ZGE 1108 MODULE 4

ME-SELF AND THE I-SELF REAL SELF AND IDEAL SELF

WILLIAM JAMES CARL ROGERS

→ William James states that the self is divided into two → Self-concept refers to the image of oneself.
categories: → The self is a flexible and changing perception of
personal identity.
→ Self is the center of experience (Rathus, 2017).
I-SELF → Refers to the self that knows who he or → The self develops from interactions with significant
THINKING she is and what he or she has done in
SELF
people and awareness of one’s own characteristics
his or her life.
→ Reflects the soul of a person or the and level of functioning.
mind (pure ego). → Human beings are always striving for self-fulfillment
or self-actualization.
→ When the needs of the self are denied, severe
ME-SELF → Refers to describing the person’s anxiety may rise.
personal experiences. → The key to achieving self-actualization is the
EMPIRICAL → Divided into sub-categories: development of self-concept.
SELF → There are two components of self-concept:

MATERIAL → Consists of things

SELF that belong to a REAL → Consists of all the ideas.
person. SELF → Includes the awareness of what one is and
→ Individual’s what one can do.
physical attributes → Who the person actually is.
and material
possessions that IDEAL
contribute to
SELF → The person’s conception of what one
one’s self-image. should be or wanted to be that includes
one’s goals and ambitions in life.
→ Who the person aspires to be.
SOCIAL → Refers to whom
→ The closer the ideal self to the real self,
SELF and how a person
the more fulfilled and happier the
acts on social
situations. individual becomes.
→ People have
different social
selves depending
on whom they are
interacting with
and the context of
a social situation.

→ The farther the ideal self to the real self,

SPIRITUAL → Refers to the most
the person becomes unhappy and
SELF intimate and
dissatisfied.
important part of
the self that
includes the
person’s purpose,
core values,
conscience, and
moral behavior.
→ The path to
understanding the
spiritual self
requires
introspection.

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ZGE 1108 MODULE 4

MULTIPLE VERSUS UNIFIED SELF FORETHOUGHT → Enables the person to

anticipate the likely
consequences of
→ Self-understanding in adolescents also includes prospective actions.
conceptualizing the self as multiple or unified and → Acts as guide to people
true or false. when it comes to their
→ The construction of multiple selves varies across actions in the
different roles and relationships. anticipation of future
→ Coping with different aspects of the self constitutes events.
→ The ability to anticipate
a difficult task among adolescents. Thus, this the consequences of his
contributes heavily to the young person’s struggle or her actions and the
for a unified self. action of others.
→ It is important that adolescents are supported in
their effort to create a consistent, coherent, or
unified theory of the self. SELF- → Involves making choices
REACTIVENESS and choosing
TRUR SELF VERSUS FALSE SELF appropriate courses of
DONALD WINNICOTT action.
→ Agents are also self-
regulators.
→ The self is composed of the true self and the false
self.
→ The function of the false self is to hide and protect SELF- → Gives the person ability
the true self. REFLECTIVENESS to reflect upon and the
adequacy of his or her
→ People tend to display a false self to impress others. thoughts and actions.
The self tends to change depending on situations → People are self-
and the people they are with. examiners of their own
functioning.
THE SELF AS PROACTIVE AND AGENTIC
ALBERT BANDURA
EFFICACY BELIEFS
→ Humans have the ability to act and make things
happen.
→ People are viewed as proactive agents of → Foundation of human agency.
experiences. → Play a central role in self-regulation which is the
ability of an individual to control their own behavior
AGENCY without depending on others for help.

→ Embodies the endowments, belief systems, self- SELF-EFFICACY

regulatory capabilities and distributed structures
and functions through which personal influence is → The individual’s belief that he or she is capable to
exercised, rather than reside a discrete identity. perform a task which influences their way of thinking
→ The core features enable the people to play a part (pessimistic or optimistic) and in ways that are self-
in their self-development, adaptation, and self- enhancing or self-hindering.
renewal. → Reflects confidence in the ability to exert control
→ Has four main features: over one's own motivation, behavior, and social
environment.
→ Acts done intentionally. THE SELF AS CENTRAL ARCHETYPE
INTENTIONALITY → Intentions center on plans CARL JUNG
of action with the
anticipation of possible → Archetypes are the universal models after which
outcomes. roles are patterned.
→ Represents the hidden potentialities of the psyche
(total personality).

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→ Psyche continues to develop throughout life, but the CONSTRUCTION OF SELF AND
psyche starts to show a definite form during
PERSONALITY
adolescence.
SIGMUND FREUD
→ Archetypes reside in the personal unconscious
(forgotten experiences) that is common to all human
beings, known as the collective unconscious. → The dynamic forces within the self are many and in
→ There are four major archetypes: inevitable conflict.
→ If this constant state of conflict is unresolved,
personality problems may arise.
PERSONA → Refers to the social roles → The mind is composed of three structures
that individuals present to through which personality is formed:
each other.
→ Personality that an
individual projects to ID → The pleasure-seeking
others. side, immature,
impulsive, child-like and
cannot delay gratification.
SHADOW → Repressed thoughts that → It has no regard of others
are socially unacceptable and the law.
and to one’s own morals → Devil within the self.
and values.
→ Dark side of the psyche.
→ Part of the unconscious EGO → Refers to the “I” and
mind and is composed of works on the reality
repressed ideas, principle, controls the id,
weaknesses, desires, and can delay pleasure.
instincts, and → Can conform with
shortcomings. existing societal
consideration.
→ Person in the middle.
ANIMA/ANIMUS → Anima is the
unconscious feminine
side of a man. SUPEREGO → Refers to the
→ Animus is the “conscience” and “moral
unconscious masculine judge” of conduct.
side of a woman. → Violation of rules lead to
→ Syzygy is the combined guilt feelings.
anima and animus; it → It strives for perfection
represents completion, rather than pleasure.
unification, and → The angel.
wholeness.
→ Based upon both what is
found in the collective
and personal
unconscious. PSYCHOSEXUAL STAGES OF
DEVELOPMENT
SELF → Central archetype that → The id, ego, and superego develop in a series of
unites all parts of the stages.
psyche.
→ The ego is the person’s
→ Each stage has needs and accordingly,
conscious perception of dissatisfaction of needs, or too much or too little
the self. gratification of needs at any given stage, may result
in fixation which could have lasting negative effects
on personality.
→ If all has proceeded well throughout the earlier
stages, the individual will seek to establish a long-
term sexual relationship with a member of the
opposite sex.

