Psychological-Perspectives.pptxggggzxrfgh

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1. Psychological Perspective of the Self

2. Is a study of mind and behavior. I t encompassess the biological influences, social pressures and environmental factors that affect how people think, act, and feel. Psychology

3. “PSYCHE" This Greek word means "soul," "mind," or "spirit." It represents the essence of an individual’s mental and emotional life. Refers to the mental, emotional, or spiritual aspects of a person “LOGOS" : This Greek word means "study," "discourse," or "science." It refers to the systematic study or knowledge of a particular subject. Refers to the systematic study or knowledge. Greek Roots

4. I am who I am

5. “If you are who you are, then who are you that makes you who you are

6. MICHAEL LEWIS, 1990 The most basic part of the self-scheme or self-concept which is highly distinct from other which known as the Existential Self . The Categorical Self is that which one considers himself as an object with properties and may include one’s age, gender, size, or skill. Each individual is aware of his psychological traits, the evaluation of the significant others as well as solutions to their daily concerns,

7. Carl Rogers, 1959 1. Your Self-Image or the view you have of yourself influenced by external factors such as expectations from the significant others. 2. Your Self-Esteem or Self-Worth is the value you assign to yourself 3 . The Ideal Self is what you desire or expect of the self.

8. Carl Rogers, 1959 CONGRUENT INCONGRUENT SELF-IMAGE IDEAL-SELF IDEAL-SELF SELF-IMAGE The Self-Image is different to Ideal-Self. There is only a little overlap. Here Self-Actualization will be difficult. The Self-Image is similar to the Ideal-Self. There is a more overlap. This person can Self-Actualize

9. ERIK ERIKSON: EIGHT STAGES OF PSYCHOSOCIAL DEVELOPMENT Erik Erikson’s theory posits that the self develops through a series of eight stages, each characterized by a specific psychosocial conflict. Successful resolution of these conflicts leads to a healthier personality and a stronger sense of self. The stages are:

10. 1. INFANCY (0-1 Year): Trust vs. Mistrust Conflict : The primary challenge is to develop a sense of trust in the world and in caregivers. Positive Outcome : If caregivers provide consistent care, affection, and reliability, infants develop a sense of trust and security. Negative Outcome : Inconsistent or neglectful care can lead to mistrust and fear.

11. 2. EARLY CHILDHOOD (1-3 Years): Autonomy vs. Shame and Doubt Conflict : Toddlers work on developing a sense of personal control and independence. Positive Outcome : When caregivers support autonomy and encourage exploration, toddlers gain confidence and a sense of independence. Negative Outcome : Overly critical or controlling caregivers may lead to feelings of shame and doubt about their abilities.

12. 3. PRESCHOOL (3-6 Years): Initiative vs. Guilt Conflict : Children begin to assert themselves through initiating activities and taking on new challenges. Positive Outcome : Supportive environments allow children to explore their abilities and take initiative, fostering a sense of purpose and leadership. Negative Outcome : If children are discouraged or punished for their initiatives, they may feel guilty and inhibit their creativity and leadership.

13. 4. SCHOOL AGE (6-12 Years): Industry vs. Inferiority Conflict : Children focus on developing competence and skills through formal education and social interactions. Positive Outcome : Successful experiences in school and peer interactions lead to a sense of industry and accomplishment. Negative Outcome : Repeated failures or lack of encouragement can lead to feelings of inferiority and a lack of self-worth.

14. 5. ADOLESCENCE (12-18 Years): Identity vs. Role Confusion Conflict : Adolescents work on developing a coherent and stable sense of self and personal identity. Positive Outcome : Successfully navigating this stage leads to a strong sense of personal identity and direction in life. Negative Outcome : Difficulty in forming a clear identity can result in role confusion and instability.

