PSYCHOLOGICAL PERSPECTIVE OF THE Carl Rogers (Self Theory)

SELF
• Believes that the self does not exist at birth; it
William James (Concept of Self) is developed gradually during childhood
• The self is one’s ongoing sense if who and
• William James (1890)
what he or she is and how and why he or she
• American Philosopher and Psychologist
responds to the environment
• Divided the Self into two categories – Me and
• Focuses on the nature of the self and the
I
conditions that allow the self to freely develop
• A human being has the capacity to be a
• The real self is who an individual actually is,
thinking subject and the object of his or her
intrinsically.
thinking at the same time.
• The ideal self is the perception of what a
• As a thinking subject, an individual is both
person would like to be or thinks he or she
conscious of his or her environment and
would be.
conscious of his or her existence.
• As much as possible, there has to be
• The continuous stream of consciousness
congruence – agreement between the real
internal to an individual constitutes the I which
and ideal self.
is responsible for the thinking and makes
• Self-concept is the totality of complex,
awareness and self-awareness possible.
organized, and dynamic system of learned
• An individual turns himself or herself into a Me
beliefs, attitudes, and opinions.
when he or she makes himself or herself the
• Aspects of Self-concept
object of his or her own thinking.
a. Existential self – begins when an
• In understanding the self, the self can be
individual recognizes his or her
contextualized in 3 categories:
existence as a separate entity from
a. The Constituents of the Self
others and realizes that he or she will
o The material self – consists of
continue to exist over a period of time
one’s body, clothes, family,
and space.
home, and other material
b. Categorical self – starts after a child
possessions.
recognizes his or her existence as a
o The spiritual self – includes one’s
separate entity and becomes aware
thoughts, beliefs, and feelings.
that he or she is an object in the
o The pure ego – the “most
world.
puzzling aspect of the self”
• 3 Components of Self-concept
➢ Together, they constitute the
a. Self-worth/esteem – what one thinks
empirical self
about oneself.
b. Self-feelings – refer to feelings and
b. Self-image – how one sees himself or
emotions around in the individual
herself.
c. Self-seeking – refer to the actions the
c. Ideal self – the person that one wants
self-prompts
to be.
• The self is an object to be reflected upon, an
object that is capable of arousing emotions Donald Winnicott (True vs. False Self)
and prompting actions.
• Introduced the concept of the true self and
false self
• The true self is also known as the real self, a. Id – pleasure seeking
authentic self, original self, and vulnerable b. Ego – “I”, reality principle
self. c. Superego – conscience and moral judge
• The false self (adapted self) is also known of conduct
as the fake self, ideal self, perfect self, and • Bloopers in Stages of Human Development
pseudo self. Birth to 2 years old Pa-cute-an kuno
• When one reaches adolescence, he or she 3 to 8 years old Paramihan ng toys
begins to wear a social mask – helps one to 9 to 18 years old Pataasan ng grades
interact properly in a larger variety of 19 to 25 years old Padamihan ng syota
interpersonal contexts. 26 to 35 years old Pagandahan ng asawa
36 to 45 years old Palakihan ng income
Max Wertheimer (1880-1943) 46 to 55 years old Padamihan ng kabit
56 to 70 years old Padamihan ng sakit
• Founder of Gestalt Psychology
70 and above Pabonggahan ng libing
Global vs. Differentiated Models
• Global models look into human being in his Carl Jung (Self as the Central Archetype)
or her totality as an indivisible entity that
• Archetypes are universal, inborn models of
cannot be broken down into parts.
people, behaviors, or personalities that play a
• 2 prominent schools of thought supporting the role in influencing human behavior.
