Journey Into the Self

8/7/2019 Journey Into the Self

http://slidepdf.com/reader/full/journey-into-the-self 1/51

Ms. Andrea B. MartinezMs. Andrea B. MartinezDepartment of Behavi oral SciencesDepartment of Behavi oral Sciences

College of Arts and SciencesCollege of Arts and Sciences

University of the Philippines ManilaUniversity of the Philippines Manila

http://www.pdfcomplete.com/cms/hppl/tabid/108/Default.aspx?r=q8b3uige22



There are three things that are extremely hard:

steel, a diamond, and to know thyself.

Benjamin Franklin








Halliday (1999): The true nature of the self is

consciousness itself . As beings with physical

bodies, we are tyrannised by the limitations of our

sense organs, by the pursuit of pleasure and theavoidance of pain, by emotional charges in the

records of our experiences, so that we often

behave in a reactive manner, as if w e were no

more than animals, with no free choice. How ever, if

we learn to remember the nature of our true self,and our source in consciousness, we can free

ourselves from this enslavement and become

human, capable of free choice and action.

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Through reflexive

consciousness , we can

liberate ourselves fromobject-identification, which

locks us into a cycle ofconditioned reflexes,

pleasure pursuit and painavoidance (Halliday, p58).

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The executive function of

the self enables man to make

choices, plan and initiateaction and exert control.

The self guides our thoughtsand behavior in accordance

with internally or externallygenerated goals or plans.

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Physical self self is body

Psychological self

containing thoughts, feelingsand attitudes; one that issocially validated and yetholds a vast hidden

component that people do notfully understand unless one sself is revealed to them.

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Self-conceptthe sum total ofbeliefs about one s self;

consists of attributes, abilities,attitudes and values that anindividual believes defines who

s/he is.

Self-esteem an affectively

charged component of the s elf.

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To understand the self, the startingpoints are self-concept and self-

esteem.Self an integration of self-concept,self-esteem and self-presentationsthat influence the manner in which

the individual thinks, perceives andresponds to his/her social world(Osborne, 1993)

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Brehm and Kassin (1993)

Affective self manner in which

individuals evaluate themselves,enhance self-esteem and protect theirsense of self-worth

Behavioral self manner in which

individuals present themselves to othersCognitive self processes by whichindividuals come to know themselves,develop and maintain a stable identity.

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Self-concept is not fully in placewhen the child is born(Baumeister, 1989).

Childhood interactions andrelationships play a key role in thedevelopment of self-concept.

Parents or primary caregivers playa crucial role in helping the childto create a pattern of self-understanding.

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A stable home environment where thechild is free to explore the environment

and try out different personas .

The child must differentiate itself fromthe surrounding context throughinteractions with the environment andsignificant others within that environment.

The child must begin to take theperspective of othersthis begins ataround nine months and establishes forthe child an awareness of this distinctionbetween self and others. 15




The degree to which the child is self-aware directly impacts the developmentof self-concept, self-esteem and other

related self constructs.

This awareness is called self-efficacy

(Sullivan, 1953) a person s awarenessthat s/he is an entity capable of actionand that those actions haveconsequences.

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The child must come to understand thats/he can initiate actions.

The child must learn that for every actionthere is a consequence.

Through these consequences, parentsand society attempt to shape the

behavior of children.Hence, self-efficacy is developed(Sullivan, 1953)

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1. Conditional love the child s developing

awareness that family relationship is a two-

way street, that they must contribute

something to the relationship if it is going tobe successful.

2. The growing awareness that some

behaviors are considered more positive

than others learned through parentalreactions to children s activities and

choices.

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3. Awareness of the good/bad Mother the child sawareness that sometimes the mother/father actsnice and other times acts bad.

The child s search for predictable patterns in theparents reactions to the child

Vygotsky (1978) and Tomasello (1993): The majordevelopmental changes in self are initiated by thechilds changes in the concept of others.

In exploring the environment and testing behaviors,the child turns toward the parents and use theirreactions as gauge for the acceptability of their

actions.

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4. Development of Good-me/Bad-

me/Not-methe child has nowcome to understand that parents

react bad/good depending on theirchoices of behavior (Lewis, 1982).

The child s awareness of him/herself develops from consistency,

regularity and contingency

between his actions and thereactions of people.

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This leads to a comprehensive

awareness of the child that s/he canmake choices, engage in actions andreceive consequences (Lewis, 1982)

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Making a

choice

Engaging in

actions

Receiving

consequences




The self as an array of representations

(Markus, 1990):

Good-me ëActual-me

Possible-me ëExpected-me

Bad-me ëIdeal me

Undesired-me ëFeared-me

Not-me ëOught-me

Hoped-for-me ëShared-me

Focal points: Good/Bad/Not Me

These focal points become the self-schemas22




Only those characteristicsconsidered by the individual as

important to his/her self-definitionare considered.

Not-Mecharacteristics that anindividual considers unimportant

to self , and hence have little impacton self-esteem (Osborne, 1993).

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Five Factors:

1.Immutable characteristics that a person isborn with these are unchanging

characteristics that influence the way others

perceive us (e.g. race, gender, body built)

2.Genetic tendencies those traits inherited

from our parents such as intelligence,

aggressiveness and temperament and thesecan be reinforced by the environment.

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Five Factors:

3.Environmental determinants that

impinge on the individual in eitherpositive or negative way, such as socio-economic status, place of residency,education, etc.

Lewin (1935): The Field Theory whichassumes that behavior is a function of

the person and the environment .

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Five Factors:

4.Identity negotiationcenters on the

assumption that at some point all individualswill realize that they cannot be all things to

all people (Rutter, 1980).

Example: The process of identity negotiation duringadolescence period

Identity negotiation is a stressful process becauseof two conflicting and mutually exclusive demandsthat society places on individuals: (1) You must be

unique and (2) Don t you dare be different .

