Presented by Jane Doe

ED-207
THEORIES & PRACTICES IN guidance

MAURIN Q. BEGINO JINA LUZ Z. ALFELOR PH.D

Reporter Proffesor
 CHAPTER 5
C0NCEPTS OF
SELF AND
BECOMING
THE NATURE OF THE SELF
1. The individual knows himself better than anyone else.

2. Only the individual himself can develop his potentialities.

3. The individual’s perception of his own feelings, attitudes, and ideas is

more valid than ay outside diagnosis can be.

4. Behavioral can best be understood from the individual’s own point of

view.

5. The individual responds in such ways as to be consistent with himself.

6. The individual’s perception of himself determines how he will behave.

7. Objects have no meaning in themselves. Individuals give meanings and

reality to them. These meanings reflect the individual’s background.

8. Every individual is logical in the context of his own personal experience. His
point of views may seem illogical to others when he is not understood.

9. As long as the individual accepts himself, he will continue to grow and develop
his potentialities. When he does not accept himself oh his energies will be used
to defend rather than explore and to actualize himself.

10. Every individual wants to grow toward self- fulfillment. These growth striving
are present at all times.
11. An individual learns significantly only those things which are involved in the
maintenance of self. No one can force the individuals to permanent or creative
learning. He will learn only if he wills to. Any other type of learning is temporary and
inconsistent with the self and will disappear as soon as threat is removed.

12. Concepts, ideas, symbols, and events can be denied or distorted, but experience is
experienced in the unique reality of the individual, person, and cannot be untrue to itself.

13. We cannot teach another person directly, and we cannot facilitate real learning in the
sense of making it easier. We can make learning for another person possible by providing
information, the setting, atmosphere, materials, resources, and by being there.

14. Under threat the self is less open to spontaneous expression: that is more passive and
controlled. When free from threat, the self is more open, that is , free to be and to strive for
actualization.
 The self-concept & Facets of Self
Carl
Rogers
Self- Concept
-are “here-are-now” phenomena potentially
available to an individual’s experiencing at any
given moment.
- the self concept functions to maintain one’s
identify in its stability, its unity, and its
separateness within one’s own world of
perceptions.
- the consequent enrichment and enlargement
of the self-concept, then signifies the growth of
the person.
Gordon
allport
Facets of Self
-Allport’s conceptualization of the functions of the
proprium(Latin for one’s own) offers a taxonomy that is
useful in describing our sense of self: our subjective
impression of what is peculiarly our own.
-Lack of self-esteem can be readily recognized in the
behavior of people who continually belittle themselves and
in self-aggrandizement and other self-promoting
conversation and action.
- Allport’s concept of ego-extension is another value
connected self-function.
 Theories on the self and
socialization
1. GEORGE HERBERT MEAD (1863-1931)

According to American social psychologist George Herbert Mead the Self is

essentially a social structure and it arises in social experience. It is the unique

combination of the roles and individual play in relation to others-the complex

blending of individual motivations and socially desirable responses. The self

consists of an “I” which is the active side and as object called “me”. Infants

according to Mead begin with no self. Gradually children move from simpler

games to more complex ones involving others such as team sports.

 2. CHARLES COOLEY (1864-1931)

Looking Glass Self of Charles Cooley is a term for a self-

concept that is based upon how we think when we appear

to others. Cooley used sociological perspective to look

first at smaller units and observed that these help in

shaping the individuals’ beliefs, ideas, values, and social

nature. Through the looking Glass self process, an

individual can see himself (self-image) according to how

other people see him.

 3. ERVING GOFFMAN (1922-1982)

In his book, The Presentation of the Self in Everyday Life

(1959), Erving Goffman attempted to show that certain

social processes (impression management and acting)

modify the presentation of the self. He compared the

behavior of individuals in society to acting on stage and

maintains that everyone is consciously playing role. He

uses the analogy of the theater to focus on the minor

dramas of everyday life.

 Search of the True Self
The social self as described by “ the looking glass” self and several theories
01
of personality reveal the nature of one’s self as formed and influenced by

society in the process of socialization. However, this formation of the self

was more of a product of what one wants to choose than what is oftentimes

imposed by society. Most of the time the influence in our socialization

process provides us the kind of the role model that we imitate and believe,

which may either develop or prevent us to become a human being.

 Unmasking the Persona in the
Social Self 01
In Asian philosophy, Confucianism and Christianity argue that

unhappiness of any individual self is a product of his pretending of

who he is which is not. Most of the time he is not because of the

socialization that he chooses to relate with.

Sociologists observe that individuals need to unmasks the persona

in their social selves and begin to rediscover the real self from the

unreal. The self must be enlightened rather than to be entertained.

 Reluctance to Reveal One’s Real Self
Young people in particular are very hesitant to reveal their “true self” to others especially to 01
adults. This difficulty is described by James Whitcomb Riley in A Child’s World.

Adolescence often go to great lengths to keep another person from knowing what they really

are. They are cruel to keep others from knowing that they are really tenderhearted; they

pretend to dislike someone in order to conceal their inner feelings of respect and liking.

Many persons, old and young, feel that is indecent to “bare one’s soul and dare the day.” It

is almost as bad as being a nudist! They also feel that “it is none of your business” This

attitude, in itself, reveals something about the individual. A wise and sympathetic counselor

or teacher, who has not forgotten his own youth, can look behind this bravado and learn

much about the student.

 Self as Becoming
A.H . Maslow (1970) is widely known for his theory of human motivation, 01
organized around his familiar hierarchy of five sets of basic human needs;

Jean Piaget traces the course of cognitive development. In Maslow’s

theoretical scheme, the self is potentially capable of developing from infantile

dependence on immediate physiologic gratification to a stage of relatively

mature self-realization, and self-realization, Paramount motivators at this point

of fullness of functioning are the needs for self-identity , self-realization, and

self-direction. They represent an ideal phase of becoming beyond largely

taken on the search for security, love, and esteem.

 Self-actualization
It may be used to denote attaining an apex in progress toward becoming fully human. 01
Self-actualizing people possess a marked degree of autonomy; they assess situations

and arrive at decisions with minimal regard for popular opinions or popular taboos.

They are secure enough to be real to rely on themselves even in times and situations

of insecurity, and tend to enjoy the unfamiliar rather than fear or blindly oppose it. The

self-actualizing person is a committed person committed to creative work and

accomplishment as an essential part of the rhythm of existence but he or she is

committed first and foremost to other person. Because humans are social beings, they

can never become fully realized or fully functioning, except in intimacy with other

person.
 Cognitive Aspects of becoming
01
Jean Piaget, a Swiss psychologist, achieved world-wide recognition for his

studies of cognitive development. Piaget’s interest has focused mainly on

the process involved in concept formation and its relationship to the gradual

moral development that occurs throughout the formative years of human life.

Lawrence Kohlberg, a professor of education and social science at Harvard

University, using Piaget’s method of posing cognitive and moral problems to

children of different age levels, has identified and described as series of

state of moral reasoning.

Chapter exercises

01
 Learning is defined as
01
a change in behavior.
You HAVEN’T LEARNED A
THING UNTIL YOU TAKE
ACTION AND USE IT.

THANK YOU FOR

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