Understanding the Self (Reviewer) Urie Bronfenbrenner’s Ecological

Finding Balance through Mindfulness Systems Theory

Practice
Different Influences:
What is mindfulness? 1. Microsystem – most proximal
- is paying attention on purpose and ecological level.
without judgement. a. Closest interaction
b. Relationships (family & friends)
1. We can be mindful of our senses and c. Home environment
of our inner world of thoughts and c. School environment
emotions. 2. Mesosystem – involves processes that
2. Helps us to respond, not react. occur between multiple microsystems;
3. It is simple, but it is not often easy. indirect impact; can either be negative
or positive
Without mindfulness a. church
Stimulus reaction b. school
c. government
With mindfulness d. neighborhood

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Stimulus mindfulness choice 3. Exosystem – includes microsystems in

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response which individuals are involved but not

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directly embedded, “influence”

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What mindfulness is not:  One of your parents have to go

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abroad.
I. thinking about nothing rs e  School policies about sports.
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 It’s being aware of our thoughts 4. Macrosystem – set of overarching
II. being happy all the time and loving beliefs etc., as reflected in the culture of
every single minute of life the society.
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 It’s bringing non-judgmental  World events

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awareness to the present moment  Economy, culture, community etc…

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III. Religious 5. Chronosystem – historical experience

a. it can be a secular practice of an individual
b. it is a mental training a. millennials (generation z)
c. supported by clinical research b. influence of time
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IV. long periods of passive sitting

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a. it can be active Joe Dispenza’s Three Brains

b. yoga, walking etc…
V. Living only in the present, never Neuroplasticity – the ability of the
thinking of the past or the future brain to produce new nerve cells
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VI. Relaxation – might be relaxing

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VII. Zoning out 1.Neo-Cortex – newest, most evolved

a. it is zoning IN part of brain; highly specialized.
b. it is purposeful awareness  seat of conscious awareness, loves
VIII. Form of classroom discipline to gather information
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 It is about teaching individuals 2.Limbic – also known as the mammalian

brain – internal chemical brain which
Benefits of Mindfulness Practice: regulates internal chemical orders.
 Improved attention  produces neurochemicals
 Reduced stress 3.Cerebellum – reptilian brain – seat of
 Increased self-awareness subconscious mind – oldest part of brain.
 Improve impulse control
Parts of the Nervous System
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 i. sympathetic fibers -
primary process is to stimulate the
body's fight-flight-or-freeze
response. It is, however, constantly
active at a basic level to maintain
homeostasis
ii. parasympathetic fibers
- conserves energy as it slows the
heart rate, increases intestinal and
gland activity, and relaxes
sphincter muscles in the
THEORIES gastrointestinal tract.
Bio– Evolutionary & Neuroscience
Perspective Neurons (nerve cells)- Neurons
1. Nervous System - the network of are cells within the nervous system
nerve cells and fibers which transmits that transmit information to other
nerve impulses between parts of the nerve cells, muscle, or gland cells.
body.

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Divided into 2 parts: Parts of Neurons

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 Central Nervous System (CNS)  Dendrites

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a. spinal cord  Axons

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b. brain (right and left  Cell body

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hemispheres)
Corpus Callosum – connects the
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brain
lobes in the brain:
a. frontal lobe – involved in motor
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function, problem solving, memory,

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language.
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b. parietal lobe – processes

information about temperature,
taste, touch, and movement.
c. occipital lobe – primarily Myelin Sheath – gel-like
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responsible for vision substance that covers or protects

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d. temporal lobe - is involved in the axons, damage to this can

primary auditory perception, such cause to multiple sclerosis.
as hearing, and holds the primary Synapse - is a structure located at
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auditory cortex. each end of the neurons that

