Chapter 4:

experiences on the
development of the self.

PSYCHOLOGICAL Note: The psychodynamic

perspective focuses on how
PERSPECTIVE things we aren't aware of, like
our hidden feelings and early
- The American
experiences from childhood,
Psychological Association
affect how we see ourselves. It
(APA) underscores the
suggests that things from our
importance of various
past, especially in our early
psychological perspectives
years, shape our thoughts,
in understanding the self
behaviors, and who we become
by highlighting how these
as adults. For example, if I had a
perspectives contribute to
difficult relationship with a
a comprehensive view of
parent when I was young, it
identity and personal
might influence how I feel about
development.
myself and interact with others
later in life, even if I don't
Cognitive Perspective: consciously realize it.
- This approach examines
how our thoughts, beliefs, Humanistic Perspective-
and perceptions shape our - Focuses on the individual's
sense of self. capacity for self-
Note: The cognitive perspective actualization and personal
looks at how our thoughts and growth. It highlights the
beliefs affect how we see importance of self-
ourselves. It suggests that the acceptance, self-worth,
way we think about things, like and the pursuit of
our experiences and what we personal meaning.
believe to be true, influences
our feelings about who we are. Note: The humanistic
For example, if I believe I'm perspective emphasizes that
good at something, it can boost everyone has the ability to grow
my confidence and shape my and reach their full potential. It
self-image positively. stresses the importance of
accepting ourselves,
Psychodynamic Perspective: recognizing our self-worth, and
- This perspective finding personal meaning in our
emphasizes the influence lives. For example, if I work on
of unconscious processes understanding and accepting
and early childhood who I am, I can pursue goals
that truly matter to me, leading
to a more fulfilling and The I-Self
meaningful life. This approach - refers to the self that
believes that focusing on our knows who he or she is
strengths and experiences can which is also called the
help us become the best version thinking self.
of ourselves.
The Me-Self
Social and Developmental - is the empirical self which
Perspectives: refers to the person's
- These perspectives personal experiences and
explore how our is further divided into sub
interactions with others categories:
and our developmental - material self -physical
experiences shape our attributes
self- concept. - social self- how she acts
in social situations
- spiritual self-most
Note: The social and intimate and important
developmental perspectives part of the self (includes
look at how our relationships purpose, core values,
with other people and our conscience, & moral
experiences as we grow up behavior).
influence how we see ourselves.
They suggest that the way we
interact with family, friends, and
society helps to shape our self- Note: The I-Self is the part of us
concept, which is how we think that understands and recognizes
about and understand who we are; it’s like our thinking
ourselves. For example, if I have self that reflects on our thoughts
supportive friends who and feelings.
encourage me, it can boost my On the other hand, the Me-Self
confidence and help me develop refers to the part of ourselves
a positive self-image. Similarly, based on our personal
important life experiences, like experiences and how we
starting school or joining a perceive ourselves. It can be
team, can also impact how I broken down into three main
view myself and my abilities. parts:
1. Material Self: This
WILLIAM JAMES CONCEPT OF includes our physical
SELF: THE ME-SELF AND THE attributes, like our
I-SELF appearance and
possessions. For example,
 how I feel about my body actions. The real self is
or the clothes I wear falls essentially our true self,
under this category. which is shaped by our
2. Social Self: This focuses lived experiences and
on how we behave and personal interactions.
interact in social
situations. It includes how Ideal Self:
I act with friends, family, - This is the person we
or in public and how I aspire to be or the image
think others see me. of ourselves that we strive
3. Spiritual Self: This is the to achieve. It
most personal and encompasses our goals,
significant part of who we desires, and the attributes
are. It includes our we wish to embody. The
purpose in life, core ideal self is often
values, conscience, and influenced by our values,
moral behavior. For societal expectations, and
instance, my beliefs about personal aspirations.
what is right or wrong and
what gives my life Notes: Rogers believed that for
meaning are part of my personal growth to happen,
spiritual self. there should be a close match
between our real self and ideal
CARL ROGERS' SELF THEORY: self. When there’s a big gap
REAL AND IDEAL SELF between the two, it can lead to
- Carl Rogers' Self Theory is feelings of inadequacy or low
a cornerstone of self-esteem. For example, if I
humanistic psychology, see myself as shy (real self) but
focusing on how want to be outgoing and
individuals perceive confident (ideal self), I may feel
themselves and strive for unhappy. By working on
personal growth. accepting who I am and setting
realistic goals to grow, I can
Real Self: bridge this gap and become
- This represents who we more fulfilled.
actually are the sum of
our experiences, MULTIPLE SELF VS. UNIFIED
characteristics, and SELF
behaviors as we perceive
them in our daily lives. It Multiple Self
encompasses our genuine - This perspective suggests
thoughts, feelings, and that individuals have
 different aspects or facets False Self
of themselves that - The false self is a
manifest in varying constructed persona that
contexts or roles. For a person adopts to meet
instance, one might have external expectations or
a professional self, a to protect themselves
familial self, and a social from vulnerability. It often
self, each influencing involves behaviors and
behavior and identity attitudes which aims to
differently. hide and protect the true
self.
Unified Self:
- The unified self refers to a THE SELF AS PROACTIVE
consistent and coherent AND AGENTIC
sense of identity across - Albert Bandura's concept
different situations and of the self as proactive
roles. It suggests that and agentic is central to
despite various roles and his social cognitive theory.
contexts, there is a core
self that remains stable Proactive Self
and integrated. - Bandura argues that
- Note: For instance, even if individuals are not passive
I act differently at work recipients of
compared to home, my environmental influences
fundamental values and but are proactive agents
beliefs remain stable, who actively shape their
helping me feel like I am own behavior and
the same person no experiences.
matter the context.
Note: The Proactive Self idea by
TRUE SELF VS. FALSE SELF Albert Bandura says that we are
not just passive people who let our
True Self environment control us. Instead,
- The true self is the we are active and can shape our
genuine and authentic own behavior and experiences.
This means we can make choices,
self, reflecting one's true
set goals, and take actions to
thoughts, feelings, and
create the life we want.
values. It represents who
For example, if I want to get
a person truly is at their
better at a sport, I don’t just
core, without external
wait for things to happen. I look
influences or societal
for training opportunities, set
pressures.
goals for myself, and practice
regularly. This way, I can
influence my own success The main features of human
instead of letting outside factors agency are:
decide what happens to me.  Intentionality
 Forethought
THE SELF AS PROACTIVE  Self-Reactiveness
AND AGENTIC  Self- Reflectiveness

