D.
Psychological Perspective of the Self
Psychology
* comes from the word "psyche" which
means soul or mind; "logos" which means
study of - thus study of the soul or mind
* study of human behavior and mental
processes
* recognizes the different forces that help us
shape how we see, think and feel about
ourselves
William James' Concept of Self:
The Me self and the I-self
he believes that people have different social
selves depending on the context of a social
situation
• he believed that the path to understanding
the spiritual self is through introspection
he proposed that self as two facets:
a. I-Self- self in action or as a subject;
knower or perceiver; pure ego
b. Me-Self- object; known or perceived;
empirical self
➢ Material Self- possessions and
people we treasure
➢ Social Self- how others view us;
instinctive desire to be recognized
➢ Spiritual Self- most intimate and
important part of the self that
includes person's purpose, core
values, conscience, and moral
behavior
Carl Rogers' Self Theory:
Real and Ideal Self
* Self concept- image of oneself; entire
schema or knowledge that we know about
our self
* the self develops from interactions with
significant people and awareness of one's
own characteristies and level of functioning
* when another person tells us things about
us that contradict our self-concept, we tend
to deny or distort them central to achieving
self-actualization is the development of self-
concept
* he posited two (2) essential components
of the self:
* real self- how we genuinely appraise
ourselves
* ideal self- people aspire to possess
the closer the ideal self to the real self, the
more fulfilled and happy the individual
becomes
When the ideal self is far from the real self,
the person becomes unhappy and
dissatisfied
Albert Handura: Self as Proactive and
Agentic
• Agency- endowments, belief systems, self-
regulatory capabilities and distributed
structures and functions through which
personal influenced is exercised, rather
than reside as a discrete entity
a. Intentionality- refers to acts done
intentionally.
Intentions- center on plans of action with
the anticipation of possible outcomes
b. Forethought- anticipate the likely
consequences of prospective actions; people
are guided in their actions in the anticipation
of future events
c. Self-reactiveness- making choices and
choosing appropriate courses of action as
well as motivating and regulating them
d. Self-reflectiveness- gives the person the
ability to reflect upon and the adequacy of
his or her thought
Carl Jung: The Self as the Central
Archetype
Archetype- universal models after which
roles are
patterned
- the hidden personalities of the psyche, or
total personality
- psyche continues to develop throughout
life, but the psyche starts to show a definite
form and content during adolescence
- reside from personal unconscious that is
common to all human beings, known as the
collective unconscious.
Four Major Archetypes
1. Persona- refers to social roles that
individuals present to others
2. Shadow- refers to the repressed thoughts
that are socially unacceptable; Dark Side of
Psyche
3. Anima- feminine side of the male psyche
4. Animus- masculine side of the female
psyche
5. Self- central archetype that unites all parts
of the psyche
Ego- individual's conscious perception of
the self
Sigmund Freud's Construction of the Self
and Personality
• The mind is composed of three
structures:
1. Id- satisfy basic urges and desires
- pleasure-seeking side, impulsive, child-
like, and demands instant gratification
2. Ego- refers to the I, operates reality
principle and controls the id
- can conform with existing societal
consideration
3. Superego- "conscience" and "moral
judge" of one's conduct
- violation of rules leads to feeling of guilt
- perfection rather than pleasure
Ego Strength-ego's ability to resolve the
conflict between the three structures
- if this constant state of conflict is
unresolved, personality problems may arise
Therefore, parents and teachers need to
properly educate their children about
sexuality Fixations under phallic stage- may
* Psychosexual Stages of Development
lead to abnormal sex behaviors later in life
- he believes that each stage has needs and
that the dissatisfaction of needs may result
in fixation which could have lasting negative
effects on one's personality

1. Oral Stage (0-1 year old) - babies derive

pleasure from oral activities like sucking and
biting
Overindulgence of oral needs- may lead to
oral incorporative personality disorder such
as overeating, smoking, and alcoholism.
Dissatisfaction- may lead to aggressive
personality disorder such as sarcasm and
tactlessness.
2. Anal Stage (2 years old) - derives
pleasure from the elimination of body
wastes
- through toilet training, the child learns the
basic rules of society
4. Latency Stage (7-12 years old) - sexual
energy is repressed because children become
occupied with school
5. Genital Stage (adolescence to
adulthood)-pleasure is again derived from
the genital area and individuals seek to
satisfy their sexual drives from sexual
relationships
- sexual problems may result as a

Anal fixation- can lead to anal retentive consequences of inappropriate sexual

personality disorder such as having behaviors
obsession with cleanliness or anal expulsion
personality such as clumsiness

