MODULE 2020

THE SELF FROM PSYCHOLOGICAL PERSPECTIVES

GEED 10023

UNDERSTANDING THE SELF

e- Education Approach

Prepared by:

TACIANA V.SAN JOSE, RGC, RPm, MP

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LEARNING OUTCOMES:
At the end of this lesson, the students should be able to:
1. Identify the different ideas in psychology about the “self”
2. Create your own definition of the “self” based on the definitions from
psychology; and
3. Analyze the effects of various factors identified in psychology in the
formation of the “self”.

INTRODUCTION

PSYCHOLOGY
Psychology delves in the Physiological having to with an organisms physical
processes and the Cognitive having to do with an organism’s thinking. Learning
psychology can help you gain better understanding of your own behavior and give
useful insight thereof said behaviors.

Derives from two Greek words, “Psyche and Logos”

• Psyche-soul/mind
• Logos – study

Literally, psychology means the study of souls but now it is study of mind.
Psychology primarily studies WHO and WHAT we are, WHY we act and think in a
particular manner and what is our potential as an individual. Study of psychology is
concerned with specific study of behavior and mental process. Psychology focus on
the individual, cognitive functions and other possible factors that affect the
individual.

Who am I?
A lot of people say, “I am who I am”, yet this statement still begs the question
“if you are who you are, then who are you that makes who you are?”
“SELF” is the “sense of personal identity and of who we are as individuals ( Jhangiani
and Tarry 2014).”
Identity- concept of an individual about himself and often referred to as “self-
identity”
“Self-identity” - is the belief of what the individuals thinks and feels about him. And
can also be influenced by how others perceive an individual
Self-development is a continuous process throughout the lifespan; one’s sense of
self may change, at least somewhat, throughout one’s life.

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Self-representation has important implications for socio-emotional functioning
throughout the lifespan.

WILLIAM JAMES (1890)

William James was one of the earliest psychologist to study the self and
conceptualized the self as having 2 aspects – the “I” and the “me”.
Both “me” and “I” are 1st person singular pronouns, which means that they are
used by one person to refer to himself or herself.
➢ DIFFERENCE BETWEEN ME AND I :
• The “me” is the object pronoun, which means that it is used as the
object of the verb.
• Me” (the self as an object in the world)
- The structured and determinate part of the self
- A product of interaction and conscious reflection
- We know the “I” only through the “me”

• The “me” is the physical characteristics as well psychological

capabilities that makes who you are.

• The "Me" is the social self

▪ “I” (the self in action)

- Self in process, in the moment
- The impulsive, spontaneous, and indeterminate part of the self
- Non-reflective
- Part of the self that produces individuality

▪ The "I" is the response of an individual to the attitudes of others

▪ The “I” is the thinking, acting, feeling self.

The "I" is the response to the "Me." In other words, while the "me" is the
organized set of attitudes of others which an individual assumes.

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George Herbert Mead develops William James' distinction between the "I"
and the "me. “
e.g. “Don’t’ wait for ME, I will be gone for long time.”
Indeterminate – unknown/uncertain

Attitudinal Change
Quoting William James himself “The greatest discovery of my generation is
that human beings can alter their lives by altering their attitudes of the mind”.
He meant that with just the simple change of attitude anyone even you can
change your life for better or for worse.
William James proposed very good points and for the time even controversial
ideas about the self.

CARL ROGERS

“When I look at the world I'm pessimistic, but when I look at people I am
optimistic.”

Carl Rogers’s Theory of personality also used the same terms like William
James,
o The “I” as the one who acts and decides while
o The “me” is what you think or feel about yourself as an object.

➢ The I Self reflects what people see or perceive themselves doing in the
physical world (e.g., recognizing that one is walking, eating, writing),

➢ The one who acts and decides.

➢ The Me Self is a more subjective and psychological phenomenon,

referring to individuals ‘reflections about themselves (e.g. characterizing
oneself as athletic, smart, cooperative).
➢ What you think or feel about yourself.

