PRE SOCRATICS (THALES, PYTHAGORAS ...
) Studied the 3 COMPONENTS OF THE SOUL
SELF What constitutes the "self" has been pondered by
philosophers, poets, artists, and others for millennia. More
recently, psychologists have sought to define and research
a range of self-constructs.
SELF CONCEPT A general term used to refer to how
someone thinks about, evaluates or perceives themselves.
To be aware of oneself is to have a concept of oneself.
REAL SELF The real self is who we actually are. It is how we
think, how we feel, look, and act. The real self can be seen
by others, but because we have no way of truly knowing
how others view us, the real self is our self-image.
IDEAL SELF The ideal self, on the other hand, is how we
want to be. It is an idealized image that we have
developed over time, based on what we have learned and
experienced.
THE PHILOSOPHICAL PERSPECTIVE OF THE SELF
PHILOSOPHY - PHILOSOPHY IS THE LOVE FOR WISDOM
PHILO- LOVE
SOPHIA- WISDOM
“Arche” explains the multiplicity of things in the world.
Rational Soul/Mind/Nous
SOCRATES
 Conscious awareness
•Concerned with the problem of the self  Thinking element of every human being
 Judges factual and true
•Studied INTROSPECTION = SELF ANALYSIS
Appetitive Soul
•Underwent a trial for “corrupting the minds of the youth”
 Wants and Desires
•Succeeded and influenced a lot of people  Cravings, Hunger, Thirst
• Worst thing that can happen to anyone is to live but to Spirited Soul / Hot Blooded
die inside.
 Desire for love, victory and honor
“KNOW THYSELF”  Morals/Ethics
 Gets angry when injustice is being done.
PLATO
IMMANUEL KANT
•Socrates’ student
“Respect others as you would respect yourself.”
•Agreed and supported Socrates’ idea
 Prussian German Philosopher in the Age of
•Added the Three Components of Soul Enlightenment
“The first and greatest victory is to conquer yourself; to be  A person should not be used as a tool, instrument, or
device to accomplish another’s private ends. Thus, all
conquered by yourself is of all things most shameful and
men are persons gifted with the same basic rights and
vile.”
should treat each other as equals.
 PSYCHONEUROIMMUNOLOGY is a relatively new field of study
EMPIRICISM “Unexpressed emotions will never die. They are buried alive and will
that looks at the interactions between your central nervous
come forth later in uglier ways”
 Knowledge is only attained through the senses system (CNS) and your immune system. Researchers know that
PROVINCES OF THE MIND our CNS and immune system can communicate with each other,
 “Seeing is Believing”
but they only recently started to understand how they do it and
 If something can’t be seen, tasted, touched, heard or ID (Latin “it”, German “ES”)
what it means for our health.
physically experienced, it is NOT true.
 Pleasure Principle
SOCIAL SCIENCE the study of society and the manner in which
RATIONALISM  Cauldron of seething excitement people behave and influence the world around us.
 Desires and Wants
 Reason rather than experience is the foundation of all PSYCHOLOGY- Psychology is the study of mind and behavior. It
knowledge EGO (German, “I”) encompasses the biological influences, social pressures, and
 “Seeing isn’t believing, reasoning is” environmental factors that affect how people think, act, and
 Reality/ Rational Principle
 Learns to control Urges and Wants feel.
RENE DESCARTES THE SELF AND THE DEVELOPMENT OF THE
SUPEREGO (German, “I”)
 Father of modern philosophy SOCIAL WORLD
 Judicial Principle
 “COGITO ERGO SUM” I THINK THEREFORE I AM
 Right/Wrong, Moral, Ethical Code of Conduct
SOCIAL PSYCHOLOGY How others influence one’s thoughts,
JOHN LOCKE
behavior, feeling & vice versa.
 He is often regarded as the founder of a school of
INTERACTION VS RELATIONSHIP
thought known as British Empiricism, and he made
foundational contributions to modern theories of limited, liberal INTERACTION
government.
 BRIEF PERIOD OF TIME
“Few men think, yet all will have opinions. Hence men’s opinions are  MUTUAL RECIPROCAL EXCHANGE BETWEEN
superficial and confused” TWO OR MORE INDIVIDUAL/GROUP
ST. AGUSTINE RELATIONSHIP
•Everything is better if you are with God  LASTS FOR A LONGER PERIOD
 HOW SOMEONE BEHAVES, INTERACTS WITH ONE
•Body is not permanent, Soul is.
Scientific Perspective on the self ANOTHER
“THE PURPOSE OF ALL WARS IS PEACE”  TWO OR MORE INDIVIDUAL/GROUP
BIOLOGICAL SCIENCE
SIGMUND FREUD SOCIOLOGICAL PERSPECTIVES
The study of Biology connects us to the world we are living in and
•Father of Modern Psychoanalysis reminds us of our interconnectedness with all other life forms. It ALBERT BANDURA
•Greatest contribution to personality theory is his provides opportunities to learn about the processes of all living things.  Social Cognitive/Social Learning Theory
Some branches of Biology: Genetics, Paleontology, Physiology and etc.  Learning through interactions
exploration of the UNCONSCIOUS.
 Observational Learning
 “BOBO DOLL EXPERIMENT”
 PERSON PERCEPTION General tendency to form impressions of other
people. Physical Appearance is the most prominent.
STEREOTYPE Oversimplified generalizations about group of people.
SOCIAL FACILITATION VS SOCIAL LOAFING
PREJUDICE Negative feeling, preconceived notion about someone. Skin
SOCIAL FACILITATION type (COLORISM)
 Increase effort when in group DISCRIMINATION Unfair treatment experienced by someone due to
 PRESENCE OF OTHERS - INCREASED MOTIVATION prejudice
SOCIAL LOAFING