 Peripheral Nervous System permits a neuron (or nerve cell) to
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(PNS) pass an electrical or chemical

a. somatic nervous system - signal to another neuron or to the
Major functions of the somatic target effector cell.
nervous system include voluntary
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movement of the muscles and

organs and reflex movements.
b. autonomic nervous system -
regulates bodily functions such as
the heart rate, digestion,
respiratory rate, pupillary
response, urination, and sexual
arousal.
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 Receptor Cells - proteins or b. Thinking is still egocentric, and
glycoprotein that bind signaling the infant has difficulty taking the
molecules known as first viewpoint of others.
messengers, or ligands.  Concrete Operational (7-12
Neurotransmitters - a type of years)
chemical messenger which a. understands the world through
transmits signals across a logical thinking and categories
chemical synapse, such as a b. Conservation is the
neuromuscular junction, from one understanding that something
neuron (nerve cell) to another stays the same in quantity even
"target" neuron, muscle cell, or though its appearance changes.
gland cell. Ex. Two different bottle of water
 Formal Operational (12 years
7 Major Neurotransmitters and above)
a. Glutamate & aspartate a. understands the world through
b. Gamma-aminobutyric acid hypothetical thinking and scientific
(GABA) reasoning
c. Serotonin b. thinks about abstract concepts

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d. Acetylcholine

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e. Dopamine Criticisms on Piaget’s work

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f. Norepinephrine  He only used his children for the

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g. experiment/theory

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Synthesis:
rs e  In Jean Piaget’s cognitive
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development, adolescents have
Jean Piaget’s Cognitive Development now reached the stage of formal
Theory operational.
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 They became more abstract,

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“Cognitive development talks about the idealistic, and logical.

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progress of human intelligence. It means

intellect is not fixated; it is dynamic.”
Lev Vygotsky’s Cognitive
Three Basic Components of Cognitive Development Theory
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Development Theory
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1. Schemas – building blocks of  Socio-cultural theory

knowledge  Cognitive abilities are socially
2. Assimilation - Which is using an guided and constructed
existing schema to deal with a new
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 Involves critical thinking

object or situation.  Social interaction is fundamental
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3. 4 Stages of Cognitive Dev.

 Sensorimotor (Birth-2 years) Zone of Proximal Development (ZPD)
a. understands the world through  the area where the most sensitive
senses and actions instruction or guidance should be
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b. main achievement during this given - allowing the child to

stage is Object Permanence - develop skills they will then use on
knowing that an object still exists, their own - developing higher
even if it is hidden mental functions.
 Preoperational (2-7 years) Scaffolding
a. understands the world through  teaching method that helps
language and mental images students learn more by working
with a teacher or a more advanced
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 student to achieve their learning moral guidelines which may or may not
goals. Can also be family. fit the law.

Lawrence Kohlberg’s Moral Sigmund Freud’s Psychosexual

Development Theory Stages

There are 3 stages in Moral 5 Psychosexual Stages

Development having 2 levels in each 1. Oral (0-1 year) – pleasure begins in
stage. the baby’s mouth (e.g. sucking,
swallowing, etc.)
Stage 1: Pre-conventional Morality  oral stimulation could lead to an
 our moral code is shaped by the oral fixation in later life.
standards of adults and the 2. Anal Stage (1-3 years) – child derives
consequences of following or great pleasure from defecating.
breaking their rules  child is now fully aware that
Level 1: Obedience and Punishment they are a person in their own
Orientation. The child/individual is right (ego has developed)
good in order to avoid being punished.  if it is not met the child might

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Level 2: Individualism and Exchange. doubt his/her abilities

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At this stage, children recognize that 3. Phallic Stage (3-5 or 6 years) –

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there is not sensitivity now becomes concentrated in

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just one right view that is handed down the genitals and masturbation (in both

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by the authorities. sexes) becomes a new source of
rs e pleasure.
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Stage 2: Conventional Morality  Conflict between erotic attraction,
 Authority is internalized but not jealousy ex. In the boy’s head he
questioned, and reasoning is wants to kill his father because he
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based on the norms of the only wants the attention of his

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group to which the person mom (Oedipus complex) same also

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belongs for girls (Electra complex).