OTHER TERMS OF SELF

SELF-SCHEMA – our organized system or collection of knowledge about who we

are. It may also include our interests, work, course, age, name, and physical

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characteristics. As you grow and adapt to the changes around you, self-schema also
change.
Example:
a. When someone states your first name even if they are not talking
about you, your attention is drawn to them.
b. If you have provincial language and you hear someone using it, it
catches your attention.
c. If you consider yourself a book-lover, a bookstore may always entice
you out of all other stores in a mall.
Unconditional positive regard, sometimes referred to as “UPR”, is a term
attributed to Carl Rogers, the creator of person-centered counseling and one of the
founders of humanistic therapy.
Unconditional positive regard refers to ACCEPTING AND SUPPORTING ANOTHER
EXACTLY AS THEY ARE, WITHOUT EVALUATING OR JUDGING THEM.

IDENTITY AND SELF CONCEPT OVERVIEW

IDENTITY

• Identity is composed of personal characteristics., social roles and

responsibilities, as well as affiliations that define who one is.
• Identity- concept of an individual about himself and often referred to as
“self-identity”
• “self-identity” - is a self-belief of what the individuals thinks and feels about
himself. And can also be influenced by how others perceive an individual

o Roles- are also part of identity.

➢ For example: birth order in the family, nature of work,

occupation or title, academic and social standing

SELF-CONCEPT
• It is how someone thinks about or perceives themselves. “the individual’s
belief about himself or herself, including the person’s attributes and who and
what the self is."

Self-concept includes two different experiences of the self:

1. The existential self - The concept that you are unique/different from others
(Persian poet RUMI pondered, “Who am I in the midst of all this thought
traffic?”), Subjective (I).

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2. The Categorical self -concept (and the concept of others) tends to focus on
his or her own visible characteristics, Objective (ME).

Self-Concept/Self-Schema Composed Of 3 Things:

1. Self-Image(Real Self) – who you are at the moment (ex – as a student you
are interested in basketball but academically challenge in most of your
subjects), Self image includes: Physical description, Social Roles, Personal
traits, existential statements

2. Ideal Self – who you like to be (ex- to practice more and play with the varsity
team) 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. Could include
components of what our parents have taught us, what we admire in others,
what our society promotes, and what we think is in our best interest.

3. Ought Self ( Self-Esteem/Self-worth) – who you think you should be (ex – to

pass your subjects as a responsible student) Our group identity and self-
awareness also has a great impact on our SELF-ESTEEM, one of the common
concepts associated with the “self”.It is defined as our own positive and
negative perception or evaluation of ourselves.

➢ Self Concept
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.

SELF, IDENTITY, and SELF-CONCEPT are NOT FIXED in one time frame.

For example, when you are asked about who you are, you can say
• “ I was a varsity player in 5th grade” which pertains to the past,
• “ a college student” which may be the present, and
• “a future politician” which is the future.

➢ They are not also fixed for life nor are they ever-changing at
every moment.
➢ Think of a malleable metal, strong and hard but can be bent and
molded in other shapes.
➢ Think about water. It can take any shape of the container, but
at its core, it is still the same element.

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Congruent – Rogers / Self-actualization – Maslow

➢ A person’s ideal self may not be consistent with their actual experience
(real self), or what is even possible. This is called incongruence.

➢ One has to find solution to such discrepancies to avoid agitation,

dejection, or other negative emotions.
In some instances, however, all 3 may be in line with one another.
Self-actualization refers to the need for personal growth and development
throughout one's life. It is the highest level of Maslow's hierarchy of needs, which
was developed by psychologist Abraham Maslow. Once you are self-actualized,
you've met your full potential as an individual.
Self-Esteem and Self-Worth refers to the extent to which we like, accept, or
approve of ourselves; or how much we value ourselves. Self-esteem always
involves a degree of evaluation, and we may have either a positive or a negative
view of ourselves

o One of the ways in which our social relationship affects our self-
esteem is through SOCIAL COMPARISON.
➢ According to the SOCIAL COMPARISON THEORY, we learn about ourselves,
the appropriateness of our behaviors, as well as our social status by
comparing aspects of ourselves with other people.

