● SELF-EXPECTATIONS

1. Expectations about oneself come

from many different places.
2. The ideal self is the self that one
aspires to be.

This subject is dealing with personality, as well as the 3. Early on in childhood, unconsciously
contributing factors that develop and influence one's formed self expectancies are founded
identity. Issues regarding identifying the self is one of on images of parents and other role
the most critical dilemmas the young one's models.
experience.
● SELF-KNOWLEDGE
LESSON 1: SELF CONCEPT
Self-esteem is the evaluative and emotional
- Self-concept, or one's perception of oneself, is part of one's self-concept. According to
what contributes to individuality Maslow, one needs to have:
.
- The physical, emotional, intellectual, and 1. (Strength, accomplishment, mastery,
functional elements of positive and negative competency, etc.)
self-assessments evolve throughout time.
2. Needs for respect or the need for other
- Functioning and health are both significantly people's approval
impacted by self-concept.
● COMPONENTS OF SELF-CONCEPT
● DIMENSIONS OF SELF-CONCEPT

- Expectation of oneself: "Who or what do I wish

to be?"

- Self-awareness: "Who am I?"

- How is a person's social self regarded by

others?

- Self-assessment: "How do I feel about myself?"

● SELF KNOWLEDGE LESSON: 2 PHILOSOPHICAL PERSPECTIVE

ON SELF
The phrase "global self" refers to a person's
collection of fundamental characteristics, PHILOSOPHICAL PERSPECTIVES
attributes, beliefs, images, and feelings. It
contains: SOCRATES

- Since Socrates' writings were never published,

1. Basic information: gender, age, race,
the only way we are aware of him and his
profession, culture, and sexual orientation
works is through the eloquent praise of his
esteemed pupils, who spoke kindly and
2. position of a person within social groups
in-depth about his wisdom, knowledge, and
intellect. For instance, Socrates was a crucial
3. Characteristics such as being generous,
role in several of the writings of his disciple
hot-tempered, ambitious, brilliant, or
Plato.
seductive, as well as other features that reflect
typical behaviors, emotions, and moods.
- Be regarded as the first martyr of philosophy,
knowledge, and education.

- For stimulating his students' thoughts, He was

formally accused of corrupting kids.
 and the need to please oneself. Both bodily
demands, pleasures, and wants are satisfied
by this. The Appetitive spirit can cause a
- He was given hemlock to drink, and forced to person to gravitate toward things or
pick between exile and death.| circumstances as long as they are pleasant or
pleasing to them.
- Socrates made the latter decision, dying as a -
martyr who battles ignorance and conceit. - SPIRITED SOUL - This aspect of the soul is
associated with a person's courage, or their
- The core of Socrates' philosophy is the idea desire to take action or make amends for
that "knowing oneself" is crucial since, wrongs they see. Spirited souls are extremely
according to him, happiness is the ultimate competitive and energetic, and because of
objective of life and drives people to either this, they tend to expect success and victory.
pursue it or steer clear of actions that can
have unfavorable effects on their lives. - Rational soul - often known as "the conscious
mind," is the last component of the soul and is
- According to Socrates, accepting one's arguably the one that directs our life. It makes
ignorance is the first step toward learning decisions about what to do, when to do it, and
anything new. He also believed that the outcomes that may occur from those
knowledge is a virtue and ignorance is a sin. decisions.
So, in order to know what he is lacking and
what he needs to know, one must first have ST. AUGUSTINE
the humility to admit their ignorance. - a saint and church philosopher, adhered to
the notion that God embraces everyone and
- Socrates held that we can only understand that life will be better when we are with God.
ourselves via introspective questioning and
that our own capacities and wisdom hold the - His work focuses on how God and his
key to our quest for self-knowledge. teachings impact all facets of life; he holds to
the conviction that everything will improve if
- The Socratic Method or Socratic Conversation we devote ourselves to mending our
is a technique for self-questioning in which relationship with God.
the person takes on the personas of both the
teacher and the pupil. - Although St. Augustine also relates our
existence to God being modeled in his
- We may better understand our strengths and likeness even though being alive means that
limitations, the things we like and dislike, how we are still far from God and has yet to be
we want other people to treat us, and how we truly with him, his idea of a man and how to
want to be treated by ourselves by constantly understand who we are as a person is related
asking and analyzing who we are. to our understanding of who we are as a
person and how we question ourselves.
PLATO
- The doubtfulness of the academy, according
- He produced a number of works of literature to which one cannot or should not accept
that discuss politics, human nature, and ideas from others, was also rejected by St.
advance the concepts of wisdom and virtue. Augustine. He underlined that while we might
not be able to agree with all that other people
- The academy, a setting for learning and say, we can nevertheless support those who,
knowledge exchange, is credited to Plato as in our judgment, are right or wrong.
its founder. The academy later served as one
of the cornerstones and the foundation for RENE DESCARTES
schools and education.
- The proponent of "Methodical Doubt," which
- Plato, one of the most famous philosophers of was merely a technique of constantly
his day, incorporated the knowledge and challenging our perceptions and accepting
concepts that his master Socrates had taught that doubt and uncertainty are inherent to
him into his writings. human existence.

