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Course Code and Title: GE 101 – Understanding the Self

Lesson Number: Lesson 5 (Week 6)
Topic: Psychological Perspective of the Self
INTRODUCTION:
This topic would give light to different psychological theories in understanding the self. The
sub-topics include Carl Roger's Self-Theory, Sigmund Freud's Construction of Self and
Personality, and Erik Erikson's Psychosocial Theory.
LEARNING OBJECTIVES:
At the end of this lesson, you should be able to:
 Recognize Define the different psychological concepts of self;
 Identify the different theories explaining the psychological self;
 Examine the various concepts of the self and their interrelationships;
 Explain how the concepts of self influence behavior; and
 Apply concepts of self in one’s life to develop self-awareness and self-understanding.
PRE-ASSESSMENT:
Read carefully and answer the following statements/questions.
1. What is Psychology?
2. Name at least 3 Psychologists.
LESSON PRESENTATION:

For a young person, it is almost a sin, or at least a danger, to be

Too preoccupied with himself, but for the aging person, it is a duty.
And a necessity to devote serious attention to himself.
- Carl Jung

The development of self-introspection in adolescence consists of a number of concepts and

theories about the self, existence, identity, and personality. Theories and concepts about the
self pave the way for the delineation of the self's significance and how these aspects are
related to each other. This lesson explains the psychological theories and concepts that
influence people's understanding of the self. As the following concepts and theories
illustrate, adolescents create their understanding of themselves by integrating the knowledge
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into their lives. Understanding of the self is most significant when the different aspects of the
self become whole.

DEFINITION OF PSYCHOLOGY

When you thought of Psychology, you would have priming of mental disorders. However,
psychologists study and understand a wide array of behaviors, from mental disorders,
personality, intelligence, memory, and others. For this reason, we need a broad definition of
Psychology.

Psychology is the systematic study of behavior and mental processes.

The crucial things in this definition are the concepts included in it. Behavior pertains to
observable stimuli or responses with both humans and animals.

Mental processes, which are observable indirectly, pertaining to a broad range of mental
activities such as thinking, reasoning, imagining, studying, and sensing.

CARL ROGER’S SELF THEORY: REAL AND IDEAL SELF

A very important part of self-understanding in adolescent years directs on self-concept. This

pertains to the image of self. Psychologist Carl Rogers stated that the self is adaptable and
changes the perception of personal identity. The self is the center of the experience. Rogers
expounds that the self proceeds from interactions with people and awareness of one's
characteristics and functioning level. According to Rogers, human beings are innately aiming
for self-realization or self-actualization. When the needs of the self are denied, severe
anxiety may arise. Central to achieving self-actualization is the development of self-concept.
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Rogers identifies two components of self-concept; the real self and the ideal self. The real
self contains all the ideas, involving the awareness of what self is and what one can do. On
the other hand, the ideal self is the perception of what the self should be or what the self
aspires to be. It includes one's goals and aspirations in life. In Rogers' perspective, the
closer the gap of ideal self to the real self, the more fulfilled and satisfied the individual
becomes. When the ideal self's gap is quite far from the real self, the individual becomes
unfulfilled and dissatisfied.

SIGMUND FREUD’S CONSTRUCTION OF SELF AND PERSONALITY

According to Sigmund Freud, the self's active forces are quite many and with predetermined
conflict. He stated that the mind consisted of three structures through which personality is
shaped: the id, ego, and superego. The id refers to the aspect of the personality delineated
by its need to satisfy urges and desires. Freud insists that the id is the pleasure-seeking
side, impulsive, child-like, and demands instant gratification. The ego pertains to the I and
operates on the reality principle and controls the id. The ego can adapt to existing societal
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respects. The superego denotes the "conscience" and "moral judge" of one's conduct.
Violation of rules proceeds to feelings of guilt. It aims for perfection rather than pleasures.
The id is the evil within the self, the superego is the angel, and the ego is the middle-man:
the id, ego, and superego conflict with each other most of the time. Freud made use of the
term “ego strength” to describe the ego’s capability to give resolutions to the issues between
the tripartite structures. If this state of frequent conflict is unresolved, some personality
issues may surface.