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THERE ARE 2 TYPES OF SOCIAL COMPARISON:
1. DOWNWARD SOCIAL COMPARISON - is the more common type of
comparing ourselves with others. We create a positive self-concept by
comparing ourselves with those who are worse off than us. By having the
advantage we can raise our self-esteem

2. UPWARD SOCIAL COMPARISON - comparing ourselves with those who are

better off than us.
o While it can be a form of motivation for some, a lot of those who do
this actually felt lower self-esteem as they highlight more of their
weakness or inequities.
SOCIAL COMPARISON also entails what is called SELF-EVALUATION MAINTENANCE
THEORY.
➢ In this theory, we can feel threatened when someone out-performs us,
especially when that person is close to us (i.e, a family or a friend).

In this case, we usually react in 3 ways:

• We distance ourselves from that person or redefine our relationship with

them. Some will resort to the silent treatment, change of friends, while some
may also redefine by being closer to that person, hoping that some
association may give him some kind of acknowledgment also.
• Reconsider the importance of the aspect or skill in which you were
outperformed. If you got beaten in a drawing competition, you might think
drawing is not really for you and you will find a hobby where you could excel,
thus, preserving self-esteem.
• Strengthen or resolve to improve that certain aspect of ourselves. Instead of
quitting drawing, you might join seminars, practice more often, read books
about it, and add some elements in your drawings that make it unique,
among others. Achieving your goal through hard work may increase your
self-esteem, too.

CARVER AND SCHEIER(1981)

Identified 2 types of self that we can be aware of:
1. The PRIVATE self – your internal standards and private thoughts and feelings
2. The PUBLIC self – public image commonly geared toward having a good
presentation of yourself to others.
➢ One has to find solution to such discrepancies to avoid agitation, dejection,
or other negative emotions.
➢ In some instances, however, all 3 may be in line with one another.

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SELF-CONSCIOUSNESS
SELF-CONSCIOUSNESS is when SELF – AWARENESS can be too much that we
are concerned about being observed and criticized by others.
➢ At other times, especially with large crowds, we may experience
DEINDIVIDUATION or the ‘LOSS OF INDIVIDUAL SELF-AWARENESS
and INDIVIDUAL ACCOUNTABILITY IN GROUPS” when we attuned
ourselves with the emotions of our group and because the large
crowd also provides some kind of anonymity, we may lessen our self-
control and act in ways that we will not do when we are alone.
Ex: mass demonstration erupting into a riot.
o Looking outside – ex: seeing other people who are better and
dreaming to become THE same.
o Looking inside – reflecting on what the heart desires

SIGMUND FREUD
➢ Sigmund Freud (May 1856 – September 23, 1939) was an Austrian
neurologist and the founder of psychoanalysis-clinical method for treating
psychopathology through dialogue between a patient and a psychoanalyst.
• PSYCHOANALYSIS- is a method through which an analyst
unpacks unconscious conflicts based on the free associations,
dreams and fantasies of the patient. Psychoanalysis and
Sigmund Freud , Sigmund Freud, the influential German
psychologist of the early 20th century, provided not only a
revolutionary way of understanding human personality but
also how society affects our psychology. Freud's theory of
Human personality revealed another facet of society.

➢ Based on Freud's formulation, the individual human mind—the source of

our subjectivity—is created by social and cultural forces that operate
beneath the level of the unconscious self.
➢ It is like saying that even in our minds, there are facets of ourselves. OUR
INNER SELVES.

• In Freudian perspective, “socialization”, the lifelong process of

learning the ways and behaviors appropriate to particular
society, is not only an external or structural process but also an
internal, mental process. There, in the inner psyche the
individual—the unconscious and conscious self—societal
presence is constantly being engaged with by the person. This
is what makes up the totality of the person; and society is very
much part of it.

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• Sigmund Freud founded psychoanalysis, which is a branch of

Mental Psychology.
• He concluded that mental disorders might be caused purely by
psychological factor rather than organic factors.
• He proposed that dreams are the disguised expressions of
unconscious wishes.
• He emphasized libidinal (sex) urges of a person.