PLATO’S 3 PARTS OF THE SOUL - A French philosopher who, in a revolutionary

way, used early scientific methods to support
- Appetitive soul - according to Plato, is the his theories is regarded as the father of
aspect of a person that is motivated by desire modern philosophy.
 - According to Kant, our self is only partially
- I think therefore I am, or "Cogito Ergo Sum," is comprised of the consciousness of the various
a quotation attributed to Descartes. emotions, impressions, and behaviors we
experience.
- He asserts that a person is made up of both
mind and body—the body, which receives - A famous German philosopher who wrote
information from the senses, and the mind, extensively on both rationalism and empirism.
which thinks and evaluates what the body has In his response to Hume's work, Kant argued
experienced. For him, the body and its senses that all it takes to characterize a person is a
are not entirely reliable. combination of impressions and various
contents.
JOHN LOCKE
- He claimed that in order to define and know
- "Tabula Rasa," which translates to "a Blank who we truly are, there is a certain level of
Slate," is the phrase that best encapsulates his consciousness or sense that employs our
work on the self. intuition and synthesizes all of our
experiences, impressions, and views of
- A philosopher and physician from England, he ourselves.
is regarded as the founding figure of classical
liberalism. His writings on the subject paved SIGMUND FREUD
the way for several uprisings against the
absolute power of the monarchs and rulers of - He is a psychiatrist and psychologist from
his day, which resulted in the creation of the Austria who is renowned for his studies of
modern forms of government, politics, and human nature and the unconscious. He is
economics. frequently referred to as the father of
psychoanalysis.
- He had the opinion that a person's
experiences and perceptions play a significant - Together with his conception of the many
role in determining who they can develop levels of consciousness, Freud believed that
into. John Locke does not discount a person's man had various personality constructs that
experiences when identifying and interact with one another and that this
establishing that person, in contrast to how interaction is how a person comes to acquire a
other philosophers perceive human sense of self.
experiences and senses.
LESSON 3: SOCIOLOGICAL PERSPECTIVE
DAVID HUME OF THE SELF
- His conception of the self contradicts the
SOCIOLOGY
views of the philosophers who came before
him who held that the "Self" is only the
A factor that we must take into account with regards
accumulation of various impressions and that
to the growth of a person is the study of how human
one's identity and behavior do not transcend
society is founded, its structure, and how it functions,
the physical realm. He was an empiricist who
the people's connection with one another, and the
believes in tangible evidence and observable
effects they have on one another.
experiences that shape a person.

GEORGE HERBERT MEAD AND THE SOCIAL

- Empiricism, skepticism, and naturalism were
the center of the work of a Scottish
SELF
philosopher.
- American social scientist

- Since our perceptions of things are dependent - He is revered as the founding figure of
on our experiences, and from these American pragmatism.
perceptions, we can build our ideas and
knowledge, he contends that there is no - because of his contributions to understanding
permanent "self" and that our perceptions how people develop in relation to numerous
and ideas are subject to change. social circumstances, one of the pioneers in
the subject of social psychology.
IMMANUEL KANT
- Mead disagreed with the biological
self-determination theory, which holds that a
 person has an established self from the
moment of his birth. According to him, one's BEHAVIOR
social interactions with other people shape - Defined as the way a person conducts themselves in
one's perception of who they are as a person. different situations.

