UTS

DR. DEBORAH V. LACAS

BY: MIRIAM A. BONGA

1. Define and describe the different psychological concepts of self.

While both psychology and sociology have had an interest in self-concept over the last 50 years
or so, they often take slightly different tacks to exploring it. Individual researchers vary, of
course, but generally, the divide can be thought of in these terms:
 Sociology/social psychology focuses on how self-concept develops, specifically within
the context of the individual’s social environment.
 Psychology focuses on how self-concept impacts people (Gecas, 1982).
 There are other differences between the two, including psychology’s general focus on the
individual versus sociology’s focus on the group, community, or society; however, this difference
in focus has led to two diverse research streams. Both have resulted in great insights and
interesting findings, and they sometimes overlap, but this divide can still be seen in the
literature today.
2. Differentiate the various concepts of the self, identify their relationships.
Self-concept is an overarching idea we have about who we are—physically, emotionally, socially,
spiritually, and in terms of any other aspects that make up who we are (Neill, 2005). We form
our self-concept as we grow, based on the knowledge we have about ourselves. It is
multidimensional, and can be broken down into these individual aspects; for example, you may
have a very different idea of who you are in terms of your physical body and who you are in
terms of your spirit or soul.
 Self-Concept vs. Self-Esteem - Self-concept is not self-esteem, although self-esteem
may be a part of self-concept. Self-concept is the perception that we have of ourselves,
our answer when we ask ourselves the question “Who am I?” It is knowing about one’s
own tendencies, thoughts, preferences and habits, hobbies, skills, and areas of
weakness.
 Self-Esteem vs. Self-Image - Another similar term with a different meaning is self-image;
self-image is similar to self-concept in that it is all about how you see yourself. Instead of
being based on reality, however, it can be based on false and inaccurate thoughts about
ourselves. Our self-image may be close to reality or far from it, but it is generally not
completely in line with objective reality or with the way others perceive us.
 Self-Esteem vs. Self-Worth - Self-esteem is a similar concept to self-worth but with a
small (although important) difference: self-esteem is what we think, feel, and believe
about ourselves, while self-worth is the more global recognition that we are valuable
human beings worthy of love (Hibbert, 2013).

 Self-Esteem vs. Self-Confidence - Self-esteem is not self-confidence; self-confidence

is about your trust in yourself and your ability to deal with challenges, solve
problems, and engage successfully with the world.

 Self-Esteem vs. Self-Efficacy - Similar to self-confidence, self-efficacy is also related

to self-esteem but not a proxy for it. Self-efficacy refers to the belief in one’s ability
to succeed at certain tasks. You could have high self-efficacy when it comes to
playing basketball, but low self-efficacy when it comes to succeeding in math class.
Unlike self-esteem, self-efficacy is more specific rather than global, and it is based
on external success rather than internal worth.

 Self-Esteem vs. Self-Compassion - Finally, self-esteem is also not self-compassion.

Self-compassion centers on how we relate to ourselves rather than how we judge or
perceive ourselves. Being self-compassionate means we are kind and forgiving to
ourselves, and that we avoid being harsh or overly critical of ourselves. Self-
compassion can lead us to a healthy sense of self-esteem, but it is not in and of itself
self-esteem.
3. Explain how the concepts of self - influence behavior.
I shall state the factors that influence an individual’s self-concept and I will give a clear and full
account of the factors that might have influenced the self-concept. Factors that can influence an
individual self-concept are education, media, appearance, culture, abuse, relationships, gender,
income and age.
Education: Education can influence an individual’s self-concept by having supportive teaching
staff who continues to encourage a student to keep up the good work. Also, another factor that
can influence an individual’s self-concept is the lack of employment due to having a poor
education. Education can impact on a person’s self-esteem if they cannot get into employment
and the person will get a negative self-image and low self-esteem.
Media: Media can influence an individual’s self-concept through provision of educational
sources such as, promoting enrolment on academic courses and information on current
situation happening in our society. A further reason that can influence an individual’s self-
concept is displaying of images of models or celebrities being underweight. For example,
pictures of Victoria Beckham and Nicole Richie.
Appearance: Appearance can affect an individual’s self-concept both constructively and
harmfully. For example, appearance constructive influence will be pictures displayed by sports
encouraging individuals to keep up a healthy lifestyle. Further to point, appearance can have a
negative influence on a person’s life through advertising photos of underweight models and this
can influence young women to try to seem very thin.
Culture: Culture is a belief that you have or self - values. This can influence our self - concept if
we do not endorse individuals culture. Cultural diversity can have a positive influence if we
embrace the differences of others, but if differences are used to discriminate against others, its
harmful. Example req. Also, this can be the way you were brought up by your parents or a
guardian.