Global models:
• Personality Archetypes:
a. Gestalt Psychology – guided by the
a. Persona – “public personality” or mask
principle that “the whole is greater
b. Shadow – dark side
than the sum of all its parts.”
c. Anima – feminine side
b. Humanistic Psychology – guided by
d. Animus – male side
the principle that “human beings, as
e. Self – wholeness
humans, superset the sum of their
f. The father – authority figure
parts.”
g. The mother – nurturing
• Differentiated models look into human being h. The child – longing for innocence
through examining its parts for it is divisible i. The wise old man – guidance
can be broken into components. j. The hero – champion
• 2 prominent psychoanalysts: k. The maiden – innocence
a. Sigmund Freud – believed the psyche l. The trickster – deceiver
is composed of 3 parts – the id, ego,
and superego. Albert Bandura (Self as Proactive and Agentic)
b. Carl Jung – believed that the psyche
• The social cognitive theory makes use of
is divided into 3 parts – the ego, the
the agents theory of the self to make sense of
personal unconscious, and the
the self
collective unconscious.
• To be an agent means to be capable of
Sigmund Freud (The Importance of the intentionally influencing one’s own
Unconscious) functionality and life circumstances

• 3 structures of personality
• Human agency – the capability of an
individual to exert influence over the course of
his or her actions.
• 4 Core Properties of Human Agency
a. Intentionality – manifested in how an
individual forms intentions with actions
and plans and strategies to realize them.
b. Forethought – how an individual positions
his or her plans in the future.
c. Self-reactiveness – agents are not only
planners and forethinkers but also self-
regulators.
d. Self-regulation – signifies that people are
capable of self-examining their own
functionality.
• 4 Agentic Perspectives:
a. Intentionally – enables us to behave with
purpose
b. Forethought – allows us to participate
outcomes
c. Self-reactiveness – we can be motivated
to regulate our actions
d. Self-reflectiveness – we can reflect our
thoughts and behaviors and make
needed modifications
• Emphasized the importance of social learning,
or learning through observations
• Emphasized the role of conscious thoughts
including self efficacy, or our own beliefs in our
abilities
• 4 Steps in Observational Learning and
Modeling Process
a. Attention – in order to learn, you need to
be paying attention
b. Retention – ability to store information is
also an important part of the learning
process
c. Motor Reproduction – perform the
behavior you observed
d. Motivation – reinforcement or punishment
THE SELF IN WESTERN AND EASTERN
THOUGHTS
Individualism vs. Collectivism
• Individualism is an orientation concerned
with the independent and self-reliance of the
individual.
• Collectivism is an orientation characterized
by belongingness to larger groups or
collectives.
The Western Conception of the Self
• Individualistic
• Gives more emphasis on freedom of choice –
an independent self that is free from the
influence of culture and environment
• Emphasizes the uniqueness of every
individual and is predicated on egoism or self-
orientedness
• Individualism foregrounds the self as existing
and distinct from others
The Eastern Conception of the Self
• Collectivistic
• Gives more importance on relationships,
roles, duties, obligations and the preservation
of culture and tradition
• Collectivism is founded on the belief that
people are socially connected
Buddhism
• There is no such thing as the atman (self)
• The self is seen as the pure, unchanging,
uncontaminated essence of an individual
• Humans have no real knowledge of a self or a
clear proof of claiming that there is a self
Confucianism
• Regards an individual as a member of a larger
while, not as a separate being
• The ethical teachings of Confucius are based
on human relationships as reflected in his
 concept of Five Cardinal Relationships or Five
Bonds
• Individual identity misdefined by membership
in the reference group to which one belongs –
relational self
• The subdued self is a concept wherein the
self is contained to respond to perceptions,
not of its own needs and aspirations but of
social requirements and obligations
• Ren (human-heartedness) is a Confucian
virtue characterized by altruistic behavior that
must be nurture in every person
Taoism
• Emphasizes living in harmony with the Tao
(way or path), is a religion and a philosophy at
the same time
• Tao is nothing but the expression of the unity
of the universe and of the path which human
beings must take to preserve that unity
• Tao is the core concept of Taoist beliefs and
practices referred to as the life force that
surrounds and flows through all living and
non-living things, and that balances, orders
unifies, and connects them
• Taoists regard the human body as the
miniature of the universe, as an extension of
the cosmos
• Going against the will of nature or the universe
disrupts the cosmic order (Yin and Yang)
Hinduism
• The Upanishads contains of the key
concepts and ideas of Hinduism
• In the beginning, the self was along, in the
shape of a person (Purusha)
• From the story of creation, the self created a
wife out of himself. The wife bore Man and
then transformed herself into a cow, which
prompted Purusha to transform into a bull
• Then, the wife transformed into a mare, while
Purusha into a stallion
• These continuous transformations imply the
belief that all creation is made up of the same
self as everything originated from Purusha
• The atman (self, spirit, or soul) is the same
self described in the creation
• The atman is one with the Brahman (the
absolute, transcendental power)
• By being identified with the Brahman, the
atman indicates a true self which underlies
one’s existence
PHYSICAL ASPECT OF THE SELF
What Philosophers think about beauty?