In Freud's perspective, the id, ego, and superego proceed in a series of stages. Freud
described them as the psychosexual stages of development that proceeds through five
stages. Each stage consists of conflicts that the individual must provide resolutions to
effectively move forward to the next stage. Freud also insists that every stage has particular
needs, and the dissatisfaction of these needs may lead to fixation, which could have long-
term negative effects on one's personality.

The first stage is the oral stage, from birth up to the first year of life. During this stage,
babies get pleasure from oral activities like sucking and biting. Overindulgence of oral needs
may lead to oral incorporative personality disorder such as overeating, smoking, and
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alcoholism. In contrast, dissatisfaction may lead to oral aggressive personality disorder such
as sarcasm and tactlessness.

The next stage is the anal stage, occurring around the second year of life. During this stage,
the child gets pleasure from the elimination of body wastes. Through toilet training, the child
learns the basic rules of society. Anal fixations can lead to anal-retentive personality
disorder, such as an obsession with cleanliness, or an anal expulsion personality disorder
such as clumsiness.
Freud calls the third stage the phallic stage, occurring around ages 3 and 6. Children during
this stage get pleasure from examining, touching, fondling, or displaying their genitals. These
behaviors are most likely encouraged by a curiosity about the differences in anatomy
between man and woman. Sex curiosity will continue to remain high during the elementary
years, and children will tend to ask questions regarding anatomical structures, sex, and how
babies are made. During this stage, parents and teachers need to properly educate children
about sexuality Fixations at this stage may lead to abnormal sex behaviors in later life.

The fourth stage is the latency stage, lasting from 7 to 12 years of age. At this stage, sexual
energies are repressed due to children becoming occupied with school.

The last stage is the genital stage, starting from adolescence to adulthood. During this
stage, pleasure is again derived from the genital area, and individuals looking for ways to
satisfy their sexual drives from sexual relationships. Sexual problems may proceed as a
result of inappropriate sexual behaviors.

THE ROLE OF ERIK ERIKSON’S THEORY IN UNDERSTANDING THE SELF

Another significant part of self-understanding consists of perspectives on identity

development. In Erik Erikson's psychosocial theory, adolescence is a period of identity
development. Identity formation is a process that entails adolescents to become distant with
the expectations imposed by people around him/her, such as parents and other family
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members. To attain an individual identity, one should create a vision of the self that is
genuine and attached to the meaning of his or her future goals. The sense of having a grasp
of one's fate to achieve goals that are meaningful to oneself (Newman & Newman, 2009).
Adolescents try to determine their identity through status symbols such as having the latest
mobile phones, trend bags and clothes, and other material possessions.

Erikson's theory states that individuals must proceed through the eight psychosocial stages
of development. While Erikson insisted that each stage is significant, he provides
accentuation to the development of the ego. The ego is the optimistic force that contributes
to identity development and rests the foundation for certain strengths and virtues in life, such
as hope, will, purpose, competence, fidelity, love, care, and wisdom. Each stage contains the
developmental tasks that are needed to effectively manage and develop efficiently. During
every stage, an individual experiences a life crisis that negatively affects if not given proper
resolution.

Trust
versus

mistrust is the first psychosocial stage of development during the first year of life. According
to Erikson, the child will grow trust if he or she is appropriately cared for. If the child is not
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well-cared for, mistrust will likely prevail.

Autonomy versus shame and doubt is the second stage of development during the first
three years of life. Autonomy is defined as the independence of thought and confidence to
think and act for the self. Children will assert their independence during this stage. Erikson
insists that if parents provide a venue for exploration, they will become more confident and
secure in their abilities. If children are excessively protected, they may become excessively
dependent on their parents and feel a sense of shame or doubt in their abilities. Erikson
thinks that this stage has significant implications in the growth of independence and identity
during adolescence.

Initiative versus guilt is Erikson's third stage of development around 3 to 5 years of age.
During this period, maintaining a sense of responsibility among children will lead to the
initiative's development. Caregivers who make the child feel irresponsible will develop guilt
feelings.