3. Phallic Stage (3-6 years old)- derive

pleasure from examining, touching,
fondling, or displaying their genitals
- these behaviors are likely motivated by
curiosity about differences between the
anatomy of man and woman.
 1. Trust vs. Mistrust (1 vear old) - if the
child will develop trust of he or she is
properly cared for
if the child is not well-cared for, mistrust is
likely to develop

2. Autonomy us. Shame and doubt (3

years old) -
• Autonomy means independence of thought
and confidence to think and act for oneself
e.g. if parents will allow their children to
explore, they will become more confident
and secure in their own abilities

Erik Erikson (pyscho-social)

* Adolescence is a period of identity
development
* Identity formation- is usually viewed as a
process that requires adolescents to distance
themselves from the strong expectations and
definitions imposed by parents and other
family members
some of the ways on establishing their
3. Initiative vs. Guilt (3-5 vears old)
identity is through status symbols such as
having "state-of-the-art" mobile phones, Initiative- developing a sense of
designer bags and clothes, and other responsibility among children
material possessions
Guilt a child who is made to feel
Psychosocial Stages of Development irresponsible
4. Industry vs. Inferiority (elementary
school years )
7. Generativity vs. Stagnation (middle
- Children face the task of developing adulthood)
knowledge and skills usually taught in
- Generativity involves a person's desire to
schools.
contribute to the world by teaching, leading,
and guiding the next generation and doing
activities that will benefit the community.
- When children are encouraged in their
efforts, they will develop a sense of industry - Those who fail to attain generativity will
feel worthless.
- Children who receive little or no
encouragement from parents and teachers
will doubt their own abilities and are likely 8. Integrity vs. Despair (old age)
to develop inferiority
- Individuals reflect on the important events
5. Identity Formation vs. Identity of their lives. If they are satisfied and proud
Confusion (adolescent years) of their accomplishments, they will feel a
sense of integrity
- Adolescents face the task of finding out
who they are, what they are, and what they - Those who are unsuccessful will feel that
want in life. their life has been wasted and will
experience regrets and despair
- They are confronted with many roles and
responsibilities.
- If parents provide proper support,
adolescents will develop positive identity.
- If they are not adequately supported, they
will feel insecure and identity confusion
will likely to develop.

6. Intimacy vs. Isolation (early adulthood)

- It is vital that people develop intimate
relationships with others.
The Western and Eastern Concept of the
- Those who are successful in this stage will
Self
likely form relationships that are stable and
successful.
WESTERN CONCEPT OF THE SELF
Inability to develop intimate relationships Clifford Geertz
will lead to mistrust and isolation
* "a bounded, unique, more or less
integrated motivational and cognitive
universe, a dynamic center of awareness,
emotion, judgment, and
* action organized into a distinctive whole
and set contrastively both against other
such such wholes and against its social and
natural background..."
This construction of an autonomous, unitary
and stable self in the West is grounded in
contrasting assumption that non-western
people do not possess an individuated self
that is differentiated from the "other".
1. WESTERN SELF AS ANALYTIC
* The Western Western way of thinking is
analytic-deductive with emphasis on the
causal links (part-to-whole relationships)
* The whole is understood when
differentiated into " parts
• One must categorize and make distinctions
to pursue cause
2. WESTERN SELF AS
MONOTHEISTIC
• The belief in one Supreme Being
coexisting with the universe condenses the
supernatural and human capabilities into
bipolarity of both qualities of existence and
categories of identity and experience
3. WESTERN SELF AS
INDIVIDUALISTIC
* Western individualism exhibits the
coexistence of favorable and unfavorable
conditions inherent in personal freedom
* Right to individual freedom provides
opportunities for self-fulfillment, it also
increases the likelihood of experiencing
alienation and frustration.
4. WESTERN SELF AS
MATERIALISTIC AND
RATIONALISITC (Rationalistic siguro
pero sa ppt yan e)
• The Western way of thinking
is focused on material "things" and favors a
rational-empirical approach over magical
and superstitious explanation of immaterial
"things"
David Ho
• Western self as an individualistic self that
is deeply aware of itself, its uniqueness,
sense of direction, purpose and volition
• "an entity distinct from other selves and all
other entities"
* As a consequence of this complete
ownership of the self, it becomes a
sovereign subject possessing a sense of
personal control
* In an individualistic perspective, the
western self is the measure of all things, that
is, the source of all reflections
Frank Johnson
* Traces the earliest historical roots of the change in
Western concept of the self to works on emphasis from
philosophy, almost half a million years ago abstract concepts
of soul and mind
* By the middle and nineteenth centuries, to observable and
psychology has provided answers to measurable
philosophical questions about the concepts aspects of human
of soul and mind faculties
3. 1940- a. Sociological
* Experimental psychology came into Present and
prominence during the mid-nineteenth psychological
century and put forth the concept of self theories of self
within the social-interactionist framework encompass all
three levels of
* The growth of sociology, anthropology
self, namely
and psychology in the late nineteenth inner self,
century saw the emergence of various interpersonal
concepts of self, among them the Western self, and social
concept b.Existentialists
and
phenomenologist
STAG PERIOD HISTORICAL s,
E DEVELOPMEN both in
T philosophy and
1. PRE- Philosophical psychology,
CHRISTIA and theological engaged in
N TIMES attempts to holistic approach
UNTIL characterize the integrating the
1850 self through the inner,
concepts of soul interpersonal,
and mind with and social
emphasis on aspects of the self
conscious C. At present,
experiences, there is
distinction convergence in
between physical some
and mental conceptualization
nature of man s of the self
and the causality among
of behavior. psychologists,
2. 1850-1940 The anthropologists,
establishment sociologists,
experimental philosophers, and
psychology in linguists whose
mid-nineteenth studies focus on
century led to a the actual,
 multivariate, and - individual actions will lead to either good
situational or bad outcomes in one’s life
contexts of the
self employing * If you do good things, you will be
new frameworks rewarded, if you do bad, you will be
and punished
methodologies.
- Hindus believe that Atman, being an
immortal souls, continues to be reincarnated
from lifetime to lifetime until its freed from
the cycle of rebirth and reaches a state of
nirvana or non-birth
EASTERN CONCEPT OF THE SELF
- Karma does not end with a body’s death,
Hinduism so its influence may extend through
incarnation of the soul
* The Hindu concept is expounded in
Vedanta, a major school of indian thought Buddhism
based on Upanishads, the classical Indian
• Siddharta Gautama, Buddha, known as
philosophical treatises
the Buddha is the founder of Buddhism. is
* Brahman is known to be the absolute the Buddhism
reality
* The root word of Buddhism is Budh
* Atman (soul or spirit), the true knowledge meaning awake
of self, is identical to Brahman
* every person has the seed of
enlightenment or the potential