• Beauty, traditionally, was among the ultimate
values along with goodness, truth, and justice
• St. Augustine asked whether things were
beautiful because it gave delight, or whether it
gave delight because it was beautiful
• Plato connected beauty to love and desire
• Aristotle asserted that the chief forms of
beauty are order, symmetry, and definiteness
• David Hume – beauty is no quality in things
themselves; it exists merely in the mind which
contemplates them
• Francis Hutcheson – the perception of
beauty does depend on the external sense of
sight
What did Psychology discover about beauty?
• A person who is perceived as attractive makes
more money than a person of below-average
looks
• In politics, voters who are not actively
engaged in social and political issues choose
candidates based on “looks”
• Halo Effect – tendency of people to rate
attractive individuals more favorably for their
personality traits or characteristics compared
to those who are less attractive
The Self as the Body
• The physical self refers to the body
• Tangible part of the person that can be directly
observed and examined
• Defined by physical characteristics that are
visible
• The physical aspect of the self does not
include characteristics that are internal to the
self such as kindness, generosity, loyalty,
obedience, and other similar qualities
Impact of Culture on Beauty and Body Image
• Usually, only the physical features such as the
face and body figure are considered as bases
for beauty
• The appearance of the person can be an
asset or liability
• A person with a beautiful face is likely to
receive accolades and enjoy being described
as angelic or having a face that could launch
a thousand ships
• However, being beautiful is sometimes a
liability
• People perceived as beautiful may find it
difficult to get rid of many stalkers; their
privacy and security may be at risk
• Women are also subjected to catcalling and
verbal harassment, acts of lasciviousness,
rape and other crimes for being perceived as
beautiful
Will there be beauty if there is no sight?
• Beauty can be categorized into 2 categories:
one that is seen by the eye and one that is
seen by the heart
• Beauty denotes something that is appealing to
the eye, ear, and mind
• The very essence of beauty transcends the
sight – it can be heard, felt, and understood
Achieving Physical Well-Being
1. Eat Healthy Foods
2. Maintain a Healthy Lifestyle
3. Follow Proper Hygiene
4. Engage in Daily Exercise
5. Take Vitamins and Drink Fruit Juices
6. Avoid Stress
7. Spend Less Time In Front of Computers and
Gadgets
SEXUAL SELF
The Sexual Aspect of the Self
• The goal of including sex education in the
secondary level curriculum
- Battle against ignorance of the youth
on sex, sexuality, relationships, and
sexual health
- Make informed decisions as you grow
into sexually healthy adults
Sigmund Freud and the Desire for Pleasure
• Human being’s need for sex is not of the same
level as the physiological needs
• Sex is not simply for procreation but it is also
a source of pleasure which is an important
part of sexual health
• All human behavior is motivated by the desire
to feel pleasure. Such motivation is organized
and controlled by 2 instincts: Sexuality and
Aggression
• Theorized that these instincts are driven by a
form of internal psychic energy called the
libido
• 54% of the men surveyed said they think
about sex every day or several times a day
• 65% of women said they think about it only a
few times a week or a few times a month
• The mind plays an important role in one’s
sexuality and sexual behaviors
Development of Secondary Sex Characteristics