- He emphasized that the creation and 14 INTELLIGENT BEHAVIORS

reconstruction of the idea of who we are as
people occurs during the process of social 1. PERSISTENCE - is the ability to keep going
experience is how the process of establishing even when there isn't an obvious solution to
the self occurs. an issue.

THREE ROLE PLAYING STAGES OF SELF 2. OVERCOMING IMPULSIVENESS - In order to

DEVELOPMENT overcome impulsivity, one must first prepare,
define goals, evaluate alternative techniques,
THE PREPARATORY STAGE (BIRTH – 2 YEARS OLD) and take into account possible outcomes.

- The infant merely mimics the activities and 3. LISTENING TO OTHERS - Others' perspectives:
behaviors of the adults with whom it interacts According to some cognitive psychologists,
at this stage. one of the highest manifestations of
intelligent conduct is the capacity to listen to
- Because a youngster just imitates what he or another person and understand their point of
she sees in their environment, their acts are view.
simply a reflection of what they can recall,
with no thought or purpose behind them. 4. FLEXIBILITY IN THINKING - Thinking with
flexibility is when one takes into account
THE PLAY STAGE (2 – 6 YEARS OLD) alternative viewpoints rather than jumping to
the first idea that comes to mind.
- When children start interacting with others,
certain rules must be followed. These rules 5. METACOGNITION - is the awareness of one's
frequently don't follow any set of norms but own thoughts or the understanding of what
instead are ones that the kids have goes on inside one's skull.
established.
6. CHECKING FOR ACCURACY AND PRECISION
- Additionally, the kid begins to rehearse - Verifying correctness and precision is the act
real-life scenarios through pretend play at this of not allowing speed to triumph over the
stage, which also marks the beginning of need for accuracy.
self-consciousness. In this stage, the infant's
early experiences, which serve as practice, 7. QUESTIONING AND PROBLEM-POSING -
help the youngster build their sense of self. Asking questions and posing difficulties is
referred to as questioning and
problem-posing.
THE GAME STAGE (6-9 YEARS OLD)
8. APPLYING PAST KNOWLEDGE TO NEW
SITUATIONs - Utilizing one's knowledge and
- The ability of the youngsters to recognize the experience as a source of information,
rules of the game and be able to distinguish theories, or methods to address each new
their parts and the roles of the others that are understanding is known as applying prior
playing with them are characteristics of the knowledge to new circumstances.
final stage of self-development, according to
Mead. 9. PRECISION OF LANGUAGE AND THOUGHt - A
person who exhibits this tendency employs
- With this, kids at this age learn about the descriptive words to differentiate between
consequences of their actions as well as how objects and to offer standards for making
to understand or take into account how value judgments.
society's viewpoints affect attitudes and
behaviors. 10. USING ALL OF THE SENSES - To solve
problems more efficiently, the senses of
feeling, seeing, hearing, and even tasting are
LESSON 4: FOURTEEN INTELLIGENT used.
BEHAVIOR
 11. CREATIVITY - Applying originality, insight, and - Shame and Self doubt are experienced when
cleverness is what creativity entails. The ability they are overly restricted or protected.
to create original, distinctive, witty, or practical
goods, solutions, and procedures is developed INITIATIVE VS GUILT (PURPOSE) 3 TO 6 YRS OLD
through creativity.
- Initiative developed if there is positive
12. LIVING WITH A SENSE OF WONDERMENT - encouragement to children’s attempts of
Living in wonder entails being curious, independence.
open-minded, and curious about things that - Guilt feelings are felt from discouragement or
are beautiful, intricate, complex, and simple. negative criticism.

