Self-Concept

Our concept of our identity

Existential Self
The most basic part of the self-scheme or self-concept; The sense of being separate and distinct from
others and the awareness of the constancy of the self
Categorical Self
The ability to put the self into categories, such as age, gender, skill or size
Self-Esteem
Confidence in one's own worth or abilities
Actual Self
The way we see ourselves as we currently are
Ideal Self
The person we would like to be
Ought Self
Our representation of the way others think we should be
Social Identity Theory
A theory that predicts certain intergroup behaviours on the basis of perceived group status differences,
the perceived legitimacy and stability of those status differences, and the perceived ability to move from
one group to another
Self-Efficacy
Our belief in our ability to succeed
Hierarchy of Salience
A framework or organization of an individual's identities in order of how frequently they are used and
how likely they are to be used in a particular situation
Kohlberg’s Moral Development Theory Stages
Preconventional Morality (Stage 1 and 2), Conventional Morality (Stage 3 and 4), and Postconventional
Morality (Stage 5 and 6)
Preconventional Morality
Places an emphasis on the consequences of the moral choice
Stage 1
Obedience and punishment; Behavior driven by avoiding punishment
Stage 2
Individual interest; Behavior driven by self-interest and rewards
Conventional Morality
Individuals being ot see themselves in terms of their relationships to others
Stage 3
Interpersonal; Behavior driven by social approval
Stage 4
Authority; Behavior driven by obeying authority and conforming to social order
Postconventional Morality
Describes a level of reasoning that not everyone is capable of and is based on social mores, which may
conflict with laws
Stage 5
Social contract; Behavior driven by the balance of social order and individual rights
Stage 6
Universal ethics; Behavior driven by internal moral principles
Erikson’s Psychosocial Development Theory Stages
Stage 1 – Trust vs. Mistrust, Stage 2 – Autonomy vs. Shame/Doubt, Stage 3 – Initiative vs. Guilt, Stage 4
– Industry vs. Inferiority, Stage 5 – Identity vs. Role Confusion, Stage 6 – Intimacy vs. Isolation, Stage 7
– Generativity vs. Stagnation, Stage 8 – Integrity vs. Despair
Stage 1. Trust vs. Mistrust
1 year of age; Learning to depend on caretakers. Negative outcome: suspicion and fear
Stage 2. Autonomy vs. Shame/Doubt
2 years of age; Learning to do things on your own.
Negative outcome: lacking self-esteem
Stage 3. Initiative vs. Guilt
3-5 years of age; Learning to initiate play. Negative outcome: act more as a follower
Stage 4. Industry vs. Inferiority
6-12 years of age; Learning to be competent. Negative outcome: doubting own abilities and feeling
inferior
Stage 5. Identity vs. Role Confusion
12-18 years of age; Learning how to fit into society.
Negative outcome: confusion of self
Stage 6. Intimacy vs. Isolation
18-40 years of age; Learning to form relationships. Negative outcome: Loneliness
Stage 7. Generativity vs. Stagnation
40-65 years of age; Learning the bigger picture of life.
Negative outcome: feeling unproductive
Stage 8. Integrity vs. Despair
65+ years of age; Reflecting on life. Negative outcome: dissatisfaction
Vygotsky’s Sociocultural Cognitive Development Theory
The internalization of various aspects of culture (rules, symbols, language) drive cognitive development
Zone of Proximal Development
The skills and abilities that have not yet fully developed but are in the process of development
Psychodynamic Theory
Emphasizes systematic study of the psychological forces that underlie human behavior, feelings, and
emotions and how they might relate to early experience. It is especially interested in the dynamic
relations between conscious motivation and unconscious motivation.
Freud’s Psychosexual Development Theory Stages
Oral, Anal, Phallic, Latent, and Genital Stage
Oral Stage
Ages 0-1; Libidinal energy centered on the mouth, fixation can lead to excessive dependency
Anal Stage
Ages 1-3; Toilet training occurs during this time, fixation can lead to excessive orderliness or messiness
Phallic Stage
Ages 3-5; Oedipal or Electra conflict is resolved during this time
Latent Period
Libido is largely sublimated during this stage
Genital Stage
Begins at puberty; If previous stages have been successfully resolved, the person will enter into normal
heterosexual relationships
Major Jungian Archetypes
Persona, Anima, Animus, Shadow
Jungian Unconscious Types
Personal and Collective Unconscious
Personal Unconscious
All information that is present within an individual's mind, but not readily available to conscious recall
Collective Unconscious
A powerful system that is shared among all humans and is considered to be a residue of the experiences
of our early ancestors
Persona
The part of our personality that we present to the world
Anima
Feminine behavior in males
Animus
Masculine behavior in females
Shadow
Unpleasant and socially reprehensible thoughts, feelings, and actions in our consciousness
Jung’s Dichotomies of Personality (Myers-Briggs Type Inventory)
Extraversion vs. Introversion, Sensing vs. Intuiting, Thinking vs. Feeling, and Judging vs. Perceiving
Extraversion vs. Introversion
Orientation toward the external world vs. orientation toward the internal world
Sensing vs. Intuiting
Obtaining objective information about the world vs. working with information abstractly
Thinking vs. Feeling
Using logic and reason vs. using a value system or personal beliefs
Judging vs. Perceiving
Preferring orderliness vs. preferring spontaneity (not original to Jung, adapted for MBTI)
Object Relations Theory
Object refers to the representation of parents or other caregivers based on subjective experiences
during early infancy. These objects persist into adulthood and impact our interactions with others
Imitation
The reproduction or performance of an act that is stimulated by the perception of a similar act by
another animal or person
Roles
A set of beliefs, values, attitudes, and norms that define expectations for behavior associated with a
given status
Reference Groups
The group whom we compare ourselves to
Mead’s “The Me and I”

Me
The organized set of attitudes of others which an individual assumes
I
The response of an individual to the attitudes of others
Actual self
The balance of both the "I" and the "me"
Looking glass self
A person's self grows out of society's interpersonal interactions and the perceptions of others