• During adolescence, boys and girls develop
their secondary sex characteristics along with
other physical changes they experience in this
stage
• An individual becomes physically mature
upon reaching the stage of puberty
• Physical changes are brought about by sex
hormones from the testes and the ovaries of
males and females
• Testosterone is the sex hormone for males
• Estrogen and Progesterone are the sex
hormones for females
• Usually, the increase in testosterone takes
place at the age of 12-14 years old for males
while increase in estrogen and progesterone
takes place at age of 10-12 years old for
females
• For males, physical changes include:
- Rapid increase in height and weight
- Growth of Adam’s apple
- Deepening of voice
- Widening of shoulders
- Appearance and growth of pubic hair
- Underarm and facial hair
➢ For females, changes include:
- Rapid increase in height and weight
- Onset of menstruation, development
of breasts and hips
➢ Males develop more slowly in terms of
physical growth and physiological changes
but continue to grow for about 6 years
Male Reproductive System
1. Penis – primary male sex organ; long shaft
and enlarged tip called glans penis
2. Testes – production of sperm cells and
testosterone
3. Vas deferens – tube that connects the testes
with the urethra
4. Scrotum – sac of skin that carries the testes
5. Sperm – male sex cell
6. Prostate Gland – surrounds the upper part of
the urethra
7. Epididymis – long-coiled tube located at the
back of the testicles
Female Reproductive System
1. Ovary – located in the pelvic cavity which
produces the ova (egg cells)
2. Ovum – egg cell
3. Fallopian Tubes – carry the egg from ovary
to the uterus
4. Uterus – thick-walled, pear-sized, and -
shaped muscular organ; nurtures the fertilized
ovum
5. Cervix – lower part of the uterus
6. Vagina – elastic passageway
7. Vulva – external genital organ of the female
Erogenous Zones
➢ Part of the body that is highly sensitive and the
stimulation of which leads to sexual
responses
Human Sexual Responses
1. Excitement – the body gets ready
2. Plateau – intensified breathing, high blood
pressure and faster heart rate
3. Orgasm – climax
4. Resolution – body gradually returns to its
normal level of functioning
Understanding the Chemistry of Lust, Attraction,
and Attachment
1. Lust (Libido or Sex Drive) – desire for sexual
gratification
2. Attraction (Passionate or Obsessive Love,
Infatuation) – intense attention given to a
desired partner
a. Adrenaline – fight and flight response
b. Dopamine – intense rush of pleasure
 c. Serotonin – falling in love
3. Attachment (Companionate Love) – desire
of couples to stay together
a. Oxytocin (Cuddle Hormone) –
released during orgasm
b. Vasopressin (Anti-diuretic Hormone –
released after sexual intercourse
Diversity of Sexual Behaviors
1. Masturbation – sexual act of stimulating
one’s own genital
2. Premarital Sex – outside of marriage
3. Marital Sex – within the bounds of marriage
4. Extramarital Sex – married people engage in
with people they are not married to
5. Heterosexuality – opposite sex
6. Homosexuality – same sex
7. Bisexuality – opposite or same sex
Sexually Transmitted Diseases
1. HIV/AIDS (Human Immunodeficiency
Virus/Acquired Immune Deficiency
Syndrome) – spectrum of conditions caused
by being infected with HIV. HIV is primarily
transmitted through unprotected sex,
contaminated needle exchange and blood
transfusion and during pregnancy. AIDS
refers to the occurrence of specific diseases
due to the contraction of HIV.
2. Gonorrhea – bacterial infection of the mucous
membranes including the eye, throat, genitals,
and other organs.