Industry versus inferiority is the fourth stage of development, around elementary school
years. During this stage, children confront improving knowledge and skills, which was usually
taught in schools. When children are encouraged with their work and efforts, they will acquire
a sense of industry. However, children who were not encouraged and affirmed by their
parents and teachers will have uncertainties about their skills and abilities, leading to
developing inferiority.

The fifth psychosocial stage, identity formation versus identity confusion, occurs during
adolescence. At this stage, adolescents confront the task of searching for who they are, what
they are, and what they will be in life. They are faced with a lot of roles and responsibilities. If
parents give proper care and support, adolescents will likely to grow a positive identity. If the
caregivers failed to provide adequate support, they would develop feelings of inferiority, and
identity confusion will likely foster.
Intimacy versus isolation happens during early adulthood when people seek for personal
relationships. During this sixth stage, Erikson affirms it is vital that people proceed to intimate
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relationships with others. Those people who fulfill this stage successfully will be likely to
develop relationships that are constant and fruitful. Failure to advance to intimate
relationships during this stage will result in mistrust and isolation.

Generativity versus stagnation is the seventh stage of development, which happens

during middle adulthood. Generativity includes a person's longing to provide to the world by
teaching, leading, guiding the next generation, and promoting activities that will benefit the
community. Increasing a sense of generativity is Important during this stage. Those who fail
to achieve this generativity will feel insignificant.

Integrity versus despair is the final psychosocial stage occurring during old age and is
concentrating on introspection with one's life. At this level, people look within the self on the
important events in their lives. If they are fulfilled and honored with their milestones and
accomplishments, they will develop feelings of integrity. People who are unsuccessful in this
stage will have feelings of regret and despair and wasted their lives.

SUMMARY:

Psychology is considered the systematic study of behavior and mental processes; behavior
is observable and mental processes that are observable in an indirect manner. Therefore,
we can say that the Psychological Perspective of The Self deals with the different theories
involving human behavior and mental processes and how it influences the development of
the self in a person.

According to Carl Rogers, the real self consists of all the ideas, including the awareness of
what one is and what one can do. The ideal self is the person's conception of what one
should be or what one aspires to be, which includes one's goal and ambitions in life.

Sigmund Freud likened a person's personality to an iceberg where we can only see the tip of
it most of the time. According to him, three minds' structures shape the personality; the id,
ego, and superego.
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Erik Erikson’s theory states that individuals must proceed through eight psychosocial stages
of development. Each stage contains a developmental task that is needed to effectively
manage and develop efficiently. During every stage, an individual experiences a life crisis
that negatively affects if not given proper resolution.

APPLICATION # 5:
You may browse your notes and module to aid in answering the following activity.

Critical Thinking – Essay (5 points each – 10 points)

Instruction: In not more than 8 sentences for each number, write an essay regarding the
following question/statement. Briefly elaborate on your answer.

1. Explain why Sigmund Freud likened the human mind to an iceberg.

2. According to your understanding, what is the difference between the Real Self and
Ideal Self? Give an example relating to yourself.

REINFORCEMENT/ASSIGNMENT # 5:
You may browse your notes and module to aid in answering the following activities.

Reflection – Essay (10 points)

My Ideal Self
In not more than 10 sentences, describe what you will be or what you want to be in the
next ten years, including your goals and ambitions, the places you want to go to, and the
things you want to have, among others. Include views and ideas about who and what you
aspire in the future. Start your statements with prompts such as ten years from now, I
envision myself …
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REMINDER:
 Do advance reading of module # 6 in Understanding the Self entitled The Western
and Eastern Concept of Self.

ONLINE RESOURCES:
 The Real Self & The Ideal Self
http://smithadevara.blogspot.com/2016/08/the-real-self-ideal-self.html
 Freud Psychology
https://www.pinterest.ph/pin/416512665509269143/
 Erik Erikson's Stages of Psychosocial Development
 https://www.verywellmind.com/erik-eriksons-stages-of-psychosocial-development-
2795740

REFERENCE:
 Go-Monilla, M.J. & Ramirez, N. (2018). Understanding the Self. C & E Publishing,
Inc.