Understanding the Self:

Using the Psychological

Perspective
 Learning Goals
• To define the terms that are pertinent to a person’s
Understanding of the Self

• To trace the developmental process of our Self-

understanding throughout the life stages.
 Topic Outline
1. Definition of Terms
2. Changes in the nature of Self-Understanding within the following life
stages:

a. Early Childhood
b. Late Childhood
c. Adolescence
d. Adulthood (Young & Middle)
 1. Definition of Terms (Santrock, 2014)

1. The SELF – consists of all the characteristics of a person.

2. IDENTITY – refers to who a person is, representing a synthesis and

integration of self-understanding.

3. PERSONALITY – refers to the enduring personal characteristics of

individuals; encompasses the Self and one’s Identity.
4. Self-understanding – is the cognitive representation of the Self, the substance of
self-conceptions

e.g., I am a 13 year-old student, a boy, a football player, a family member, a video

game lover, and a movie fan

- based in part on roles and group membership (Harter, 2012;2013)

- provides underpinnings for the development of identity
 a. Early Childhood
Self-understanding is characterized by: (Harter, 2006; 2012; 2013)

1. Using Concrete/Observable Descriptions (e.g., I can count/ABCs, I live in a big

house)

2. Physical Descriptions (e.g., I have brown hair, she has black hair, I’m taller)

3. Unrealistic Positive Over-estimations 0f personal attributes

This is so because Young children…

a. Have difficulty in differentiating their desired and actual competence;

b. Cannot yet generate an ideal self that is distinguished from a real self; and
c. Rarely engaged in Social Comparison
(ego centrism)
d. Have the inability to recognize that they can possess opposite attributes
 Late Childhood

• Older Children start to…

a. Describe themselves using Traits (e.g., popular, nice, helpful, smart, dumb)
b. Use Social Descriptions – references to social groups (e.g., Catholic, Girl Scout)
c. Engage in Social Comparison – thinking what they can do in comparison with
others
Critical Thinking Question: In what way will social comparison help in the
development of children?
4. Distinguish between Real & Ideal Selves – differentiating their actual
competencies from those they aspire to have

5. More Realistic because of increased social comparison and perspective-taking

 Adolescence

Adolescent Self-understanding is characterized by:

1. Abstract and Idealistic Thinking (e.g., I’m sensitive, I am indecisive)

2. Self-consciousness
3. Contradictions within the Self – differentiating their concept of the self into
multiple roles in different relationship contexts
4. The fluctuating Self – the adolescent self continues to be characterized by
instability until the adolescent constructs a more unified theory of self
5. Real and Ideal Selves: Possible self – includes what they might become,
what they are afraid of becoming (e.g., Mooney Problem Checklist results)

6. Self-integration – achieved in late adolescence or emerging adulthood,

which results to an integrated sense of identity
 James Marcia’s Theory on Identity Status

- Describes a person’s position in the development of an Identity (Kroger, Martinussen, & Marcia, 2010)

- Two (2) Dimensions of the Identity Status:

1. Exploration – refers to a person’s investigating various options for a career and

for personal values
2. Commitment – involves making a decision about which identity path to follow,
and making a personal investment in attaining that identity
 Four Quadrants of Marcia’s Identity Status

Has the Person Made a Commitment?

YES NO
Has the Person
Explored YES Identity Achievement Identity
Meaningful Moratorium
Alternatives
Regarding Some
Identity Options NO Identity Foreclosure Identity Diffusion
(e.g., Career,
Values, Sexuality,
etc)
Critical Thinking Question:

Is it possible for a person who is past his/her adolescence has not formed his
Identity?

If yes, what are the possible implications if this happens?

 Adulthood
1. Importance of Self-awareness becomes an important developmental task in adulthood
(e.g., awareness of strengths and weaknesses)

2. Possible selves:

Young Adults: What they would like to become; oftentimes unrealistic at first

Middle-aged: Possible selves in terms of areas in which they already have performed (e.g.,
Being good at my work, Having a good marriage); trying to attain hoped-for selves

Older Adults: Concerned with maintaining what they have and preventing/avoiding health
problems and dependency (Smith, 2009); Life Review (Thinking About the Past? Regrets?
 References

Santrock, J.W. (2014). A topical approach to life-span development.

New York: McGraw-Hill education.

King, L. A. (2014). The science of psychology: An appreciative view.

New York: McGraw-Hill education.