SIGMUND FREUD VIEW OF HUMAN NATURE

Freud’s view of human nature is that human beings are BIOLOGICAL ORGANISMS
motivated by the SATISFACTION of BODILY NEEDS and w/ motivating forces that
drive behavior.
His theory suggests that personality (mind) is composed of the id, the ego, and the superego.

These 3 regions of the MIND are:

1. Id - completely unconscious, serves the pleasure principle, and contain our
instincts.
2. Ego - secondary process, governed by reality principle responsible for
reconciling the unrealistic demands of the id and superego.
3. Superego - idealistic principle, acts as a moral brake or counterforce to the
practical concerns of the ego and has 2 sub-system w/c are:
a.) conscience - punishment for improper behavior,
b.) ego-ideal - rewards for socially acceptable behavior

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ID
➢ Id (instincts and drive) / (Meeting with Basic Needs)
• The id strives constantly to reduce tension by satisfying basic desires (instant
gratification). Ex: hunger, sex, aggression, and other primitive impulses
• Because its sole function is to seek pleasure, we say that the id serves as the
pleasure principle.
• It is very immature components of personality. It operates the pleasure
principle with no regard for anything else. It is only consists of our basic
biological needs, it is only a primary process thinker, so it is primitive,
irrational and illogical.
• The id has no contact with reality, yet it strives constantly to reduce tension
by satisfying basic desires. Ex: hunger, sex, aggression, and other primitive
impulses

➢ Because its sole function is to seek pleasure, we say that the id serves as the
pleasure principle. The natural state, the human being has uncontrollable
instinctual desires that pertain to violence or sexual drives, which need to be
gratified. In the deepest recesses of the mind lies the ID, the unconscious
aspect of the human mind.
o Early stage self-shaping
o The center of all human wants and desires that one must satisfy
o Indifferent to the moral laws of society
o Collection of preferences that must be met
o Unconscious self
o Wants instant gratification
o (The center of all human wants and desires that one must satisfy)
o Meeting the basic the need

EGO
➢ It operates on the reality principle. It makes the decisions that dictate
behavior. It considers social realities, norms, etiquette, rules and customs
when it makes a decision on how to behave. It seeks delay gratification of
the id’s urges until appropriate outlets can be found. It uses secondary
process thinking to avoid negative consequences from society.
❖ EGO is the only region of the mind in contact with reality.
❖ It grows out of the id during infancy and becomes the sole source of
communication with external world.
❖ It is governed by the reality principle, which tries to substitute for the
pleasure principle of the id.
❖ As the sole region of the mind in contact with the external world, the
ego becomes the decision-making or executive branch of personality.
❖ Restrains instinctual energy in order to maintain the safety of the
individual and to help the person to be a member of society. The one
executing or performing action and decisions. It is torn between

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gratifying the tendencies of ID and censoring them. Act according to
reality.
❖ Balances the desires of the people and how to present it to know what
is right or wrong based on context.

SUPER EGO
➢ SUPER EGO (Adding Morals) - It is our morals, principles and ethics. It
considers the social standards for social behavior and guides us on what is
right and what is wrong. It is mostly shaped by what we learn as young
children from adults
❖ Represents the moral and ideal aspect of personality and is guided by
moralistic and idealistic principles as opposed to the pleasure principle
of the id and the realistic principle of the ego.
❖ The rights and wrongs of society and consists of the conscience and
the ego-ideal.
❖ Conscience- results from experiences with punishments for improper
behavior and tells us what we should not do.
❖ Ego-ideal- develops from experiences with rewards for proper
behavior and tells us what we should do.
❖ The superego grows out of the ego, and like the ego, it has no energy
of its own.
❖ The superego differs from the ego in one important respect-it has no
contact with the outside world and therefore is unrealistic in its
demands for perfection.
1. FREUDIAN NOTIONS- it is a perfect or ideal self-housed in the super ego,
consisting of the individuals conscious and unconscious images of what he
would like to be, patterned after certain people whom he regards as ideal.
2. EPISTEMIC- derives from the Greek word “episteme” which means relating
to knowledge or to the degree of its validation.
3. SUPEREGO – the conscience. Develops last. This was also based on moral
judgment to achieve the super ego, It can be cruel and punishable looking
at the perfection of things we felt embarrassment and guilt when we have
fallen short of the high expectations.
❖ Freud’s idea of "modern" society in which for social order to be achieved
and chaos to be avoided, superego must tame the id and restrain it within
the bounds of social expectations, morals, and regulations.; otherwise,
everybody will be doing anything that he or she wishes to do. That will be
chaotic!