Human suffering
* Result of failure to realize the distinction THE FOUR NOBLE TRUTHS
between the true self (permanent and
1. Life is suffering
unchanging) and the non-true self
2. Sufferingis caused by attachment to
* The goal of every person is to have a
desires;
knowledge of the true reality
3. Suffering can be eliminated; and
4. Elimination of of suffering is
Self-realization
through the practice of the Eightfold Path
- being united to all -embracing brahman
- The realization of true selfhood will result
in a complete dissolution of individual entity EIGHTFOLD PATH
Karma 1. Right view
-most important doctrine of Hinduism 2. Right aspiration
 3. Right speech Confucianism
4. Right action • The Confucian doctrines are found in the
5. Right livelihood Analects (Conversations of Confucius)
6. Right effort • The core of Confucian thought is the
Golden Rule or the principle of reciprocity:
7. Right mindfulness
"Do not do unto others what you would not
8. Right Concentration
want others to do to you."

5 Cardinal Relationships
1. Between ruler and minister
In buddhist philosophy, man is just a title
2. Between father and son
for the summation of five parts
3. Between husband and wife
4. Between brothers
1. Matter
5. Between friends
2. Sensation
The self is know to be a relational self
3. Perception
4. Mental Constructs
Self-realization
5. Consciousness
- An important feature in the Confucian
thought that an individual should consider as
Buddhism
his/her greatest mission through the help of
* Man, has no self nor a soul. There is self-cultivation.
only nothing and all else is an illusion
* There is nothing permanent but change
Self-cultivation
* Ignorance is the cause of life's misery,
-knowing one's role in the society and acting
births and rebirths
accordingly
Harmonious relationship
NIRVANA
-achieved when individuals follow the rules
* A state of transcendence devoid of self- of proper social behavior
reference
* This can be achieved through meditation
Taoism
* Chinese counterculture
* Rejects the Confucian idea of a relational
self
* The self is an extension of the
cosmos not of social relationships
* Commonly regarded as the Nature that is
the foundation of all that exists
* Selflessness is attained when the
distinction between the "|" and "other"
dissolves
* Taoists believe that simplicity,
spontaneity, and harmony with nature
should govern one's life
* There should be unity and
harmony among opposing elements: the
Yin and Yang
Yin- black
Yang- white
* Hence, there is oneness of the Tao