Abuse: There are different types of abuse; they are physical, emotional, neglect and sexual.
These or any type of abuse can be detrimental to a person, however, abuse can influence a
person if they have been neglected and they will develop a low self - esteem. In addition, a
person has been neglected may feel socially excluded and may suffer from mental health
conditions.
Relationships: Relationship can influence an individual’s self - concept if you do not have a
supportive family, peers. This will may lead the individual to have a negative self - concept with
socialization. Furthermore, having high expectations can also have a negative self - concept of
an individual, additionally if the person has been compared to other peer groups or siblings can
have a negative influence.
Gender: Gender is characterized by being a man or woman. This categorization can influence a
person’s self-concept of stereotyping job roles for both genders. For example, men should play
football and women should stay at home and cook the meals also take care of the children.
Finally, I believe that these factors may influence an individual’s self-concept everyone should
be treated equally regardless of their gender.
 Income: Income can influence individual self - concept if they do not have enough income they
may be despair that they cannot afford to live a normal life. For example, with insufficient low
income a person cannot maintain their lifestyle factors, such as paying their rent, afford heating
facilities within their home plus have a balance diet.
Age: It can be said that self-concept can fluctuate throughout different life stages, for example….
Also, age can influence a person’s self - concept during childhood and adolescent development.
Through comprehending his ideal self - receiving peer pressure.
Self - concept is the way an individual visualize them self. For example, self- concept can be very
influential in the way we see our self; by receiving critical comments by peers or family member,
which can cause low self- esteem. Self- concept is made up of factors such as self - image, ideal
self and self - esteem.
4. Apply concepts of self in one's life to develop self-awareness of self-understanding.
The charge, “Know thyself,” is centuries old, but it has never been more important. Research
from psychologist Daniel Goleman shows that self-awareness is crucial for all levels of success.
As he outlines in Emotional Intelligence, above an IQ of 120, EQ (Emotional Intelligence)
becomes the more important predictor of successful leaders. Developing self-awareness is the
first step to develop your EQ.
You can’t gain self-awareness through knowing psychology. Rather, it requires a deep
understanding of your past and current self. Experiences shape how we see the world. So, we
had to reflect on how the world has shaped us.
5. Explain the western concept of self.
The western view of the ‘enduring self’ refers to the notion that “you are the same person you
were earlier in your life. In other words, it assumes that we humans are selves that endure
through time” (Velasquez 96). So, despite the many mental and physical changes that may occur
during our life, we are essentially the same ‘self’ throughout our many developments. While
western traditional has, for the most part, accepted and championed the idea of an ‘enduring
self’, the exact definition and characteristics of this ‘enduring self’ are diverse. However, the
Enlightenment philosopher David Hume and the founder of Buddhism, Siddhartha Gautama,
both rejected the idea of an ‘enduring self’, even going so far as to claim any concept of a ‘self’ is
an illusion. In this essay, I intend to examine the two different views and state my own thoughts
on which viewpoint is more compelling.

