BANTOG, Rianne Margaret V.

STEM - 11 B

— Aspects of self
A person is made up of three fundamental but very different parts. In terms of the body, they are
the tangible or physical aspects; in terms of the mind, they are the intellectual and conscious
parts; and in terms of the spirit, they are the emotional and intuitive aspects. When all three
aspects are given equal attention, they come together in perfect harmony.

The physical element of oneself is highly valued by many people. The body is tangible and
apparent, and we can simply react to it. The physical component is improved more than the
other two in terms of time and money spent. However, this does not imply that the body is
strong or in good health. The spirit, which is frequently perceived as feelings, and the mind are
housed in the body (often experienced as thought).

— Dimensions of self
There are five basic dimensions of the self - physical, emotional, social, mental and spiritual.

1. Mental - Your general well-being benefits from your desire to study new ideas and
increase your knowledge. Finding the right balance between mental stimulation and
mental rest is the goal of mental self-care, which can support creativity, innovation, and
lifelong learning.
- involves your personal growth, continuous pursuit of learning and education,
engaging in new things, practicing mindfulness, and having a positive mindset.
2. Physical - The demands for safety, health, nourishment, activity, physical contact, and
sexual fulfillment are all included in the physical aspect of self-care. You might have
more energy and feel better about yourself when you engage in physical wellness
activities.
- involves your fitness and sleep habits. This area also includes how you manage
stress, your dental/medical check-ups, and sexual health.
3. Spiritual - The spiritual component of self-care entails developing a personal practice
that enables you to uphold the principles and ideals that give your life meaning. You can
find more purpose in life, a sense of belonging, and a connection to something bigger
than yourself by investing time in this dimension. Make some sort of connection with the
spiritual side of life even if you are not religious.
- involves the beliefs and values that guide your life. This includes practices that
help nourish your soul. seek understanding, and explore your spiritual life.
4. Social - Although most people equate self-care with oneself, social connection is a big
component of it. However, social connection enables us to forge and share a bond with
others and contributes to the sense of acceptance and belonging that humans seek.
- involves having a supportive network of people you can turn to when you need
uplifting, guidance, or someone to talk to. Social connection helps create a sense
of belonging and acceptance.
5. Emotional - Exploring the emotional self-care dimension aids in self-awareness,
problem-solving, and the growth and maintenance of good relationships. We develop a
 stronger sense of empathy, kindness, and love for both ourselves and other people
when we take care of our emotional needs.
- involves awareness of your feelings and emotions, dealing with stress positively,
and cultivating a sense of compassion, kindness, and a love for ourselves and
others.

— Sigmund Freud’s developmental stages

Freud proposed that personality development in childhood takes place during five psychosexual
stages, which are the oral, anal, phallic, latency, and genital stages. During each stage sexual
energy (libido) is expressed in different ways and through different parts of the body.

Name Age Principal Task

Oral stage Birth — 18 months Weaning

Anal stage 18 months — 3-4 years Toilet-training

Phallic stage 3-4 years — 5-7 years Social identity

Latent stage 5-7 years — puberty Learning

Genital stage From puberty on Genital intercourse

Oral stage - In the first stage of psychosexual development, the libido is centered in a baby's
mouth. During the oral stages, the baby gets much satisfaction from putting all sorts of things in
its mouth to satisfy the libido, and thus its id demands. Which at this stage in life are oral, or
mouth orientated, such as sucking, biting, and breastfeeding.

Freud said oral stimulation could lead to an oral fixation in later life. We see oral personalities
all around us such as smokers, nail-biters, finger-chewers, and thumb suckers. Oral
personalities engage in such oral behaviors, particularly when under stress.

Anal stage - During the anal stage of psychosexual development the libido becomes focused on
the anus, and the child derives great pleasure from defecating. The child is now fully aware that
they are a person in their own right and that their wishes can bring them into conflict with the
demands of the outside world (i.e., their ego has developed).