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“The child is the Father of a man”

➢ His theory proves that past experiences (childhood traumas) have an effect
on later development.
➢ Personality forms during the first few years of life, rooted in unresolved
conflicts of early childhood.

TRUE SELF VS FALSE SELF

➢ The concept of true self and false self can be found in many psychological
and spiritual circles, and it can mean different things in each.
Inside each of us are 2 wolves:
▪ One is evil
▪ One is good
▪ Which wolf wins? The one you FEED MOST.

➢ The true self is the core of you who are, the original you, unshaped by
upbringing or society. This is the state you were born in and it is a state that
still exists inside you.
➢ Your false self can also be called your adapted self. This is the parts of you
that have altered behavior, repressed feelings and pushed your needs aside
to fit in with others.

SUMMARY
✓ Study of psychology is concerned with specific study of behavior and mental
process. Psychology focus on the individual, cognitive functions and other possible
factors that affect the individual
✓ William James was one of the earliest psychologists to study the self and
conceptualized the self as having 2 aspects – the “I” and the “me”. the “I” is the
thinking, acting, feeling self. While the “me” is the physical characteristics as well
psychological capabilities that makes who you are.
✓ Carl Rogers’s theory of personality also used the same terms “I” and “me”. The
“I” as the one who acts and decides while the “me” is what you think or feel about
yourself as an object.
✓ Carver and Scheier have identified 2 types of self that we can be aware of: The
Private self – your internal standards and private thoughts and feelings and the
Public self – public image commonly geared toward having a good presentation of
yourself to others.

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✓ In the concept of True Self vs. False Self, the true self is the core of you who are,
the original you, unshaped by upbringing or society. This is the state you were born
in and it is a state that still exists inside you.
✓ Your false self can also be called your adapted self.
✓ This is the parts of you that have altered behavior, repressed feelings, and
pushed your needs aside to fit in with others.

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Assignment
1. Write a schematic representation of your family tree and identify each member with their
pictures.
2. Aside from my lesson, Make research about the meaning of the ID, EGO, SUPEREGO, TRUE
SELF, FALSE SELF, SELF ACTUALIZATION, SELF CONCEPT, I, and ME.

Recitation
1. How do you see yourself?
2. How do you think others see you?
3. How would you like for others to see you?
4. Create your own unique title for your essay.