6. Examine your own conceptualization of the self.

The term self-concept is 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.
Baumeister (1999) provides the following self-concept definition:
"The individual's belief about himself or herself, including the person's attributes and who and
what the self is".
The self-concept is an important term for both social and humanistic psychology. Lewis (1990)
suggests that development of a concept of self.
7. Explore the different aspects of self - identity.
Psychologists most commonly use the term "identity" to describe personal identity, or the
idiosyncratic things that make a person unique. Sociologists, however, often use the term to
describe social identity, or the collection of group memberships that define the individual.
However, these uses are not proprietary, and each discipline may use either concept and each
discipline may combine both concepts when considering a person's identity.
The description or representation of individual and group identity is a central task for
psychologists, sociologists and anthropologists and those of other disciplines where "identity"
needs to be mapped and defined. How should one describe the identity of another, in ways
which encompass both their idiosyncratic qualities and their group memberships or
identifications, both of which can shift according to circumstance? Following on from the work
of Kelly, Erikson, Tajfel and others, Weinreich's Identity Structure Analysis (ISA), is "a structural
representation of the individual's existential experience, in which the relationships between self
and other agents are organized in relatively stable structures over time … with the emphasis on
the socio-cultural milieu in which self relates to other agents and institutions"
8. Demonstrate/Discuss the critical and reflective thoughts in integrating the various aspects of self
- identity.
Active and stored mental representations of the self - include both global and specific qualities
as well as conscious and nonconscious qualities. Semantic and episodic memory both contribute
to a self that is not a unitary construct comprising only the individual as he or she is now, but
also past and possible selves. Self-knowledge may overlap more or less with others’ views of the
self. Furthermore, mental representations of the self vary whether they are positive or negative,
important, certain, and stable. The origins of the self are also manifold and can be considered
from developmental, biological, intrapsychic, and interpersonal perspectives. The self is
connected to core motives (e.g., coherence, agency, and communion) and is manifested in the
form of both personal identities and social identities. Finally, just as the self is a product of
proximal and distal social forces, it is also an agent that actively shapes its environment.

9. Identify the different force and institutions that impact the development of various aspect of
self and identity.
Self-concept is distinguishable from self-awareness, which refers to the extent to which self-
knowledge is defined, consistent, and currently applicable to one's attitudes and dispositions.[4]
Self-concept also differs from self-esteem: self-concept is a cognitive or descriptive component
of one's self (e.g. "I am a fast runner"), while self-esteem is evaluative and opinionated (e.g. "I
feel good about being a fast runner").
Self-concept is made up of one's self-schemas, and interacts with self-esteem, self-knowledge,
and the social self to form the self as whole. It includes the past, present, and future selves,
where future selves (or possible selves) represent individuals' ideas of what they might become,
what they would like to become, or what they are afraid of becoming. Possible selves may
function as incentives for certain behavior.
The perception people have about their past or future selves relates to their perception of their
current selves. The temporal self-appraisal theory argues that people have a tendency to
 maintain a positive self-evaluation by distancing themselves from their negative self and paying
more attention to their positive one. In addition, people have a tendency to perceive the past
selfless favorably (e.g. "I'm better than I used to be") and the future self more positively
10. Identify the stages of life and explain the physical changes that occur during each stage
We are born, we grow up, we age, and then we die. Unless disease or trauma occurs, most
humans go through the various stages of the life described above. Human Development is the
process of growing to maturity and mental ability. Traditionally, theories that explain
senescence have generally been divided between the programmed and stochastic theories of
aging. Programmed theories imply that aging is regulated by biological clocks operating
throughout the life span. This regulation would depend on changes in gene expression that
affect the systems responsible for maintenance, repair and defense responses. Stochastic
theories blame environmental impacts on living organisms that induce cumulative damage at
various levels as the cause of aging. Examples of environmental impacts range from damage to
DNA, damage to tissues and cells by oxygen radicals (widely known as free radicals countered by
the even more well known antioxidants), and cross-linking. However, aging is now seen as a
combination of genetic and environmental processes; a progressive failure of homeostatic
mechanisms involving maintenance and repair genes, stochastic events leading to molecular
damage and molecular heterogeneity, and chance events determining the probability of death.
Homeostasis, as we have seen throughout this book, is maintained through complex and
interacting systems, and aging is considered to be a progressive shrinkage of homeostatic
capabilities, mainly due to increased molecular heterogeneity. In this chapter we explore the
physiology of all stages of human development, with a particular emphasis on the aging process.
11. Recognize the contributions of genetic and environmental factors to the physical development
of the self.
From the earliest moments of life, the interaction of heredity and the environment works to
shape who children are and who they will become. While the genetic instructions a child inherits
from his parents may set out a road map for development, the environment can impact how
these directions are expressed, shaped or event silenced. The complex interaction of nature and
nurture does not just occur at certain moments or at certain periods of time; it is persistent and
lifelong.
12. Describe the factors that affect the body image.
The body image model is determined by different personal and sociocultural factors, a deeper
study is necessary about the influence of these factors on the well being and the study about
the identification of dimensions which can bring together those factors. According to this, a
sample of 95 women's (healthy and patients: anorexia and bulimia) opinion is evaluated about
the influence of personal and sociocultural factors related to the body image model on well
being. Secondly, a Principal Component Analysis is made to determine dimensions which bring
together personal and sociocultural factors.
To conclude, there are three dimensions related to the body image model: "the social dimension
and self-esteem", "the sociocultural dimension related to media", "the dimension related to the
partner and acceptance". Although the biggest influence is caused by personal factors, family,
friends and partner, however, the "sociocultural dimension related to media" determines the
biggest difference between groups.
13. Examine/Know the impacts of culture on body image.
Our body image, which includes our perception of ourselves and our own body and the manner
in which we feel about our body, is influenced by a variety of factors. Many aspects contribute
to body image, including the environment in which we are immersed in as well as our biological
make up and genetic predisposition.
The culture in which we are surrounded by has a significant impact on how we feel about
ourselves and the manner in which we think about our body. Many cultural traditions also
contribute to body image and can influence either negative or positive body image and self-
esteem.
Depending on the culture and overall emphasis of traditions involved, a person may find their
surroundings either conducive to or resistant to the building of a healthy body image and self-
esteem.
14. Create/write on how to create positive body image.
When your body image is positive, you are able to accept, appreciate, and respect your body
(NEDC, n.d.). You won’t necessarily avoid feeling any insecurities or think your body is perfect,
but you will be able to acknowledge any insecurities for what they are and believe that your
body is perfect for you.