Level 3: Good Interpersonal  Reason why the child avoids killing
Relationships. The child/individual is because of castration anxiety.
good in order to be 4. Latency Stage (5 or 6 years to
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seen as being a good person by others puberty) - No further psychosexual

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Level 4: Maintaining the Social development takes place during this

Order. The individual becomes aware of stage.
the laws and tries to avoid guilt. 5. Genital Stage (puberty to adult) –
seeking for one-to-one loving
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Stage 3: Post-conventional Morality relationship

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 Individual judgment is based on  Sexual instinct is directed to

self-chosen principles, and heterosexual pleasure, rather than
moral reasoning is based on self-pleasure like during the phallic
individual rights and justice. stage.
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Level 5: Social Contract and

Individual Rights. The child/individual Erik Erikson’s Psychosocial
becomes aware Development
that while rules/laws might exist for the
good of the greatest number. “During each stage, the person
Level 6: Universal Principles. People at experiences a psychosocial crisis which
this stage have developed their own set could have a
of
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 positive or negative outcome for  Successful completion of this stage
personality development.” can result in happy relationships
and a sense of commitment, safety,
8 Psychosocial Stages and care within a relationship.
Stage 1: Trust vs. Mistrust  Virtue of love
 During this stage, the infant is Stage 7: Generativity vs. Stagnation
uncertain about the world in which  “making your mark”; “legacy”
they live. To resolve these feelings  Success leads to feelings of
of uncertainty, the infant looks usefulness and accomplishment,
towards their primary caregiver while failure results in shallow
for stability and consistency of involvement in the world.
care.  Virtue of care
 Good care = trust; develops virtue Stage 8: Ego Integrity vs. Despair
of hope  Virtue of wisdom
 Bad care = mistrust; anxiety  It is during this time that we
Stage 2: Autonomy vs. Shame and Doubt contemplate our accomplishments
 Children begin to assert their and can develop integrity if we see
independence. ourselves as leading a successful

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 Success of this stage will develop life.

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the virtue of will; sense of 

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confidence.  if we see our lives as unproductive,

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 If otherwise, sense of shame. feel guilty about our past, or feel

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Stage 3: Initiative vs. Guilt that we did not accomplish our life
 Begins to plan activities, if given
rs e goals, we become dissatisfied.
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opportunity child will develop a
sense of initiative.
 Otherwise, child develops guilt.
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 Success in this stage will develop

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the virtue of purpose.

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Stage 4: Industry vs. Inferiority

 child’s peer group will gain
greater significance and will
become a major source of the
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child’s self-esteem.
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 Success in this stage will lead to Abraham Maslow’s Hierarchy of

the virtue of competence. Needs
 If the child cannot develop the
specific skill, they feel society is
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demanding (e.g., being athletic)

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then they may develop a sense of

inferiority.
Stage 5: Identity vs. Role Confusion
 Success in this stage will lead to
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the virtue of fidelity.


 Process of finding roles in society
or identities: (the sexual and the
occupational)
 Identity crisis
Stage 6: Intimacy vs. Isolation

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 1. Biological and physiological needs - (d) most behavior is multi-motivated,
air, food, drink, shelter, warmth, sex, that is, simultaneously determined by
sleep, etc. more than one basic need.
2. Safety needs - protection from
elements, security, order, law, stability, Socio-anthropological Perspective in
etc. Mindanao
3. Love and belongingness needs - Social Anthropology – is the
friendship, intimacy, trust, and comparative study of ways in which
acceptance, receiving and giving people live in the different social and
affection and love. cultural settings across the globe.
4. Esteem needs - which Maslow
classified into two categories: (i) esteem “Mindanao is an island of people
for oneself (dignity, achievement, with diverse ethnic backgrounds and
mastery, independence) and (ii) the cultural differences.”
desire for reputation or respect from
others (e.g., status, prestige). Social Solidarity – best served when

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5. Cognitive needs - knowledge and

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families, communities & ethnic groups
understanding, curiosity, exploration, are able to freely express, celebrate and

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need for meaning and predictability. share this diversity and connection with
6. Aesthetic needs - appreciation and

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others.
search for beauty, balance, form, etc.
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7. Self-actualization needs - realizing
personal potential, self-fulfillment,
seeking personal growth and peak
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experiences.
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8. Transcendence needs - A person is

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motivated by values which transcend

beyond the personal self (e.g., mystical
experiences and certain experiences
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with nature, aesthetic experiences,

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sexual experiences, service to others,

the pursuit of science, religious faith,
etc.).
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Summary:
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(a) human beings are motivated by a

hierarchy of needs.
(b) needs are organized in a hierarchy of
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prepotency in which more basic needs

must be more or less met (rather than all
or none) prior to higher needs.
(c) the order of needs is not rigid but
instead may be flexible based on
external circumstances or individual
differences.

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