LEV VYGOTSKY  Decreased effort in group.

 Stress the fundamental role of social interaction in the NATURE & DEPTH OF RELATIONSHIP
development of cognition.  FAMILIARITY – Feeling of being comfortable with another person.
 “Learning is a necessary and universal aspect of the  ATTRACTION – Feeling of being drawn to another person.
process of developing culturally organized, specifically
 LOVE – Special attachment that a person has for oneself or another
human psychological function “
person.
 Zone of Proximal Development (ZPD)
NORMS Unwritten but understood rules of a society/culture for the FILIPINO VALUES & TRAITS
behaviors that are considered acceptable & accepted.
FILIPINO HOSPITALITY
CONFORMITY Adjusting to group pressure even without someone letting you
to.  Treating guess warmly
 Good but sometimes too much
FACTORS THAT CONTRIBUTE TO CONFORMITY:
RESPECT (PO AT OPO)
1. SIZE OF THE GROUP
 Pagmamano
2. UNANIMOUS GROUP
 Words that show respect when talking to elders
3. CULTURE

4. SEX / GENDER ROLES

Close Family Ties Collective Pride FIRST BORNS

 Extended Family  Proud of Cultural Heritage  First step in child’s life is to be an “only child”
 Filipino families should be together & help each other out.  “No half Filipino”  When the second child comes, first born feels “dethroned”
 Born with Filipino blood always a Filipino  Refuses to grow up and cry like a baby to gain attention
Cheerful Personality
Crab Mentality MIDDLE BORNS
 Filipinos are happy people
 Concept of Resiliency  Push each other down to clear the way for their own gain.  Can feel life is unfair
 Can be even-tempered
Self-Sacrifice
 May feel unloved or left out
 Prioritizing Family over oneself.
VALENZUELA’S 10 CODES OF DISCIPLINE  Doesn't have the rights and responsibilities of the oldest sibling or
Bayanihan
the privileges of the youngest.
1. Godly ( Maka-Diyos)
 root word “bayan”  Adaptable –
 Nation, Town 2. Positive Thinker ( May Positibong Pananaw)  Impatient
 Tulungan sa Bayan Doing task together as one entity
3. Creative ( Malikhain) LAST BORNS
Bahala Na
4. Clean & Neat ( Malinis at Maayos)  Charming and outgoing
 “Bathala Na”  Attention seeker
5. Agile/Swift (Maagap)
 living it all to God Spanish “Que Sera Sera”  Can behave like the only child
 Whatever will be, will be. 6. Honest & Honorable ( Matapat at may Dangal  Feels inferior
 like everyone is bigger or more capable
Amor Propio 7. Trustworthy ( Naoagkakatiwalaan)
 Expects others to make decisions and take responsibility
 Concept of Self-Love 8. Helpful/Charitable ( Matulungin )
OPERANT CONDITIONING
 A sense of Self
9. Patriotic ( Makabayan )
 Esteem & Self B.F SKINNER Father of Operant Conditioning Learning Pioneering research
 Concept 10. Pro-Environment ( Maka-kalikasan) in the field of Learning & Behavior