According to clinical psychologist and faculty member Elizabeth Halsted, there are three
components to having a positive body image, or PBI:
 Self-esteem: valuing ourselves and believing that others appreciate us and enjoy our
company.
 A positive attitude: accepting our strengths and our weaknesses, and avoiding three
negative attitudes:
 Perfectionism: holding ideals or standards that are impossible (or next to impossible) to
achieve.
 Comparing: making social comparisons with others.
 Being highly critical or judgmental: the more critical and judgmental we are of others,
the more likely we are to be critical and judgmental of ourselves.
Emotional stability: maintaining a healthy connection to our thoughts and feelings while also
being able to share our experiences with others
15. Develop understanding about the material self.
People had a “material self”, in the words of William James, the Harvard psychologist and giant
of the American intellectual scene in the late nineteenth century. A “man’s Self is the sum total
of all that he CAN call his”, James wrote in 1890. This included his body, family and reputation
but also his “clothes and his house… his lands and horses, and yacht and bank-account.” If they
grew, their owners felt triumphant. If they faded, people felt a part of themselves was dying.
It was this “material self” that also pushed people to acquire homes and fill them with
possessions. William James and his younger brother Henry, the novelist, wrote during a boom in
home decorating and collecting. In The Spoils of Poynton (1896) Henry followed the intimate
 (and ultimately destructive) power that cabinets, chairs and other treasures had over the main
character. In real life, furniture and possessions were means for families to cultivate and
demonstrate their character.
16. Describe the basic components of material self
We see then that we are dealing with a fluctuating material. The same object being sometimes
treated as a part of me, at other times as simply mine, and then again as if I had nothing to do
with it at all. In its widest possible sense, however, a man's Self is the sum total of all that he
CAN call his, not only his body and his psychic powers, but his clothes and his house, his wife
and children, his ancestors and friends, his reputation and works, his lands and horses, and
yacht and bank-account. All these things give him the same emotions. If they wax and prosper,
he feels triumphant; if they dwindle and die away, he feels cast down, - not necessarily in the
same degree for each [p. 292] thing, but in much the same way for all. Understanding the Self in
this widest sense, we may begin by dividing the history of it into three parts, relating
respectively to -
1. Its constituents;
2. The feelings and emotions they arouse, -- Self-feelings;
3. The actions to which they prompt, -- Self-seeking and Self-preservation.
17. Discuss the influence of media in people acquisition of material.
In media studies, media psychology, communication theory and sociology, media influence and
media effects are topics relating to mass media and media culture effects on individual or
audience thought, attitudes and behavior.
Media influence is the actual force exerted by a media message, resulting in either a change or
reinforcement in audience or individual beliefs. Media effects are measurable effects that result
from media influence or a media message. Whether that media message has an effect on any of
its audience members is contingent on many factors, including audience demographics and
psychological characteristics. These effects can be positive or negative, abrupt or gradual, short-
term or long-lasting. Not all effects result in change: some media messages reinforce an existing
belief. Researchers examine an audience after media exposure for changes in cognition, belief
systems, and attitudes, as well as emotional, physiological and behavioral effects.

