I.

MODULE IV
PSYCHOLOGICAL PERSPECTIVE OF THE SELF
Dr. Emilio B. Espinosa, Sr. Memorial State College of Agriculture and Technology (DEBESMSCAT)
Mandaon, Masbate
COLLEGE OF ARTS AND SCIENCES
MODULE OVERVIEW
The development of self-understanding in addolescence involves a number of theories about the
self, identity, and personality. Theories about self and personality paves way in order to identify
which characteristics are related to each other. They encourage discussion on the different
conceptualizations of identity based on various sociocultrural context (Santrock, 2002).
This chapter will highlight the psychological theories that influence the way people understand
the self.Understanding of the self is highest when the different parts of the self become
integrative. According to Carl Rogers, the important aspect of understanding one’s identity is by
self-awareness. How much an adolescent is aware of his or her own psychological make-up, what
makes him or her unique as a person, as well as his or her strenghts and weaknesses.
II.
DESIRED LEARNING OUTCOME
At the end of this topic, the students should be able to:
1. Define and describe the different psychological concepts of self
2. Differentiate the various concepts of the self and identify their relationship.
3. Explain how the concepts of self influence behaviour; and
4. Apply concepts of self in one’s life to develop self-awareness and self-
understanding.
TAKE OFF/MOTIVATION
“To a young person, it is almost a sin, or at least a danger, to be too preoccupied with himself; but
for the ageing person, it is a duty and a necessity to devote serious attention to himself.” -Carl
Rogers
CONTENT FOCUS
III.
IV.

Definition of terms:
I-self and Me-Self- A concept of self by William James. The I-self reflects the soul of a person or
the mind which is also called the pure ego. The Me-self on the other hand, is the empirical self
which refers to the person’s personal experiences and is further divided into sub categories: the
material self, social self, and spiritual self.
The Material Self. Composed to the physical attributes and material possesion of an individual
that contributes to his/her self image.
The Social Self. This refers to who the person is or how he/she behaves in social situations. People
may have different social selves depending on the social situations they are in.
The Spiritual Self. The most intimate and important part of the self that includes the person’s
purpose, core values, conscience, and moral behaviour. In order to understand this, one requires
to have an introspection.
Self Concept- Carl Rogers defined self-concept as the image of oneself. Rogers defined self as
flexible and changing perception of personal identity. Rathus (2017) said that the center of
experience is that self. He also suggested that self develops from the interaction with significant
people and awareness of one’s own charateristics and level of functioning. Carl Rogers theorized
that self-concept has two components: the real self and the ideal self.
The Real Self. This self consist of all the ideas, including the awareness of what one is and the
things he/she can do.
The Ideal Self. Is the person’s conception of what one should be or aspires to be which includes
one’s goal and ambitions in life.

When the ideal self is far from the real self, the person becomes unhappy and dissatisfied with
life. (Atkinson, Atkinson, Smith, Bem & Nolen-Hoeksema, 2009).
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True Self. The self that defines who we really are according to Winnicott. This is the self uAO
we show to our close friends and families.
False Self. The self that we show to impress others (Eg. Dating situations).
ALBERT BANDURA’S CONCEPT OF HUMAN AGENCY
Agency. Composed of distributed structures and functions through which personal influence is
exercised. Albert bandura (2001) suggested that humans, through their agency and choice, are
perceived as proactive agents of experiences. The core features of agency enable people to play a
part in their self-development, adaptation, and self- renewal. These features are intentionality,
forethought, self-reactiveness, and self- reflectiveness.
Intentionality. Refers to the act done intentionally. Intentions center of plans of actions with
anticaption of expected outcomes.
Forethought. Enables the person to anticipate the likely consequences of certain actions. Through
this the person can guide their actions in the future. Self-reactiveness. Involves making choices
and and choosing appropriate actions as well as motivationg and regulating them.

Self-reflectiveness. Gives the person the ability to reflect upon his/her thoughts and actions.
CARL JUNG’S CONCEPT OF ARCHETYPE
Archetypes. Developed by Carl Jung that talks about the universal roles. These archetypres reside
in the personal unconscious (forgotten experiences) that is present to all human beings. The four
major archetypes are persona, shadow, animus/anima, and self.
Persona. The archetype we show to other people shorturl.at/FRSV6
Shadow. The archetype we do not show or repress. Usually composed of negative tendencies
that we have. Also considered as the dark side of psyche.
Animus. Masculine side of the female psyche.
Anima. Feminine side of the male psyche. Self. The central archetype that unites all othe
archetype.
SIGMUND FREUD’S CONSTRUCTION OF SELF AND PERSONALITY
Id. This component of personaity according to Freud exist in order to satisfy our basic needs and
urges. Just like a little baby, the Id is a pleasure seeking, demanding and requires instant
gratification.
Ego. The ego or I (self) controls the urges of the Id. This operates of the reality principle and can
adjust depending on the societal consideration.

