4 Psychological Perspective of The Self 1
4 Psychological Perspective of The Self 1
4 Psychological Perspective of The Self 1
The topic outlines the psychological theories that influence the way people understand the self.
Understanding of the self is highest when the different parts of the self become integrative.
According to Carl Rogers, an important aspect of understanding the self is self-awareness-how
much an adolescent is aware of his or her own psychological make-up, what makes him or her
unique as a person, as well as his or her strengths and weaknesses.
2.Carl Rogers He defines the self as a flexible and changing perception of personal
identity. It is the center of experience. The self develops from
Real and Ideal interactions with significant people and awareness of one’s own
Self characteristics and level of functioning. He further said that human
beings are always striving for self-fulfillment 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.
Normal Neurotic
The close the ideal self to the real self, the more fulfilled and happy the
individual becomes. Otherwise, the person becomes unhappy and
dissatisfied.
Multiple Versus The construction of the multiple selves varies across different
Unified Self interpersonal and intrapersonal roles and relationships. The task of
integrating one’s multiple selves causes concern. Given the enormous
challenges of self-integration, it is important that adolescents are
supported in their effort in their efforts to create a consistent, coherent,
or unified theory of the self.
The function of the false self is to hide and protect the true self. For
True Self Versus instance, adolescents are more likely to show their true self during dating
False Self situations and are likely to show their true self when they are with their
family and close friends. In other words, adolescents display a false self
to impress others. Adolescents develop different selves in various
relational contexts.
Carl Jung Archetypes are the universal models after which role s are patterned.
They represent the hidden potentialities of the psyche, or total
The Self as the personality.
Central
Archetype Jung suggests that the psyche continues to develop throughout life, but
the starts to show a definite form and content during adolescence.
According to him, archetypes reside in the personal unconscious
(forgotten experiences) that is common to all human beings, known as
the collective unconscious.
Sigmund Freud The dynamic forces within the self are many and in inevitable conflict. He
argues that the mind is composed of three structures through which
Construction of personality is formed: the id, ego, and superego.
Self and
Personality The id is the pleasure-seeking side, impulsive, child-like, and demands
instant gratification.
The ego refers to the I and operates on reality principle and controls the
id. The ego can conform with existing societal consideration.
Each stage is associated with conflicts that the individual must resolve so
that he or she can successfully move on to the next stage. Freud also
believes that each stage has needs and that the dissatisfaction of needs
may result in fixation which could have lasting negative effects on one’s
personality.
Oral stage – (from birth to age 1) babies derive pleasure from oral
activities like sucking and biting. Overindulgence of oral needs may lead
to oral incorporative personality disorder such as overeating, smoking,
and alcoholism while dissatisfaction may lead to oral aggressive
personality disorder such as sarcasm and tactlessness.
Anal stage – (2nd year in life) derives pleasure from the elimination of
body wastes. Through toilet training, the child learns the basic rules of
society. Anal fixation can lead to anal retentive personality disorder such
as having obsession with cleanliness or anal expulsion personality
disorder such as clumsiness.
Phallic stage – (from 3rd to 6th year in life) derives pleasure from
examining, touching, fondling, or displaying their genitals. The behaviors
are likely motivated by curiosity about the differences between the
anatomy of man and woman. Sex curiosity will 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.
Latency stage – (from 7th to 12th year in life) sexual energy is repressed
for children become occupied with school