functions through which personal influence is

Psychological Perspective of the Self

excercised rather than reside as discreet entity
SELF, INDENTITY AND PERSONALITY THE CORE OF AGENCY ENABLES PEOPLE TO PLAY A
 “I” Self PART ON THEIR:
- the self that knows who he or she is also called as  Self Development
thinking self  Adaptation
- objective  Self-renewal
 “Me” Self
- reflects the soul of person or the mind also called BANDURA’S MAIN FEATURES OF HUMAN AGENCY
as pure ego  Intentionality
- acts done intentionally
SUB-CATEGORIES OF ME SELF - intentions center on plans of action with the
 Material Self anticipation of possible outcome
- physical attributes and material possessions that  Forethought
contributes to one’s self image - anticipate the likely consequence of prospective
 Social Self actions
- refers to who a person and how to act in a social - guided by their action in anticipation of future
situation events
 Spiritual Self  Self-Reactiveness
- refers to the most intimate and important part of - making choices and choosing appropriate
the self includes the person’s purpose, core courses of action
values, conscience and moral behavior  Self-Reflectiveness
- ability to reflect upon and adequacy of thoughts
CARL ROGERS and actions
 the closer the ideal self to the real/ true self, the
more fulfilled the and happy the individual becomes THE SELF AS THE CENTRAL ARCHETYPE
 the ideal self is far from real/true self the person  Carl Jung’s theory of the self
becomes unhappy and dissatisfied  Universal model after which roles are patterned
 Real/True Self  hidden potentialities of the psyche or total
- components of self-concept which consists of all personality
the ideas, including the awareness of what is and  personal unconscious (forgotten experiences) that
what one can do is common to all human being known as the
 Spiritual Self collective unconscious
- “spiritual” refers to the core dimension,
innermost self FOUR MAJOR ARCHETYPE
 Persona
 Multiple vs. Unified Self - social roles that individual present to others
- multiple selves - different interpersonal and  Shadow
intrapersonal roles and relationships - repressed thoughts that are socially
- challenges contributes heavily to the person’s unacceptable, the dark side of the psyche
struggle for a unified self  Anima
 True vs. False Self - feminine side of the male psyche
- true self – our real feelings and desires  Animus
- false self – to hide and protect the true self - masculine side of the female psyche
 The Self as Proactive and Agentic
- embodies the endowment, self-regulatory SIGMUND FREUD’S CONSTRUCTION OF SELF AND
capabilities and distributed structures and PERSONALITY
- according to Sigmund Freud there are three  Initiative: caregivers nurture these tendencies,
components through which self and personality is children learn how to make decisions and plan for
formed the future
 Guilt: children are criticized for being assertive,
 Id they may feel guilt for pursuing their desires,
- devil/bad side Stage 4: Early School Years: Industry vs. Inferiority
- pleasure seeking side - they become increasingly aware of themselves as
- needs to satisfy basic urges and desires
- demand instant gratification individuals, begin to compare themselves
 Ego  Industry: children who are accomplished compared
- the “I” to their peers can develop self-confidence and
- reality principle and controls the Id pride. Praise for their achievements can boost
- conform with existing societal consideration their self-esteem
 Superego  Inferiority: children who do not achieve certain
- angel/good side
- conscience and moral judge milestones may doubt their abilities or self-worth,
- strives for perfection rather than pleasure constantly criticized, they may develop feelings
- Ego strength- ability to resolve conflict between of inferiority
three components Stage 5: Adolescence: Identity vs. Role Confusion
- “identity crisis” comes from this period of
development. During this stage, adolescents’ main
The Eight Stages of Development
goal is to answer the question “Who am I?”
- Erik Erikson developed his Eight stages of  Identity: adolescents need to establish a coherent
development to explain how people mature sense of self, need to determine their priorities in
life, need to set goals for their adult selves based on
Stage 1: Infancy: Trust vs. Mistrust those values
- Infants depend on caregivers, usually parents, for  Role confusion: adolescents may have a weak
basic needs such as food. Infants learn to trust sense of self, they may grow confused about what
others based upon how well caregivers meet their they truly want for the future
needs Stage 6: Young Adulthood: Intimacy vs. Isolation
- Trust: fill an infant’s needs, the baby can develop a - the period during which many people get
sense of trust and security married or develop significant relationships,
- Mistrust: neglect an infant needs, or if care is anywhere from 20-24 years to 20-40 years
 Intimacy: relationships can be a key source of
sporadic, an infant may grow insecure, may learn
affection and intimacy in adulthood
they cannot rely on others and thus feel unsafe
 Isolation: people who do not develop relationships
Stage 2: Toddlerhood: Autonomy vs.  Shame and
may become socially isolated, may develop long-
Self-Doubt
term feelings of loneliness
- young children begin exploring the world around
Stage 7: Middle Adulthood: Generativity vs.
them, develop basic skills
Stagnation
 Autonomy: caregivers as a safe base and encourage
- contribute to society and the next generation,
independence, children will feel secure enough to
at the height of their careers, raising children
take risks
 Generativity: may offer guidance to the next
 Shame: caregivers discourage them may develop
generation through parenting or mentorship,
feelings of shame, excessive dependence, the child
contributing to society’s future can give people a
may learn to doubt their own abilities
sense of community and purpose
Stage 3: Preschool Years: Initiative vs. Guilt
 Stagnation: as if they have no impact on society, do
- Preschoolers are increasingly focused on
not find their work meaningful, they may feel
establishing their own goals
 restless or isolated, may feel they have “peaked”
and that their lives will only get worse in the future
Stage 8: Late Adulthood: Ego Integrity vs. Despair
- older adults reflect on the life they have lived
 Ego Integrity: who feel fulfilled by their lives can
face death and aging proudly
 Despair: who have disappointments or regrets may
fall into despair
LIMITATIONS OF ERIKSON’S EIGHT STAGES
 Erikson is often criticized for supporting a limited
view of human development. Critics argue Erikson
focused too much on childhood, neglecting the
development that occurs in adulthood. He admitted
a person’s identity could change in adulthood after
the adolescent stage. Yet he did not offer any
speculation on how or why such a change would
happen.