Superego. Also known as the “conscience” and “moral judge” of one’s conduct. This component
of personality strives for perfection rather than pleasure (Id). Going against the superego will
result to feelings of guilt.
Ego Strength. Refers to the ability of the ego to resolve the conflict between the Id, Ego
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and Superego. If constant conflict cannot be resolve, personality problems in the future may
arise.
Psychosexual Stages of Development. The stages that the Id, Ego and Superego undergo
according to Freud. Each stage has its own conflict that needs to be resolve in order to move on
to the next stage. Failure to resolve the conflict will resut into fixation on that stage which will
then result to negative effect in the personality. The five stages are oral stage, anal stage, phallic
stage, latency stage, and genital stage (O,A, Pha, La, Ge).
8
STAGE
PERIOD OF LIFE
HIGHLIGHTS
Oral stage
(birth to 1 year of age)
During this stage the mouth is where the pleasure seeking activities take place. Sucking and
biting are the common behaviours of babies at this stage. Overindulgence in oral needs may lead
to personality disorder such as overeating, smoking and alchoholism while lack of oral needs
satisfaction will lead to sarcasm

and tactlessness.
Anal Stage
(2 to 3 years of age)
Activities like elimination of body waste in the center of this stage. Through toilet training, the
child learns the basic rule of society. Failure to move on in this stage will lead to anal retentive
personality disorder such as obsessions with cleanliness or clumsiness.
Phallic Stage
(3 to 6 years of age)
Children during this stage derive pleasure from examining, touching, fondling or displaying their
genitals. Motivated by curiosity, children at this stage will try to explore the differences of man
and woman anatomy. Due the the vulnerability both mentally and physically, parents and
teachers should properly educate the children about sexuality. Fixation of this stage will lead to
abnorma sex behaviours in later life.
Latency Stage
(7 to 12 years of age)
The resting stage in the development of children. At this stage they are preoccupied with school
and other self-development activities.
Genital Stage
(13 years of age to adulthood)
 Pleasure again at this stage is awakened and individuals satisfy their needs from sexual
relationships. Sexual problems may result as a consequences of inappopriate sex behaviours.
THE ROLE OF ERIK ERIKSON’S THEORY IN UNDERSTANDING THE SELF
Psychosocial Development
Erikson proposed that individuals undergo through eight stages of psychosocial development. He
believed that while each of the stages is important, he gives focus in the development of the ego.
For him the ego is a postive force that is actively influences the development of the personality
and foundation of strengths and virtues life hope, will, purpose competence, fidelity, love, care,
and wisdom.
Each developmental stage has its particular crisis or turning point that necessitates some change
in our behavior and personality. We may respond to the crisis in one of two

ways:
a maladaptive (negative) way or an adaptive (positive) way.
a. TRUST VS. MISTRUST. The first stage of life according ot Erikson. If the child is properly taken
care, he/she will develop trust. Otherwise, the child will develop mistrust.
b. AUTONOMY VS. SHAME AND DOUBT. The second stage of development occuring in the first
three years of life. Erikson believe that at this stage the children will show signs of independence
and will behave without approval from parents or caretakers. If the caretaker allow their children
to explore, they will become more confident and secure in their own abilities. If they are
overprotected, they become more dependent and may feel a sense of shame and doubt in their
abilities. This stage is important because Erikson believed that it has strong implications during
adolescence where the development of identity and independece is seen.
c. INITIATIVE VS. GUILT. Occurs around 3 to 5 years of age. Giving a sense of responsibility to
children at this stage will lead to the development of initiative. A child who is made irresponsible
might develop feelings of guilt.
d. INDUSTRY VS. INFERIORITY. This stage occurs around the elemntary school years of children. At
thi stage, they will explore, discover and enhance their abilities through various activities such as
academics and sports. When children are encourage and complimented, they will develop
industry in their endeavours. However, if the children receive too little compliment or
encouragement, they will start to doubt their capabilities and start to develop a sense of
inferiority.
e. IDENTITY FORMATION VS. IDENTITY CONFUSION. During this stage, which usually takes place
during adolescence, a person is faced with a great task on finding out who they are, what they
want to pursue, and their goal in life. This requires a lot of contemplating and soul-searching.
Confronted with roles and responsibilities, if the adolescents are properly supported and guided,
they will develop positive identity. If they are not adequately supported,

they will insecure and identity confusion will likely develop.