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SOURCES AND REFERENCES

• Polytechnic University of the Philippines, Psychology Department, Main Campus
• Alata, Eden Joy Pastor et al 2018. Understanding the Self, Manila: Rex Publishing
• Bandura, A. (2006). Guide for constructing self-efficacy scales. Self-efficacy beliefs of
adolescents, 5(1), 307-337.
• Caraan, Aleli, 2016. Introduction to Philosophy of the Human Person, Manila: Diwa Learning
Systems, Inc.
• Chowdhury, M.R.,(2020) 4 Ways To Improve And Increase Self-Efficacy. retrieved from
https://positivepsychology.com
• Dweck, C. S. (2008). Mindset: The new psychology of success. Random House Digital, Inc..
• Elmore, K., Oyserman, D., & Smith, G. (2012). Self, self-concept, and identity. Handbook to
Self and Identity, pp. 69-95.
• Freshwater, S.(2018). 3 Types of Stress and Health Hazards. Retrieved from
https://spacioustherapy.com/3-types-stress-health-hazards/.
• Gleitman, H., Gross, J., & Reisberg, D. (2011). Psychology (8th ed.). Canada: W.W. Norton and
Company.
• Gonzalez, S. P., Metzler, J. N., & Newton, M. (2011). The influence of a simulated ‘pep talk’on
athlete inspiration, situational motivation, and emotion. International Journal of Sports
Science & Coaching, 6(3), 445-459.
• Hogg, M., & Vaughan, G. (2010). Essentials of Social Psychology. Italy: Pearson Education
Limited.
• https://www.biographyonline.net/writers/philosophers/top-10-philosophers.html
• https://list25.com/25-greatest-philosophers-who-ever-lived/
• https://www.invaluable.com/blog/famous-philosophers/
• https://bigthink.com/scotty-hendricks/greek-philosophers-who-arent-socrates-and-why-
you-should-know-them
• https://oregonstate.edu/instruct/phl201/modules/Philosophers/index.html
• Jhangiani, R., & Tarry, H. (2014). Principles of Social Psychology (1st ed.). BCcampus.
• Lenz, E. R., & Shortridge-Baggett, L. M. (2002). Self-efficacy in nursing: research and
measurement perspectives. Springer Publishing Company.
• Locke, E. A., & Latham, G. P. (2006). New directions in goal-setting theory. Current directions
in psychological science, 15(5), 265-268.
• Maddux, J. E., & Gosselin, J. T. (2012). Self-efficacy. The Guilford Press.
• Maddux, J. E. (2002). Self-efficacy. Handbook of positive psychology, 277-287.
• McLeod, S. A. (2018, April 05). What are the most interesting ideas of Sigmund Freud?. Simply
psychology: https://www.simplypsychology.org/Sigmund-Freud.html
• Mcleod, S. (2017, February 5). Id, Ego and Superego. Retrieved from
https://www.simplypsychology.org/psyche.html
• N.A. (N.D.). Can stress impact your heart rate and blood pressure?. Retrieved from
https://www.webmd.com/balance/stress-management/qa/can-stress-impact-your-heart-
rate-and-blood-pressure.
• N.A.(2020). Stress and Insomnia. Retrieved from
https://www.sleepfoundation.org/articles/stress-and-insomnia.
• Nokelainen, P., & Tiri, K. (2011). Measuring multiple intelligences and moral sensitivities in
education (Vol. 5). Boston, Massachussets, United States of America: Sense Publishers
• Porillo, Jo-ann et all 2018. Understanding the Self, Manila: Panday-Lahi Publishing, Inc.
• Purdue University Global(2018). The College Student’s Guide to Stress Management
[Infographic]. Retrieved from https://www.purdueglobal.edu/blog/student-life/college-
students-guide-to-stress-management-infographic/
• Self - IResearchNet. (n.d.). Retrieved from http://psychology.iresearchnet.com/social-
psychology/self/Andy. (2016, June 14). Know Yourself: Psychology of Self & Personal Growth.
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yourself-psychology/child is father of the man. (n.d.). Retrieved from
https://idioms.thefreedictionary.com/child is father of the man
• Schunk, D. H. (1995). Self-efficacy, motivation, and performance. Journal of applied sport
psychology, 7(2), 112-137.

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• Schunk, D. H., & Pajares, F. (2009). Self-efficacy theory. Handbook of motivation at school, 35-
53.
• The Bus Metaphor. (n.d.). Retrieved from http://rosspsychology.com/blog/the-bus-
metaphor?fbclid=IwAR1lUULSaxOXreEG4z9VR4zLdMYJHd3hIAOO9k9NxLId99O5EjPXp9K7K4
IMcLeod, S. A. (2008). Self-concept. Simply psychology:
https://www.simplypsychology.org/self-concept.html
• Vargas-Tonsing, T. M. (2009). An exploratory examination of the effects of coaches' pre-game
speeches on athletes' perceptions of self-efficacy and emotion. Journal of Sport
Behavior, 32(1), 92.

Prepared by:

TACIANA V. SAN JOSE, RGC, RPm, MP

Instructor

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