Albert Bandura (2001) posits Intentionality

that humans, through their Involves setting goals, planning,
agency are perceived as and acting with purpose. It's
proactive agents of experiences. about the deliberate and
purposeful behavior that
Agency embodies the individuals use to achieve their
endowments, belief systems, desired outcomes.
self-regulatory capabilities, and
distributed structures and Forethought
functions. Refers to the capacity to
anticipate future events and
Note: The idea of The Self as plan accordingly. It involves the
Proactive and Agentic comes ability to foresee potential
from Albert Bandura, who outcomes and prepare for them
believes that we are active in advance.
participants in our lives rather
than just passive observers. He Self-reactiveness
suggests that we have the Is the process of regulating
ability to shape our own one's own behavior and
experiences through our actions emotions. It involves monitoring
and choices. and adjusting one's actions and
Agency refers to our power to responses to align with personal
make decisions and take action. standards and goals.
It includes our talents, beliefs,
ability to manage ourselves, and Self-reflectiveness
the roles we play in different Involves the ability to introspect
situations. For example, if I want and evaluate one's thoughts,
to achieve a goal, I can use my actions, and experiences. It's
skills and beliefs about myself about understanding oneself
to create a plan and take steps and one's role in influencing
to reach that goal. This means I events.
have control over my life and
can influence my future through Note:
my efforts and decisions.
Intentionality means having went well and what I could
goals and acting with a purpose. improve next time.
It involves making plans and
taking specific actions to
achieve what we want. For THE SELF AS THE CENTRAL
example, if I want to get better ARCHETYPE
at studying, I set a goal to study
for an hour each day and create Carl Jung's theory of the self is
a plan to do it. the concept of archetypes.

Forethought is the ability to Archetypes are the universal

think ahead and plan for what models after which roles are
might happen in the future. It patterned. It represents the
means considering potential hidden potentialities of the
outcomes and getting ready for psyche, or total personality.
them. For instance, if I know I
have a big test coming up, I 4 Major Archetypes:
might plan my study schedule in  Persona
advance to make sure I’m  Shadow
prepared.  Animus/Anima
 Self
Self-reactiveness is about
managing our own behavior and
emotions. It involves watching THE SELF AS THE CENTRAL
how we act and adjusting our ARCHETYPE
responses to stay aligned with - The Persona is the
our personal goals and values. outward mask or façade
For example, if I feel stressed that individuals
while studying, I might take a present to the world. It
break to relax and then return represents the social roles
to studying with a clearer mind. and identities people
adopt to fit into society
Self-reflectiveness is the and meet external
ability to think about and expectations.
evaluate our own thoughts and - The Shadow
actions. It means looking inward encompasses the parts of
to understand ourselves better the psyche that are
and how we influence what repressed or denied, often
happens around us. For containing aspects of
example, after finishing a ourselves that we find
project, I might reflect on what undesirable or
uncomfortable.
 - The Anima represents the weaknesses, and
feminine aspects within experiences, I realize that
the male psyche, while the accepting both my
Animus represents the positive and negative
masculine aspects within traits helps me feel more
the female psyche. They complete and true to
embody the opposite myself.
gender qualities and
influence how individuals
relate to the opposite sex. SIGMUND FREUD'S
- The Self represents the CONSTRUCTION OF SELF
unified whole of the AND PERSONALITY
psyche, integrating both
conscious and Id - is the pleasure-seeking
unconscious elements. It side, impulsive, child-like, and
is the central archetype demands instant gratification.
that symbolizes the quest
for wholeness and self- Ego - refers to the "I" and
realization. operates on the reality principle.
It controls the id and conform
Note: Here are short examples for with existing societal
each concept: consideration.
 Persona: At work, I may
present myself as Superego - the "conscience"
confident and and "moral judge" of one's
professional, even if I'm conduct.
feeling anxious inside.
 Shadow: I might deny Note: Here are short examples for
feeling jealous of a each concept:
friend’s success, pushing  Id: If I see a delicious
that feeling away because cake, my id urges me to
it makes me eat it right away,
uncomfortable. regardless of whether I’m
 Anima/Animus: A man hungry or if it's healthy.
may express compassion  Ego: If I want the cake,
and nurturing qualities my ego helps me decide
(anima), while a woman to wait until after dinner
might show assertiveness to have a slice, balancing
and independence my desire with the reality
(animus) in their personal of my situation.
or professional life.  Superego: My superego
 Self: After reflecting on reminds me that eating
my strengths, too much cake isn’t
 healthy and that I should obsession with cleanliness
be mindful of my choices, or anal expulsion
acting as my moral guide. personality disorder such
as clumsiness.

