Psychological Perspective

of the Self
Lesson Objectives:
At the end of the lesson, the students should be
able to:
Identify the different ideas in psychology
about the “self”;
Create your own definition of the “self”
based on the definitions from psychology;
and
Analyze the effects of various factors in
the formation of the “self”
“I am who I am”
“If you are who you
are, then who are
you that makes you
who you are?
 “Self is the sense of
personal identity and
of who we are as
individuals.”
-Jhangiani and Tarry (2014)
 Table of Contents

1. William James Concept of Self

2. David Lester Multiple versus United Self
3. Donald Winnicott True versus False Self
4. Carl Rogers Self Theory
5. Sigmud Freud The Importance of the
Unconscious
6. Albert Bandura Self as Proactive and
Agentic
7. Carl Jung Self as the Central
archetype
 1.
William James
Concept of Self
 Self as having two (2) aspects:

“I-Self”
Refers to the self that knows
WILLIAM JAMES’ who he or she is
CONCEPT OF SELF Thinking, acting and feeling
self
Reflects the soul of a person
or what is now thought of as
the mind and is called the
pure ego.
 Self as having two (2) aspects:

“Me-Self”
the empirical self
WILLIAM JAMES’ refers to describing the
CONCEPT OF SELF person’s personal
experiences and further
divided into sub categories
Material Self
Social Self
Spiritual Self
A man’s Self is the sum total of
all that he can call his, not only
his body and his psychic
powers, but his clothes and his
house.

William James
 2.
David Lester
Multiple versus
Unified Self
 MULTIPLE VERSUS UNIFIED SELF

The construction
of multiple selves
varies across
different roles and
relationships.
 MULTIPLE VERSUS UNIFIED SELF

Coping with different selves

constitutes a formidable
task among adolescents.
these challenges contribute
heavily to the young
person’s struggle for a
unified self.
 3.
Donald Winnicott
True versus False Self
The function of
the false self is to
hide and protect
the true self.
People tend to
display a false
self to impress
others.
 HAVE YOU EVER
EXPERIENCED HIDING
YOUR TRUE SELF? WHY?
Activity 3: “You” Through Other’s Eyes
For the first part, list ten (10) qualities or things that you
think define who you are.
1. 6.

2. 7.

3. 8.

4. 9.

5. 10.
ACTIVITY 3: “You” Through Other’s Eyes
For the second part, ask your friends or family to describe you.
Please tell them not use any bad words.

I am _____________________________________________________.

Who do you think I am based on what you see me do or hear

me say?
Application and Assessment
Compare what you wrote about yourself to those
written by your classmates.
1.What do you feel about what your classmates
wrote about you?
2.What aspects are similar and which are not?
3.What aspects are always true or
circumstantial?
4.What aspects do you think are not really part
of your personality?
 4.
Carl Rogers
Self Theory
CARL ROGERS
believed in the inherent goodness
of people
emphasized the importance of free
will and psychological growth
Suggested that the actualizing
tendency is the driving force behind
human behavior
Carl Rogers
human beings are always striving
for self-fulfillment or self-
actualization
when the needs of the self are
denied, severe anxiety may result
proposed the Self-concept
SELF-CONCEPT

refers to the image of oneself

defined the self as a flexible
and changing perception of
personal identity
self develops with significant
people and self-awareness
 The curious paradox is that
when I accept myself just as I
am, then I can change.
Thanks
 5.
Sigmund Freud
The Importance of
the Unconscious
 SIGMUND FREUD’S CONSTRUCTION OF
SELF AND PERSONALITY
Three (3) structures of personality
1. Id – pleasure-seeking, immature,
impulsive, childlike and cannot delay
gratification.
2. Ego – “I” works on the reality principle
that controls the id and can delay pleasure.
3. Superego – the “conscience” and
“moral judge” of conduct
Freud’s Theory of Personality
BLOOPERS IN STAGES OF HUMAN DEVELOPMENT

Birth to 2 years old Pa-cute-an kuno

3 to 8 years old Paramihan ng toys
9 to 18 years old Pataasan ng grades
19 to 25 years old Padamihan ng syota
26 to 35 years old Pagandahan ng asawa
36 to 45 years old Palakihan ng income
46 to 55 years old Padamihan ng kabit
56 to 70 years old Padamihan ng sakit
70 and above Pabonggahan ng libing
PSYCHOLOGICAL DEFENSE MECHANISMS
1. Denial
refusal to recognize a threatening situation.
2. Repression
pushing threatening situations out of
conscious memory
3. Rationalism
making up acceptable excuses for
unacceptable behavior.
PSYCHOLOGICAL DEFENSE MECHANISMS