Colonial Mentality SELF IN FAMILIES  Is a type of learning in which behaviors are emitted to earn
rewards or avoid punishment.
 is a thinking of foreign talents & products being always better & BIRTH ORDER THEORY
 Operant “Operating” in the environment Active behavior that
local ones are poor & low quality.
ALFRED ADLER - Suggested that birth order affects personality operates upon the environment to generate consequences.
 Famous “SKINNER BOX”
ONLY CHILD
Mañana Habit
 More likely to be pampered. Components of Operant Conditioning
 Procrastination
 Because parents have probably invested all their love & energy
 Mamaya Na A. Reinforcement – Stimulus that aims to increase the strength in
this child is usually extremely taken care of.
Ningas Kugon  Sometimes this excessive care can lead to anxiety-filled control behavior due to its consequences.
because the child is the pride and joy of the parents B. Punishment – Any event that causes a decrease in behavior
Very enthusiastically starting thing, but then quickly losing enthusiasm
after.

TYPES OF REINFORCEMENT
1. POSITIVE REINFORCEMENT - Favorable events that are presented
after the behavior.
Presentation of beneficial stimulus
– Money, Gifts, Food to strengthen behavior.
-Praises are also included.
- “Reward Learning”
When is Positive Reinforcement most effective?
✔ When it occurs immediately after the behavior.
✔ When it is presented enthusiastically & frequently.
Types of Reinforcers
1. Natural Reinforcers – Occur directly as the result of behavior. Example:
Studying hard will result in getting high grades.
2. Token Reinforcers – Awarded for performing certain action. Tokens can
be exchanged for something of value.
3. Social Reinforcers – Expressing approval or behavior – Teachers, Parents
4. Tangible Reinforcers – Actual, Physical rewards – Candy, toys, desired
objects
2. NEGATIVE REINFORCEMENT - A response or behavior is strengthen
by stopping, removing or avoiding a negative outcome / aversive stimulus.
- Removal of anxiety, fear, disgust & discomfort in order to strengthen
behavior
Examples:
▪ You leave the house early to avoid being late.
▪ You clean up your room to avoid your mother yelling at you.
KINDS OF PUNISHMENT
1. POSITIVE PUNISHMENT - Attempt to decrease an undesirable behavior
by introducing an unfavorable outcome.
- Uses spanking, cursing & hitting
Example: An employee who’s been lazing around at work gets criticized by
his boss in front of the whole office
2. NEGATIVE PUNISHMENT - Involves taking something good/desirable
away to reduce the occurrence of particular behavior.
Example: After getting low grades in one of her major subjects because
of spending more time in texting, her father takes her cellphone away
PARENTING STYLES & PRACTICES
Authoritarian Parenting
 Authoritarian parents are often thought of as disciplinarians.
 They use a strict discipline style with little negotiation possible.
Punishment is common.
 Communication is mostly one way: from parent to child. Rules
usually are not explained.
 Parents with this style are typically less nurturing.
 Expectations are high with limited flexibility.
Permissive Parenting
 Permissive or Indulgent parents mostly let their children do
what they want, and offer limited guidance or direction. They
are more like friends than parents
 Their discipline style is the opposite of strict. They have limited
or no rules and mostly let children figure problems out on their
own
 Communication is open but these parents let children decide for
themselves rather than giving direction.
 Parents in this category tend to be warm and nurturing
 Expectations are typically minimal or not set by these parents
Uninvolved Parenting
 Uninvolved parents give children a lot of freedom and
generally stay out of their way. Some parents may make a
conscious decision to parent in this way, while others are
less interested in parenting or unsure of what to do.
 No particular discipline style is utilized. An uninvolved
parent lets a child mostly do what he wants, probably out
of a lack of information or caring.
 Communication is limited.
 This group of parents offers little nurturing.
 There are few or no expectations of children.
Authoritative Parenting
 Authoritative parents are reasonable and nurturing, and
set high, clear expectations. Children with parents who
demonstrate this style tend to be self-disciplined and
think for themselves. This style is thought to be most
beneficial to children.
 Disciplinary rules are clear and the reasons behind them
are explained.
 Communication is frequent and appropriate to the child’s
level of understanding.
 Authoritative parents are nurturing.
 Expectations and goals are high but stated clearly.
Children may have input into goals
PSYCHOLOGICAL DEVELOPMENT OF THE SELF
I - thinking, acting & feeling self. (Acts & Decides)
ME- physical characteristics, as well as psychological capabilities
that makes who you are. (What you think/feel about oneself)
IDENTITY – composed of personal characteristics, social roles,
responsibilities as well as affiliations that define one is.
SELF-CONCEPT – What basically comes to your mind when you
are asked about who you are.

