UNDERSTANDING THE SELF

PSY 1A

Module 01: SELF

Tripartite Composition of the Self
Tripartite Composition of the Self

o Thinking
o Feelings
o Behavior o Interconnection of the 3 Factor

“Conscious awareness and memory of

precious experiences are the keys to COGNITIVE BIAS
Tendencies to perceive events in a
understanding his self”.
- John Locke negative manner.

Selective Abstraction - Here the person

The self is just a result of the humanistic
focuses only on certain details and
imagination and thoughts, that build up a
ignores the other details
person’s characteristics. David Hume

THINKING Dichotomous thinking - Here the

DANIEL KAHNEMAN’S TWO THINKING
SYSTEM
-SYSTEM ONE -SYSTEM TWO
SYSTEM ONE
Fast Intuitive Emotional, Requires less
cognitive effort, Due to practice, Will not
take a lot of time in trying to figure out what
to do, Requires minimum attention Automatic.
SYSTEM TWO
Slow, Deliberate, Reflective, Analytical,
Effortful, Requires more attention Intense
focusing
FACTS!!!!!!
1. The brain is not literally divided into two
2. System 1 and System 2 work in tandem, not as
separate entities
3. Both systems can be biased and can make
mistakes - neither one is categorically “good”
or “bad”
thinking is either or type. That is,
the things are completely good or
completely bad.
Overgeneralization - This refers to
arriving at a conclusion on the basis
of very little information.
Magnification - This refers to the
overestimation of a single event than
the actual.
Minimization - Minimizing the value of
some event than what it actually is.
Arbitrary inference - Drawing conclusions that
have no evidence.
EMOTION is a conscious mental reaction
(such as anger or fear) subjectively
experienced as a strong feeling
EMOTION REGULATION
Emotion regulation may be broadly defined as
the way in which a person uses emotional
experiences to provide for adaptive
functioning (Thompson, 1994
Skills necessary for effective Emotion
Regulation
observable activities, introspectively
observable activities (see covert behavior), and
nonconscious processes.
INTERCONNECTEDNESS AMONG THE
THREE COMPONENTS OF THE SELF
1. ACTIVATING EVENTS

(a) flexibility and responsiveness to changing 2. BELIEFS

situational demands (Cole et al., 1994;
Thompson, 1994).
3. EMOTION
(b) Awareness of one’s emotional state,
(c) the capacity to detect emotions in other
people, 4. BEHAVIOR
(d) knowledge of cultural display rules for
emotions, DR. AARON T. BECK
(e) and the ability to empathize with others’
emotional states

Indicators for Adaptive Emotion Regulation

(a) a high self-esteem

(b) a positive self-concept and stable sense of

identity

(c) a high level of ego development

DR. AARON T. BECK

(c) a high level of ego development

(d) social competence

Look at the word responsibility-------
(e) a positive mood or emotional tone “Response-ability”
----- the ability to choose your response
(f) school engagement - Stephen Covey

(g) and feelings of attachment to parents and

friends

BEHAVIOR
an organism's activities in response to external
or internal stimuli, including objectively
PSY 1A:
Understanding the Self

Module 02: Bio-Ecological

Perspective

o Ecological System Theory o Healthy Ecology & High-Risk Ecology

 3. Place where they live
American & Developmental Psychologist Formulated
the Ecological Systems Theory

URIE BRONFENBRENNER (1917-2005)

Ecological System Theory Mesosystem – (CONNECTIONS)

It proposes that children don't develop only by

influence from their close familial environment
- surrounding environments are influential on
the development of the child as well.

EXOSYSTEM - (INDIRECT
ENVIRONMENT)
An environment that do not directly interact
with the child, but nonetheless have an
important influence on the child's development

MICROSYSTEM – (IMMEDIATE MACROSYSTEM SOCIAL AND

ENVIRONMENT) CULTURAL VALUES
The macrosystem is the largest and most
O The microsystem essentially is the things
distant collection of people and places to the
that are in the child's immediate surroundings
children that still have significant influences
and connections.
on them.
O How these groups or individuals interact
with the children will affect how they grow.
CHRONOSYSTEM CHANGES OVER
MICROSYSTEM IMMEDIATE TIME
The chronosystem is made up of the
ENVIRONMENT
environmental events and transitions over the
FOR CHILDREN life course.
1. Teachers
One behavior, many context
2. Parents
3. Friends
What will a student major in? Will he/she
4. Classmate
succeed in his/her chosen course?
FOR ADULTS
1. Job Self: Intelligence, learning disabilities,
2. Class motivation
Microsystem: What does your parents want
you to take? Can they support you
financially in the course that you want?
Mesosystem: Perhaps your parents have
friends who are in the school and
recommends certain programs; course your
friends want
Exosystem: Parents want you to take a
course suggested by their friends
Macrosystem: Cultural norms and values
regarding the importance of education, and
PSY 1A:
Understanding the Self
Module 03: Socio-Anthropological
Perspective of the Self
Socio-Anthropological Perspectives of
the Self
o Self-concept
o Looking Glass Self
o Stages of Development of the Self
o Phases of Self
SOCIALIZATION
Within socialization, a person develops a
sense of self
which majors are appropriate for men;
State regulators set tuition and fees:
politician can raise or lower the education
budget
Chronosystem: Would your choice of
course be affected by the new
normal/pandemic?
SELF-CONCEPT The SELF-CONCEPT
is the sum total of beliefs we each have
about ourselves.
1. The Existential Self
2. The Categorical Self
The Existential Self
This is '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' (Bee, Stage 2: The Play Stage
1992). Stage 3: The Game Stage

The Categorical Self STAGE 1: The Preparatory Stage

Having realized that he or she exists (birth-about age 2)
as a separate experiencing being,
the child next becomes aware that Children mimic or imitate those around
he or she is also an object in the them.
world.
STAGE 2: The Play Stage (from about
Recognizing oneself age 2 to six)

Children play pretend as the specific

other.

STAGE 3: The Game Stage (from about

age seven onwards.)

Children begin to understand and adhere

to the rules of games.

Do we act based on what society

expects?

Social relationships define our self

How we think of ourselves is linked
to the person we are with at the
moment.
2 PHASES OF SELF
ME - The social self
LOOKING GLASS SELF
I - Our response to the “me”
The “I” and the “Me” has a dynamic
CHARLES HORTON COOLEY
relationship that actually forms what we
call the self.
FOUR PRIMARY GROUPS
Parents, Siblings, Playgroups, Elders

SELF GEORGE MEAD (1863–1931) I am not what I think I am, I

1. SELF-AWARENESS am not what you think I am; I
2. SELF-IMAGE
am what I think you think I am
3 STAGES OF DEVELOPMENT OF
THE SELF
Stage 1: The Preparatory
notes