13. COOPERATION - is the act of utilizing the INDUSTRY VS INFERIORITY (CONFIDENCE) 6TO 12
information and perceptions that can only YRS OLD
occur through social connections.
- Social interactions with others could lead into
14. SENSE OF HUMOR: This is the capacity to positive or negative consequences.
approach opportunities, challenges, and
interpersonal relationships with levity and IDENTITY VS ROLE CONFUSION (FIDELITY)
good humor. ADOLESCENCE

- Awareness of unique self/knowledge of role to

LESSON 5: PSYCHOLOGY OF SELF be followed.
- Inability to identify appropriate roles in life.
(PSYCHOLOGICAL PERSPECTIVES)
INTIMACY VS ISOLATION (LOVE) EARLY ADULTHOOD
PSYCHOLOGY

- Development of loving, sexual relationship

The study of one's identity, topic, or experience as
and close friendship.
represented cognitively and emotionally is known as
- Fear of relationship with others.
the psychology of self.

SIGMUND FREUD(1856-1939) PSYCHOANALYTIC

GENERALITY VS STAGNATION (CARE) MIDDLE
THEORY (PSYCHOANALYSIS) PSYCHOSEXUAL
ADULTHOOD
THEORY

- Sense of contribution to continuity of life.

- Sense of stagnation when goals are not met.
- Psychotherapist and neurologist from Austria

EGO INTEGRITY VS DESPAIR (WISDOM) LATER

- The father of psychoanalysis
ADULTHOOD

- graduated from the University of Vienna with

- Sense of unity in life’s accomplishments
a medical degree
- Regret over lost opportunities of life.

- He held the deterministic view, which holds

ALBERT BANDURA’S CONCEPT OF SELF
that one has limited control over unconscious
- Individual learns through observation
inner forces that motivate conduct.
(observational learning) and imitation of
others (modeling)
- Hedonism, an Epicurean philosophical idea
- Self is learned through/by observing the
behavior of others (Observational Learning)
TRUST VS MISTRUST (HOPE) 1YR&6 MONS
- Self is learned by imitating the behaviors of
other (model)
- Trust develops from physical and
psychological fulfillment.
- Mistrust develops from inconsistent care and LESSON 6: PHYSICAL THE BEAUTIFUL ME
unpleasant interactions
DIFFERENT SCHOOL OF PSYCHOLOGY
AUTONOMY VS SHAME & DOUBT (WILL) 1YR TO 3YRS
OLD William James considered body as initial source of
sensation and necessary for the origin and
- Autonomy and independence are developed if maintenance of personality. It is an element of
freedom and exploration are encouraged. spiritual hygiene of supreme significance.
For example:
A boxer during a fight, do not notice/feels his wounds
until the intensity of fight has subside. ∙

- Sigmund Freud, In Psychoanalytical school,

construction of self and personality makes the
physical body the core of human experience.

- Wilhelm Reichargued that mind and body are

one; all psychological processes, he
postulated, are a part of physical processes,
and vice versa.

- According to Erik Erikson, the role of bodily

organs is especially important in early
developmental stages of a persons life. Later
in life, the development of physical as well as
intellectual skills help determine whether the
individual will achieve a sense of competence
and ability to choose demanding roles in a
complex society. For example a child get their
confidence when they bigger, stronger, faster
and more capable of learning complex skills.

LESSON 7: ACHIEVING MY EMOTIONAL

COMPETENCIES

Share your feelings today by sending an emoji and

explain why you feel that way.

EMOTION MANAGEMENT STRATEGIES

LANGLEY (2012) LAYS OUT SOME TIPS ON

MANAGING EMOTIONS

1. Smile to make yourself feel good

2. Smile to make others feel good
3. Get up and Move
4. Check in with your body
5. Physically remove your tensions
6. Breathe
7. Talk to someone
8. Disengage and re-engage emotions
9. Label your emotions
10. Label emotions for others

- This class explored the connections between

emotions. Additionally, it taught you how to
control your emotions, particularly while
interacting with others.

- Additionally, it was argued that suppressing

emotions is counterproductive because it
causes your body to become tense. As a result,
you must always be aware of your feelings and
express them in a way that doesn't damage
other people.