18. How to conceptualize develop qualities of wise buyer.

1. You have a clear reason behind the purchase.
Whether you need it or you want it is really up to you. But make sure you’ve given it enough
time and thought, especially if it’s a big purchase. For example: consider whether it adds value
to your life, if it’s a good investment, how long you will be using it, and how much time and
effort you’re willing to give to taking care of it. Consider, too, if you really want to make the
purchase or if there are other alternatives such as renting or borrowing. In short, ask yourself a
few times: Is it really worth it?
 2. You can afford the item you’re buying.
It’s a much better feeling when you know that you’ve worked hard enough to afford the item
that you’re buying. It also feels great knowing that you wouldn’t have to worry about finding
ways to pay money you didn’t have. Take this advice and you’ll thank yourself later for it.
3. You have done enough research on the product and the seller.
Take time to Google items you’re interested in buying to find out whether you’re getting the
bang for your buck. Doing this will also teach you the different ways you could use the product
in the event that you do buy it. If the prospect gets you excited, take this as a good sign.
Read reviews with specific questions in mind. Sometimes, you would hear stories of shipping
problems or problems with the features or the company behind it that might make you think
twice.
Researching also allows you to take time to see whether there are better alternatives that might
fit your needs. Ask yourself what it is that you really need and compare prices, features, and
other things that might be important to you. Only then will you be able to decide whether the
product that you want is really the one for you.
4. You’ve checked whether it’s on sale / you haggle.
Be in the lookout for sales and discounts, whether offline or online. If you’re buying it
secondhand make sure that you’ve tried to haggle depending on the price. It doesn’t hurt to try!
5. You inspect the item thoroughly, and are confident enough to decline an offer.
Whether it’s second hand or brand new, make sure to inspect the item before parting ways with
the seller and with your money. Don’t be shy about declining an offer when it’s not what you
expect. You know how much you worked hard for your money and you are entitled to it. If you
aren’t sure about the purchase, don’t be afraid to express this as well. Sometimes you need a
little bit more time to decide, and that is totally understandable. A wise buyer doesn’t let
themselves be shortchanged.

TABLE OF CONTENTS

Define and describe the different psychological concepts of self…………………………………………………………2

Differentiate the various concepts of the self, identify their relationships…………………………………………..2
Explain how the concepts of self - influence behavior…………………………………………………………………………3
Apply concepts of self in one's life to develop self-awareness of self-understanding………………………….4
Explain the western concept of self…………………………………………………………………………………………………….4
Examine your own conceptualization of the self………………………………………….........................................5
Explore the different aspects of self - identity…………………………………………………………………………………….5
Demonstrate/Discuss the critical and reflective thoughts in integrating the various aspects of self -
identity……………………………………………………………………………………………………………………………………………….5
Identify the different force and institutions that impact the development of various aspect of self and
identity………………………………………………………………………………………………………………………………………………..5
Identify the stages of life and explain the physical changes that occur during each stage……………………6
Recognize the contributions of genetic and environmental factors to the physical development of the
self………………………………………………………………………………………………………………………………………………………6
Describe the factors that affect the body image…………………………………………………………………………………..6
Examine/Know the impacts of culture on body image…………………………………………………………………………7
Create/write on how to create positive body image…………………………………………………………………………….7
Develop understanding about the material self……………………………………………………………………………………8
Describe the basic components of material self……………………………………………………………………………………8
Discuss the influence of media in people acquisition of material…………………………………………………………..8
How to conceptualize develop qualities of wise buyer…………………………………………………………………………..9