Freud believed that this type of conflict tends to come to a head in potty training, in which adults
impose restrictions on when and where the child can defecate. The nature of this first conflict
with authority can determine the child's future relationship with all forms of authority.

Phallic stage - The phallic stage is the third stage of psychosexual development, spanning the
ages of three to six years, wherein the infant's libido (desire) centers upon their genitalia as the
erogenous zone.
The child becomes aware of anatomical sex differences, which sets in motion the conflict
between erotic attraction, resentment, rivalry, jealousy and fear which Freud called the Oedipus
complex (in boys) and the Electra complex (in girls). This is resolved through the process of
identification, which involves the child adopting the characteristics of the same sex parent.

Latent stage - The latency stage is the fourth stage of psychosexual development, spanning the
period of six years to puberty. During this stage the libido is dormant and no further
psychosexual development takes place (latent means hidden).

Freud thought that most sexual impulses are repressed during the latent stage, and sexual
energy can be sublimated towards school work, hobbies, and friendships.

Much of the child's energy is channeled into developing new skills and acquiring new
knowledge, and play becomes largely confined to other children of the same gender.

Genital stage - The genital stage is the last stage of Freud's psychosexual theory of personality
development, and begins in puberty. It is a time of adolescent sexual experimentation, the
successful resolution of which is settling down in a loving one-to-one relationship with another
person in our 20's.

Sexual instinct is directed to heterosexual pleasure, rather than self-pleasure like during the
phallic stage.

For Freud, the proper outlet of the sexual instinct in adults was through heterosexual
intercourse. Fixation and conflict may prevent this with the consequence that sexual
perversions may develop.

For example, fixation at the oral stage may result in a person gaining sexual pleasure primarily
from kissing and oral sex, rather than sexual intercourse.

— Erik Erikson’s developmental stages

Erik Erikson was an ego psychologist who developed one of the most popular and influential
theories of development. While his theory was impacted by psychoanalyst Sigmund Freud's
work, Erikson's theory centered on psychosocial development rather than psychosexual
development.

The stages that make up his theory are as follows:

Stage 1: Trust vs. Mistrust (Infancy from birth to 18 months)

Stage 2: Autonomy vs. Shame and Doubt (Toddler years from 18 months to three years)
Stage 3: Initiative vs. Guilt (Preschool years from three to five)
Stage 4: Industry vs. Inferiority (Middle school years from six to 11)
Stage 5: Identity vs. Confusion (Teen years from 12 to 18)
Stage 6: Intimacy vs. Isolation (Young adult years from 18 to 40)
Stage 7: Generativity vs. Stagnation (Middle age from 40 to 65)
Stage 8: Integrity vs. Despair (Older adulthood from 65 to death)
 So what exactly did Erikson's theory of psychosocial development entail? Much like
Sigmund Freud, Erikson believed that personality developed in a series of stages.

Unlike Freud's theory of psychosexual stages, however, Erikson's theory described the
impact of social experience across the whole lifespan. Erikson was interested in how
social interaction and relationships played a role in the development and growth of
human beings.

Erikson's theory was based on what is known as the epigenetic principle. This principle
suggests that people grow in a sequence that occurs over time and in the context of a
larger community.

— Birth order theory of Alfred Adler

The simple definition of birth order is the sequence of births within a family. For instance, in a
family of three, the oldest child would be the firstborn, the middle child would be the second
born, and the youngest child would be the third born or the later born child. The age of a child in
relation to the other children can also be determined by their birth order. This appears to make
sense, no? When you take into account how a child's personality may be impacted by their birth
order, the concept becomes more challenging.

Although there are many factors that can contribute to a child's personality such as poverty,
family structure, adoption, remarriage, mental or physical detriments and many others, most
scholars agree that children do have their own unique personality traits depending on their birth
order.

One psychological scholar in particular, Alfred Adler, did a lot of research on birth order and
even developed a birth order theory. Through his research Alfred Adler developed the idea that
birth order can and does affect a child's personality.