f. INTIMACY VS. ISOLATION. Occurs during early adulthood. People at this stage explore important
personal relationships. Erikson believed that at this stage people should develop strong intimate
relationships. Those who are successful in this stage will have a stable and consistent
relationships. Inability to form stable relationship at this stage will lead to isolation.
g. GENERATIVITY VS. STAGNATION. During middle adulthood, people will be compeled to
contribute to his/her community by teaching, instructing and guiding younger generation. To
generate meaningful activities during this stage is very important in moving to the last stage of
life. Failure to have this generativity will lead to feelings worthlessness and stagnation.
h. INTEGRITY VS. DESPAIR. The final psychosocial stage that occurs during old age. This focuses
more on self-reflection and cotemplation of one’s life. If people at this stage, look back
throughout those years they have lived, and found a sense of accomplishment and happiness,
they will develop a sense of integrity. Those who are unsuccessful in this stage will feel that their
life has been wasted and will experience regrets and despair.
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Rubric for Assessment

Criteria
Exemplary
(91 - 100%)
Good
(81 - 90%)
Satisfactory
(71 - 80%)
 Accomplished between 71 -
80% of the required output
 Output submitted is delivered on
the next meeting after the deadline and some of the submission guidelines were not followed.
Unsatisfactory
(70 - 61%)
 Accomplished between 91- 100% of the
required output
 Output submitted is delivered on
or before the deadline and followed properly the submission guidelines.
 Accomplished between 81 -
90% of the required output
 Output submitted is delivered on
or before the deadline but some of the submission guidelines were not followed.
 Accomplishedbetween 71 - 80% of the required
(Self- Checks and Self- Reflections)

output Output submitted is
delivered a week or more after the deadline and submission guidelines were not followed.

V. SELF CHECK FILL IN THE BLANKS.

1. The term ______ refers to the image of oneself.
2. The concept of archetype is central to the theory of __________.
3. William James suggest that the self is divided into two categories: _______ and the ________.
4. ________ archetype is often considered as the dark side of the psyche.
5. The “conscience” and “moral judge” of conduct is ___________.
6. ________ refers to the individual’s belief that he or she is capable of performing a task.
7. ________ he developed the psychosexual stages of development.
8. ________ proposes that individuals go through eight psychosocial stages of
development.
9. ________ means independence of thought and confidence to think and act for oneself.
10. The ________ is the central archetype that unites all other archetypes.
11. __________ is the final psychosocial stage which occurs during old age and focuses on
reflection about life.
12. Freud believes that the ___________ is the pleasure-seeking side.
13. _________ suggested that humans are proactive agents of experiences.

14. ________ is the ability to controls one’s behaviour without having to rely on others for help.
15. Developing a sense of ________ is important during adolescence stage.
VI. SELF-REFLECT
NOTE: There are no right and wrong answers about getting to know more about yourself. Just be
confident and honest as you answer these guide questions. Write your answers on the space
provided.
1. Which among the basic concepts or the stages can describe or applies to your life right now?
Explain shortly.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
___________________________________
2. Describe what you will be or what you want to be in the next ten years, you including your
goals and ambitions, the places you want to go, and the things you want to have. You can start
with statements such as, I envision myself as...
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
__________________
3. If there is one lesson you learned in knowing about psychological self, what is that lesson?
______________________________________________________________________
______________________________________________________________________

VII. REFERENCES
Atkinson, R., Atkinson, R., Smith, E., Bem, D., & Nolen-Hoeksema, S. (2000). Hillgard’s
introduction to Psychology. United States: Thomson Wadsworth.
Bandura, A. (2001). Social cognitive theory: an agentic perspective. Annual Reviews, 52, 1-26. Carl
Jung Archetypes picture retrieved on September 02, 2020 at shorturl.at/yX126.
Carl Rogers notion of Congruence picture retrieved on September 02, 2020 at shorturl.at/djzDK.
Id, Ego, and Superego by Sigmund Freud picture retrieved on September 02, 2020 at
shorturl.at/oyJ36.
Rathus, S. (2017). Psychology. Andover: Cengage Learning.
Santrock, J. (2002). A Typical approach to life span development. Boston, MA: Mc Graw Hill.
Understanding the Self pdf retrieved on August 29, 2020 at https://ched.gov.ph/wp-
content/uploads/2017/10/Understanding-the-Self.pdf
“Understanding the Self” by Ma. Joycelyn A. Go-Monilla & Normaliza C. Ramirez.
Compiled and edited by:
Jither Ken V. Patalinghug Phoebe M. Castillo Instructor I/DEBESMSCAT