and will have confidence in
● To achieve: their abilities
○ One must create a vision of the self that is ● But the when there is little to
authentic which is anchored on the meaning no encouragement provided,
of his/her goals for the future sense of having they will develop doubt in
hold on one’s destiny in an effort to reach their abilities and inferiority
goals that are personally meaningful
IDENTITY ● This stage is when an
Ego
FORMATION vs individual seeks out who
IDENTITY they are, what they are, and
● The positive force that contributes to identity formation
CONFUSION what they want in life
● Lays the foundation for certain strengths and virtues in
Adolescence ● They are also confronted
life, such as:
with many roles and
○ Hope, will, purpose, competence, fidelity, love,
responsibilities
care, and wisdom
● If supported by family and
peers, they will develop a
EIGHT (8) PSYCHOSOCIAL STAGES OF DEVELOPMENT positive identity. If not, they
● Erikson believed that each stage is important, but will develop insecurity and
gave particular emphasis on the development of identity confusion
ego
● During each stage, an individual experiences life INTIMACY vs ● In this stage, people explore
crisis, which could have negative consequences if ISOLATION personal and intimate

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 ● In Erik Erikson’s theory, to achieve an individual identity,
Early adulthood relationships
one must create a vision of the self that is authentic
● Those who are successful,
will likely have stable and
successful relationships
● While those who are not, will
likely go in isolation and
have mistrust in connecting
with others

GENERATIVITY vs ● This stage is when people

STAGNATION have the desire to contribute
Middle adulthood to the society or world
through teaching, leading,
and guiding the next
generation
● Those who obtain the sense
of generativity will feel
they’ve done something
important and right in their
life
● Those who do not will feel
worthless

INTEGRITY vs ● This stage focuses on

DESPAIR self-reflection on one’s life
Old age ● If they are satisfied and
proud of their
accomplishments, they will
feel a sense of integrity
● If they are not, they will feel
that they’ve wasted their life
doing unnecessary and
unimportant things

Figure 1. The Psychosocial Stages of Development

III. SUMMARY

● The I-Self refers to the self that knows who he/she is.
The Me-Self refers to the person’s personal experiences
and is further divided into subcategories: material self,
social self, and spiritual self
● According to Rogers, the real self consists of all the
ideas, including the awareness of what one is and what
one can do. The ideal self is the person’s conception of
what one should be or what one aspires to be, which
includes one’s goals and ambitions in life
● The function of the false self is to hide and protect the
true self
● People are viewed as proactive agents of experiences.
Efficacy beliefs are foundation of human agency
● The self is the central archetype taht unites all parts of
the psyche. The ego is the individual’s conscious
perception of the self
● Freud makes a distinction among the three
components of the personality: id, ego, and superego
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