Factors in the Development of the

Physical Self
 - Later adolescence 15-19 years old
 Adulthood
- Beyond 19 years

INFANCY
 shortest of all developmental periods
 time of radical adjustments
 plateau of development
 preview of later development
 hazardous period

CHILDHOOD
 Early Childhood (Pre-school Stage)
 Problem Stage
 Toy Stage
 Pre-gang Stage
 Exploratory Stage
 Imitative Stage
Developmental Characteristics of Early Childhood
 Physical Development
 Social Development
 Emotional Development
 Intellectual Development
 Language Development

 Later Childhood (Primary School Stage)

 Troublesome Age
 Sloppy Age
 Gang Age and Age of Conformity
Developmental Characteristics of Later Childhood
 Physical Development
 Motor Development
 Social Development
Stages of Human Development
 Emotional Development
 The lifespan of human life can mainly divided into  Intellectual Development
five stages  Speech and Language Development
 Pre-natal Stage
- From conception to birth ADOLESCENCE
 Infancy  secondary school stage
- From birth to 3years old  adolescence comes from latin word adolescere
 Childhood which means to “grow to maturity”
- 3-12 years old Developmental Characteristics of Adolescence
- Early childhood 3-6 years old  Physical and Motor Development
- Later childhood 6-12 years old  Social Development
 Adolescence  Emotional Development
- 12-19 years old  Intellectual Development
- Early adolescence 12-15 years old  Sexual Development
ADULTHOOD
Developmental Characteristics of Adulthood
 period of adjustments (new patterns of life and
new social expectation)
 new roles to play
 development of new attitudes, interests and
values (pacing of new roles)
 difficult period of life
 settling down age
 carefree freedom over