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Five Factors:

5.Self-understandingused by the

individual to further refine a definition ofself by:

Considering and weighing the feedbackbeing received f rom others;

Deciding toward whom they should bedirecting their self -comparisons; and

Struggling to reach some internalconsensus about who they believe theyare.

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Self-concept an self-esteem are related

constructs that mutuallyinfluence each other.

Self-esteem is acentral and important

aspect of self-concept(Banaji, 1988)

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Self-esteem is a relativelypermanent positive or

negative feeling about selfthat may become more orless positive or negative asindividuals encounter and

interpret successes andfailures in their daily lives(Osborne, 1993)

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Self-esteem is an affectivecomponent of the self, consisting of aperson s positive and negative self-

evaluations (Brehm & Kassin, 1993)Self-esteem is the level of globalregard that one has for the self as aperson (Harter, 1985).

Self-esteem is a self-reflexiveattitude that is the product of viewingthe self as an object of evaluation(Campbell & Lavallee, 1993) 30




First, although self-esteem is a

self-perpetuating structure,periodic self-esteem revision

or review is possible in the

face of new information.

Second, self-esteem is a

relatively enduring self-

feeling that can fluctuate(within reason) based uponsituational and individual

characteristics.31





Third, self-esteem may not be oneglobal entity but a multi-faceted

constructa combination of

situational feelings towards self anda conglomerate of self-feelingsbased on prior experiences andexpectations for futureperformances.

Fourth, it isn t just successes orfailures that determine self-esteem;the manner in which individuals

interprets these events matters.32





The behaviors that one chooses toengage within a given situationdirectly influence the feedback or

reaction one will receive from othersin that same situation.

But what determines the

behavioral choices that a person

makes?1. Situational demand

2. Characteristic importance

3. Characteristic certainty 33





Three questions before making

a behavioral choice:

1. What is the situation demanding

that I do?

2. How important is this attribute orsituation to me?

3. How certain am I of my abilities/

skills that are being called for in thesituation and how certain am I of mylevel of commitment to thissituation?

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Baumgardner (1990)

suggested that low self-esteem individuals areless certain about whichcharacteristics do or do

not describe them.

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An understanding of theprocess by whichindividuals receive andincorporate feedback from

others into refining self-concept and self-esteem iscritical for comprehensiveunderstanding of the self.

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It is how the individualwho performed thebehavior interprets the

situational feedbackthat determines theeventual impact thatbehavior will have onself-esteem.

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Three Interpretative

Levels for Feedback:

1. Internal vs. External(locus of dimension)

2. Temporary vs. Stable(time dimension)

3. Global vs. Specific(generalizabilitydimension)

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Low self-esteemindividuals overwhelminglyinterpret success as due to

external, temporary andspecific causes.

High self-esteem personsinterpret success according

to internal, stable andglobal causes.

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Low self-esteemindividuals typicallyinterpret failure feedback

according to internal,stable and global causes.

High self-esteemindividuals interpret failure

feedback according toexternal, temporary andspecific dimensions

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1. The person could alter his own self-conception to be inline with other s feedback.

2. The individual could decide that the person who holds thediscrepant view is unimportant and should be ignored.

3. The person could attempt to interpret that feedback in amanner that brings it more in line with his self-conception.

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The Self-Concept Development Process

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Self-Efficacy

Self-Concept

Self-

Images

Sullivans 4

Steps to

Self-Efficacy

5 Factors

That Lead to

Self Images

Self-Esteem

Behaviors

Feedback

InterpretationSpecific self-

esteem

Good-me/Bad-me/Not-me








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Read through these questions and answer

each with a yes or no response:

Do you:

1. Express your views confidently in public?

2. Tend to stay calm in emotional situations?

3. Get annoyed with people who worry about the slightestthing?

4. Sometimes find it difficult to admit that you are wrong?

5. Have absolute faith in yourself?

6. Trust your partner to be faithful?

7. Feel confident most of the time?8. Find it hard to take criticism?

9. Enjoy performing in front of an audience?

10.Look forward rather than dwell over past experience?46






Scoring/Interpretation:If you answered

yes to 7 or more

questions you aresecure. You see

yourself as selfsufficient, and lookwithin yourself forstrength, rather thanturning to an outsider.

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If you answered yes to 3 or

less questions you areinsecure. You are more likely tolook for others for reassuranceand support.

If you answered yes

to between 4 and 6

questions you aremoderately secure.





You will tend to have less conf idence andbelieve in yourself , and look for reassurancefrom other sources such as your partner,

family or friends.As a result, you will receive a considerableamount of feedback, so make sure it is honestand not just given to placate you.

However, these plentiful responses afford you

the opportunity for strong personal growth thefirst stage in developing as a person is inlearning how others view you, and you are wellalong the right track.

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You will be a mostly conf ident person who has afew insecurities.

These most commonly manif est themselves in

personal appearance (most of us are insecureabout how we look!), certain environments (suchas starting a new college, or settling down in anew community), or in interactions withparticular people (talking to a superior or being

interrogated by authorities).These insecurities are quite natural, just beaware of them and learn from them, drawing onyour confident side to give yourself a little boost.

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You are probably conf ident and strong-willed,unlikely to be persuaded by peer pressure orswayed by group dynamics.

You know your own mind and have the f aith tostick to it.

Your danger zone is that you may appearoverly-confident and arrogant to others, who findyour self-belief difficult to appreciate.

Try to invite criticism or a critique of yourabilities to ensure that you don t avoid hearingor learning anything negative about yourself.

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"Knowing others is wisdom |Knowing the self is enlightenment. |

Mastering others requi res force |

Mastering the self requires strength." Lao Tzi


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Journey Into the Self

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