4. Projection
placing one’s own unacceptable
thoughts onto others
5. Reaction Formation
condemns something that has an
unconscious appeal.
PSYCHOLOGICAL DEFENSE MECHANISMS

6. Displacement
transfer of emotions or behaviors to
another less threatening
7. Regression
falling back on childlike patterns as a
way of coping with stressful situations.
PSYCHOLOGICAL DEFENSE MECHANISMS

8. Identification
trying to become like someone else to deal with
one’s anxiety.
9. Compensation (Substitution)
trying to make up for areas in which a lack is
perceived by becoming superior in some area.
10. Sublimation
turning socially unacceptable urges into socially
acceptable behavior.
 6.
Albert Bandura
Self as Proactive and
Agentic
Humans are producers of
their life circumstances
not just products of them.

Albert Bandura
Albert Bandura

Stanford University Psychologist

views people as agents (originators)
of experience not just reactive.
suggests that human have the
ability to act and make things
happen.
Four (4) Agentic Perspectives
1. Intentionally
enables us to behave with purpose
2. Forethought
allows us to anticipate outcomes
3. Self-reactiveness
we can be motivated to regulate our actions
4. Self-reflectiveness
we can reflect our thoughts and behaviors and
make needed modifications
Albert Bandura
Emphasized the importance of
social learning, or learning through
observation.
His theory emphasized the role of
conscious thoughts including self-
efficacy, or our own belief in our
abilities.
Attention
in order to learn, you need to be paying
attention.
anything that distracts your attention is
going to have a negative effect on
observational learning.
if the model is interesting or there is a novel
aspect of the situation, you are far more
likely to dedicate your full attention to
learning.
Retention
The ability to store information is
also an important part of the
learning process.
Retention can be affected by a
number of factors, but the ability to
pull up information later and act on
it is vital to observational learning.
Motor Reproduction

Once you have paid attention to the

model and retained the information,
it is time to perform your observed
behavior.
Further practice of the learned
behavior leads to improvement and
skill advancement.
Motivation
Finally, in order for observational
learning to be successful, you have
to be motivated to imitate the
behavior that has been modeled.
Reinforcement and punishment
play an important role in
motivation.
Motivation
While experiencing these motivators can
be highly effective, so can observing
others experiencing some type of
reinforcement or punishment.
For example, if you see another student
rewarded with extra credit for being to
class on time, you might start to show up a
few minutes early each day.
 Self-belief does not necessarily
ensure success, but self-disbelief
assuredly spawns failure.

Albert Bandura
Activity 3. “You” Through Other’s Eyes
For the first part, list ten (10) qualities or things that you think
define who you are.

1. 6.

2. 7.
3. 8.
4. 9.
5. 10.
 Activity 3: “You” Through Other’s Eyes
For the second part, ask your friends or family to describe you.
Please tell them not to use any bad words.

I am __________________________________________________.
Who do you think I am based on what you see me do or hear me
say?
Application and Assessment
Compare what you wrote about yourself to
those written by your classmates.
1.What do you feel about what your classmates
wrote about you?
2.What aspects are similar and which are not?
3.What aspects are always true or
circumstantial?
4.What aspects do you think are not really part
of your personality?
 7.
Carl Jung
Self as the Central
Archetype
Archetypes
Archetypes are universal, inborn
models of people, behaviors, or
personalities that play a role in
influencing human behavior.
JUNG’S PERSONALITY ARCHETYPES
1.Persona
One’s “public personality” or
mask; one’s social roles.
JUNG’S PERSONALITY ARCHETYPES
2. Shadow
One’s dark side, parts of
ourselves that we dislike
JUNG’S PERSONALITY ARCHETYPES
3. Anima
Female archetypes, or
“feminine side”
JUNG’S PERSONALITY ARCHETYPES
4. Animus
Female archetypes, or
“feminine side”
JUNG’S PERSONALITY ARCHETYPES
5. Self
Central archetypes of
personality, represent wholeness
JUNG’S PERSONALITY ARCHETYPES
1. The father: Authority figure; stern; powerful
2. The mother: Nurturing; comforting
3. The child: Longing for innocence; rebirth; salvation
4. The wise old man: Guidance; knowledge; wisdom
5. The hero: Champion; defender; rescuer
6. The maiden: Innocence; desire; purity
7. The trickster: Deceiver; liar; trouble make
Thanks