SIGMUND FREUD'S Phallic Stage (3-6 years)

CONSTRUCTION OF SELF - Children during this stage
AND PERSONALITY derive pleasure from
examining, touching,
Psychosexual Stages of fondling, or displaying
Development their genitals. These
behaviors are likely
Oral Stage (0-1 year) motivated by curiosity
- During this stage, about the differences
pleasure centers on the between the anatomy of
mouth (sucking, biting). man and woman.
- Implications: - During this stage, parents
- Overindulgence of oral and teachers need to
needs may lead to oral properly educate children
incorporative personality about sexuality.
disorder such as
overeating, smoking, and Implications
alcoholism. - Fixations at this age may
- Dissatisfaction may lead lead to abnormal sex
to oral aggressive behaviors in later life
personality disorder such
as sarcasm and Latency Stage (6-puberty)
tactlessness. - Sexual impulses are
repressed, and children
Anal Stage (2-3 year) focus on social
- It occurs around the interactions and skills
second year of life. During development.
this stage, the child derive - Implications
pleasure from the This stage is crucial for
elimination of body developing
wastes. Through toilet communication and social
training, the child learns skills.
the basic rules of society.
- Implications: Genital Stage (puberty
Anal fixations can lead to onward)
anal retentive personality
disorder such as having
 - Sexual maturity and the - Children learn to assert
establishment of mature, their independence.
balanced relationships. Successful resolution
- Implications fosters confidence and
- Successful resolution of autonomy.
earlier conflicts leads to - If children are overly
well- adjusted individuals protected, they may
capable of forming become overly dependent
healthy, intimate on their parents and feel a
relationships. Meanwhile, sense of shame or doubt
sexual problems may in their own abilities.
result as a consequence of
inappropriate sex Initiative vs. Guilt (Preschool
behaviors. Age, 3-6 years)
- Children begin to initiate
THE ROLE OF ERIK activities and assert
ERIKSON'S THEORY IN control. Positive
UNDERSTANDING THE SELF experiences lead to a
- Erik Erikson's theory of sense of initiative, while
psychosocial development excessive criticism may
outlines eight stages that result in guilt.
individuals go through
from infancy to adulthood. Industry vs. Inferiority
- Each stage presents a (School Age, 6-12 years)
central conflict or - Children learn to work with
challenge that must be others and develop skills.
resolved for healthy Success leads to a sense
psychological of competence, while
development. failure may result in
feelings of inferiority.
Trust vs. Mistrust (Infancy,
0-1 year) Identity vs. Role Confusion
- Infants learn to trust their (Adolescence, 12-18 years)
caregivers for basic needs. - Teens explore their
Successful resolution identity and sense of self.
leads to a sense of Successful resolution
security. leads to a strong sense of
identity, while confusion
Autonomy vs. Shame and may result in uncertainty
Doubt (Early Childhood, 1-3 about one's place in the
years) world.
Intimacy vs. Isolation (Young
Adulthood, 18-40 years)
- Individuals seek deep
relationships and
connections. Successful
resolution leads to healthy
intimate relationships,
while failure may result in
isolation.

Generativity vs. Stagnation

(Middle Adulthood, 40-65
years)
- Adults focus on
contributing to society and
helping the next
generation. Success
fosters a sense of
purpose, while failure may
lead to feelings of
stagnation.

Integrity vs. Despair (Late

Adulthood, 65+ years)
- Focused on self-reflection
in one's life, individuals
may feel a sense of
fulfillment or regret.
Successful resolution
results in a sense of
integrity and acceptance.

Those who are unsuccessful in

this stage will feel that their Ife
has been wasted and will
experience regrets & despair.