FIRSTBORN CHILDREN
Alfred Adler believed the firstborn children in a given family would receive plenty of attention.
However, the great amounts of attention would only last until the second child was born. When
the second child is born, the first child would be "dethroned" (Adler's coined term). When the
first child losses the control of the attention, the first child can react in several ways:

- can cause first child to protect themself against reversals

- can cause firstborn child to be insecure or ultra conservative
- can cause the firstborn to be a helper to the parents when the second child is brought
into the picture.

SECOND BORN AND MIDDLE CHILDREN

Alfred Adler believed the second-born children (in some families the middle child), grows up
sharing the attention from the caregivers with the first born. Adler believed that since the
second-born children grow up sharing the attention, those children in general, are more likely to
cooperate. The second-born has the luxury of having a set example to follow. The eldest
children set examples and become a role model for the younger siblings; this leads second-born
children to try to follow and catch up to older siblings. Adler believes the second child is the
most likely to be better adjusted to life in general than other birth orders.

LAST BORN
According to Adler, the baby can not be dethroned by another sibling. The younger sibling
seems to have no followers but can be antagonistic towards the older siblings. In most families
the baby of the family tends to get more attention, since most of the older children have moved
on to different developmental stages in life, have developed some sense of independence and
they no longer rely on the parents for everything.. leaving the bulk of the attention for the
youngest child.

— Defense mechanisms according to Sigmund Freud

Sigmund Freud (1894, 1896) noted a number of ego defenses which he refers to throughout his
written works. His daughter Anna Freud (1936) developed these ideas and elaborated on them,
adding ten of her own. Many psychoanalysts have also added further types of ego defenses.

Defense mechanisms are psychological strategies that are unconsciously used to protect a
person from anxiety arising from unacceptable thoughts or feelings. According to Freudian
theory, defense mechanisms involve a distortion of reality in some way so that we are better
able to cope with a situation.

1. Denial
- Refusing to accept real events because they are unpleasant
- ( example ) Kaila refuses to admit she has an alcohol problem although she is
unable to go a single day without drinking excessively.

2. Repression
- Suppressing painful memories and thoughts.
- ( example ) LaShea cannot remember her grandfather's fatal heart attack,
although she was present.

3. Projection
- Attributing unacceptable desires to others
- ( example ) Chris often cheats on her boyfriend because she suspects he is
already cheating on her.

4. Displacement
- Transferring inappropriate urges or behaviors onto a more acceptable or less
threatening target
- ( example ) During lunch at a restaurant, Mark is angry at his older brother, but
does not express it and instead is verbally abusive to the server.

5. Regression
- Returning to coping strategies for less mature stages of development.
- ( example ) After failing to pass his doctoral examinations, Giorgio spends days
in bed cuddling his favorite childhood toy.

6. Sublimation
- Redirecting unacceptable desires through socially acceptable channels
- ( example ) Jerome's desire for revenge on the drunk driver who killed his son is
channeled into a community support group for people who've lost loved ones to
drunk driving.

7. Rationalization
- Justifying behaviors by substituting acceptable reasons for less-acceptable real
reasons
- ( example ) Kim failed his history course because he did not study or attend
class, but he told his roommates that he failed because the professor didn't like
him.
 8. Reaction Formation
- Reducing anxiety by adopting beliefs contrary to your own beliefs.
- ( example ) Nadia is angry with her coworker Beth for always arriving late to
work after a night of partying, but she is nice and agreeable to Beth and affirms
the partying as "cool."

9. Introjection
- Attributing to oneself the good qualities of another. Incorporate feelings &
emotions, values & beliefs, traits and personality.
- ( example ) a little boy tells his younger sister to let him hold her hand as his
mother used to hold her hand while crossing the road.
10. Undoing
- individuals avoid conscious awareness of disturbing impulses by thinking or
acting in a way intended to revert (“make un-happen”) those impulses, even if
only at a symbolic level.
- ( example ) a man gives her wife a bunch of roses after their argument last night.

— History and Etymology of my name