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ZGE 1108 MODULE 4

→ For a person to progress normally, he/she must displaying their

resolve Oedipus Complex (child's feelings of genitals.
→ These behaviors
desire for his or her opposite-sex parent and
are likely
jealousy and anger toward his or her same-sex motivated by
parent) and Electra Complex (describes a girls’ curiosity on the
adoration and attraction to their fathers and anatomical
resentment, hostility and rivalry towards their differences
between man
mothers).
and woman.
→ It has five stages: → Sex curiosity will
remain high
during the
STAGE AGE DESCRIPTION elementary
years and
children tend to
ORAL Birth up until → Babies derive ask questions
STAGE 1st year pleasure from with regard to
oral activities like bodily structures,
sucking and sex, pregnancy,
biting. and how babies
→ Overindulgence are made.
of the oral needs → During this
may lead to oral stage, parents
incorporative and teachers
personality need to properly
problems such educate the
as overeating, children about
smoking, and sexuality.
alcoholism. → Fixations at this
→ Dissatisfaction stage may lead
may lead to oral to abnormal sex
aggressive behaviors in later
personality life.
problems such → Sexual energy is
as sarcasm and
tactlessness. LATENCY 7 to 12 repressed
STAGE because children
become busy
with school.
ANAL 2 years old → The child derives
STAGE pleasure from
GENITAL Adolescence → Pleasure is
the elimination of
body wastes. STAGE to Adulthood again derived
from the genital
→ Anal fixations area and
can lead to anal individuals seek
retentive to satisfy their
personality sexual drives
problems such from sexual
as obsession relationships.
with cleanliness. → Sexual problems
→ Anal expulsion may result as a
personality consequence of
problems such inappropriate
as clumsiness sex behaviors.
and untidiness.

PHALLIC 3 to 6 → Children derive

STAGE pleasure from
examining,
fondling, or

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PSYCHOSOCIAL STAGES
ERIK ERIKSON INITIATIVE 3 to 6 → Developing a
VERSUS GUILT years sense of
responsibility
→ To achieve an individual identity, one must create a among children
vision of the self that is authentic, that is, a sense of develops initiative.
having hold of one’s destiny in an effort to reach → A child who is
goals that are personally meaningful. made to feel
→ Erikson’s theory proposes that individuals go irresponsible
through eight psychosocial stages of might develop
development: guilt feelings.

STAGE AGE DESCRIPTION INDUSTRY 6 to 12 → Children face the

VERSUS years task of developing
INFERIORITY knowledge and
skills usually
TRUST VERSUS 0 to 18 → The child will taught in schools.
MISTRUST months develop trust if When children are
properly cared for. encouraged in
→ If the child is not their efforts, they
well-cared, will develop sense
mistrust is likely to of industry.
develop. → Children who
receive little or no
encouragement
AUTONOMY 18 → Autonomy means from parents and
VERSUS months independence of teachers, will
SHAME AND to 3 thought and doubt their own
years confidence to abilities and likely
DOUBT think and act for to develop
oneself. inferiority.
→ Children begin to
assert their
independence
IDENTITY 12 to 18 → Adolescents face
during this stage.
→ if the parents allow FORMATION years the task of finding
VERSUS out who they are,
their children to what they are, and
explore, the IDENTITY what they want in
children will CONFUSION life.
become more → If parents provide
confident and proper support,
secure in their adolescents will
own abilities. develop positive
→ If children are identity.
overly protected, → If the adolescents
may become are not adequately
overly dependent supported, they
on their parents will feel insecure
and feel a sense of and identity
shame or doubt in confusion will
their own abilities. likely develop.
→ Has important
implications for
the development
of independence INTIMACY 19 to 40 → It is vital that
and identity during VERSUS years people develop
adolescence. ISOLATION intimate
relationship with
others.
→ Those who are
successful at this

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stage, will form

relationships that
are stable and
successful.
→ An inability to
develop intimate
relationships
during this stage,
will lead to
mistrust and
isolation.
→

GENERATIVITY 40 to 65 → Generativity
VERSUS years involves a
STAGNATION person’s desire to
contribute to world
by teaching,
leading, and
guiding the next
generation and
doing activities
that will benefit the
community.
→ Those who fail to
attain this
generativity will
feel worthless.

INTEGRITY 65 years → Focused on

VERSUS and reflection of life.
DESPAIR above → Individuals reflect
on the important
events of their
lives.
→ If they are
satisfied and feel
proud of their
accomplishments,
they will feel a
sense of integrity.
→ Those who are
unsuccessful
during this stage
will feel that their
life has been
wasted and will
experience
regrets.

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