3. Syphilis – caused by corkscrew-shaped
bacterium called Treponema Pallidum that is
transmitted through direct contact with a
syphilitic sore on the skin.
4. Genital Herpes – viral infection that causes
blisters on the genitals.
5. Genital Warts – caused by the Human
Papillomavirus (HPV) that grows in the genital
or anal area.
6. Chancroid – bacterial infection that causes
sores or ulcers in the genitals.
7. Pubic Lice (Crabs) – very small parasites
that infest the genital area which are primarily
spread through sexual contact.
8. Scabies – skin condition caused by
infestation of tiny mites called Sarcoptes
Scabiei.
9. Trichomoniasis – infection caused by a
parasite called Trichomonas Vaginalis.
10. Molluscum Contagiosum – infection caused
by Molloscum Contagiosum Virus. A skin
condition characterized by small lumps which
are pearly-white or slightly pink.
Methods of Contraception
➢ Factors to consider in choosing a particular
method:
a. It should be safe enough
b. It should be efficient in averting
unwanted pregnancy
c. It should be simple and easy to use
d. It should be available at any time
1. Folk Method
a. Postcoital Douche or Douching –
method used by women to flush out of
the vagina with medicinal solution to
remove or destroy the sperm.
However, this is relatively ineffective.
b. Prolonged Lactation – used by
women; done through breast feeding
their baby for a longer period of time.
2. Behavioral Contraceptives
a. Rhythm method – natural method
supported by the Catholic Church.
Couples are enjoined to abstain for a
certain period while the woman is
fertile.
b. Ovulation Method – makes use of the
observed mucous discharge from the
vagina at the beginning of a woman’s
fertile period.
c. Withdrawal or Coitus Interruptus –
process wherein the man, during
sexual intercourse, withdraws the
 penis out of the vagina before
orgasm.
d. Coitus Reservatus – the man
withholds ejaculation and let the
erection subside inside the vagina.
3. Mechanical Contraceptives
a. Condom – thin material made of
rubber used during sexual activity.
b. Diaphragm – shallow rubber cup
inserted into the vagina.
c. Cervical Cups – fitted over the cervix
by a doctor.
4. Chemical Contraceptives
a. Vaginal Suppositories and Tablets –
suppository is small, bullet-shaped
dosage form containing chemicals
used in destroying the sperm cells.
b. Contraceptive Jellies, Creams, and
Vaginal Forms – applied onto the
vagina shortly before sexual
intercourse.
5. Intrauterine Devices
o An IUD is a small device of
polyethylene plastic or thin copper
wire inserted into the uterus by a
physician.
6. Pills
o Renders the woman infertile
7. Sterilization
o Done with comparative ease and is
virtually 100% effective
a. Vasectomy – the vas deferens is tied
off or cauterized, causing the sperm
to be reabsorbed by the body.
b. Tubal Ligation – a large abdominal
incision is made and the fallopian
tubes are cut and tied off.
8. Injectables
o Injected in a woman to inhibit
ovulation.
o Lasts for 3 months
THE MATERIAL SELF
Components of Self
1. Material Self – the tangible elements of the
self (body, clothes, immediate family and
home)
2. Social Self – encompasses our interaction
with our self and other people
3. Spiritual Self – reflects our values, morals,
and beliefs
Composition of Material Self
a. Body – our possession
b. Clothes – style is symbolic
c. Immediate Family
d. Home
➢ People are likely to purchase products that
can relate to their personality.
➢ Material possessions signify some aspects of
one’s sense of self and identity.
➢ Possessions tell a lot about their owners.
➢ The decisions that go into the purchase of
items and certain services is dependent on a
number of factors, including financial
constraints, availability of items and services,
and the influence of family and friends.
Effects of Material Possessions
• Possessions can be used as status and
symbols
• Reflection of hardwork and success
• Success is measured by material possessions
• Hoarders
• Compulsive Buying Disorder