SELF-ESTEEM – also known as Self-Worth, Self-Respect.
 Describe a person’s overall sense of self-worth or personal
value.
 How much you appreciate & like yourself.
 Narcissism – trait characterized by overly high self-
esteem, self-admiration, self-centeredness.
SIGNS OF HEALTHY SELF-ESTEEM
 Confidence
 Ability to say NO
 Positive Outlook Ability to see overall strengths and
weaknesses and accept them
 Negative experiences don’t impact overall perspective
 Ability to express your NEEDS
SIGNS OF LOW SELF-ESTEEM
 Negative outlook
 Lack of confidence Inability to express your needs
 Focus on weaknesses
 Belief that other are better thaN YOU
ERIK ERIKSON Contemporary Psychology / Ego Psychology
Psycho-social Development of Personality
1. BASIC TRUST VS MISTRUST (birth-1 year old)
 During this stage, the infant is uncertain about the
world in which they live, and looks towards their
primary caregiver for stability and consistency of care.
 If the care the infant receives is consistent
will develop to TRUST If needs are not consistently met
MISTRUST (Anxiety, Suspicion) may develop.
2. AUTONOMY VS SHAME AND DOUBT children at this stage are
focused on developing a sense of personal control over physical
skills and a sense of independence.
3. INITIATIVE VS. GUILT During this period the primary feature
involves the child regularly interacting with other children at
school. Central to this stage is play, as it provides children with the
opportunity to explore their interpersonal skills through initiating
activities.
4. INDUSTRY VS INFERIORITY If children are encouraged and
reinforced for their initiative, they begin to feel industrious
(competent) and feel confident in their ability to achieve goals. If
this initiative is not encouraged, if it is restricted by parents or
teacher, then the child begins to feel inferior, doubting his own
abilities and therefore may not reach his or her potential.
5. IDENTITY VS ROLE CONFUSION During adolescence, the
transition from childhood to adulthood is most important.
Children are becoming more independent, and begin to look at
the future in terms of career, relationships, families, housing, etc.
The individual wants to belong to a society and fit in.
6. INTIMACY VS ISOLATION During this period, we begin to share
ourselves more intimately with others. We explore relationships
leading toward longer-term commitments with someone other
than a family member.
7. GENERATIVITY VS STAGNATION People experience a need to
create or nurture things that will outlast them, often having
mentees or creating positive changes that will benefit other
people.
CARL ROGERS HUMANISTIC PSYCHOLOGY