15. 6. YOUNG ADULT (18-40 Years): Intimacy vs. Isolation Conflict : Young adults focus on forming deep, meaningful relationships and intimate connections with others. Positive Outcome : Successful development of intimate relationships leads to feelings of connectedness and companionship. Negative Outcome : Failure to form close relationships may result in isolation and loneliness.

16. 7. MIDDLE ADULTHOOD (40-65 Years): Generativity vs. Stagnation Conflict : Adults seek to contribute to society and support the next generation through work, family, or community involvement. Positive Outcome : Engaging in productive work and nurturing others leads to a sense of generativity and accomplishment. Negative Outcome : Failure to contribute or feeling unproductive can lead to stagnation and a sense of unfulfillment.

17. 8. LATE ADULTHOOD (65+ Years): Integrity vs. Despair Conflict : Older adults reflect on their life and achievements, seeking a sense of completeness and fulfillment. Positive Outcome : A sense of satisfaction and integrity leads to feelings of wisdom and acceptance. Negative Outcome : Regret or dissatisfaction with one’s life may result in despair and a sense of failure.

18. 2. JEAN PIAGET: COGNITIVE DEVELOPMENT Jean Piaget’s theory focuses on how cognitive abilities develop through stages as children interact with their environment. His theory helps explain how the self evolves cognitively over time:

19. A. SENSORIMOTOR STAGE (0-2 Years) Focus : Infants learn about the world through their senses and motor actions. Key Development : Object permanence — the understanding that objects continue to exist even when they cannot be seen, heard, or touched.

20. B. PRE-OPERATIONAL STAGE (2-7 Years) Focus : Children begin to use language and symbols, but their thinking is still intuitive and egocentric. They struggle with understanding other viewpoints and logical operations. Key Development : Symbolic thinking — the ability to use symbols (like words and images) to represent objects and experiences.

21. C. CONCRETE OPERATIONAL STAGE (7-11 Years) Focus : Children begin to think logically about concrete events and understand the concept of conservation. They can perform operations mentally rather than just physically. Key Development : Conservation — the understanding that quantity remains the same despite changes in shape or appearance.

22. D. FORMAL OPERATIONAL STAGE (12 Years and Up) Focus : Adolescents develop the ability to think abstractly, logically, and systematically. They can engage in hypothetical and deductive reasoning. Key Development : Abstract thinking — the ability to think about concepts and problems that are not tied to concrete experiences or objects.

23. 3. ABRAHAM MASLOW: HIERARCHY OF NEEDS Maslow’s hierarchy of needs provides a framework for understanding human motivation and self-fulfillment. The self is seen as evolving through the fulfillment of these needs:

24. A. PHYSIOLOGICAL NEEDS Focus : These are the basic, essential needs for survival. Examples : Food and Water : A person must have access to adequate nutrition and hydration to stay healthy. Shelter : Having a safe place to live, such as a house or apartment, to protect from the elements. Sleep : Regular, sufficient sleep is crucial for maintaining health and functioning.

25. B. SAFETY NEEDS Focus : Once physiological needs are met, individuals seek safety and security in their environment. Examples : Physical Safety : Protection from violence, accidents, and environmental hazards (e.g., having a secure home environment). Financial Security : Having a stable income and job security to avoid economic instability. Health Security : Access to healthcare and safety measures to protect against illness and injury.

26. C. LOVE AND BELONGINGNESS Focus : With safety and physiological needs met, individuals seek social connections and a sense of belonging. Examples : Relationships : Developing meaningful relationships with family, friends, and romantic partners. Social Connections : Being part of social groups, clubs, or communities where one feels accepted and valued. Intimacy : Building close, supportive, and loving relationships.

27. D. ESTEEM NEEDS Focus : After fulfilling social needs, individuals strive for self-esteem and the esteem of others. Examples : Self-Esteem : Gaining confidence and self-respect through achievements and personal growth (e.g., receiving a promotion at work or achieving a personal goal). Recognition : Seeking respect and appreciation from others, such as through awards, praise, or social status. Competence : Developing skills and mastering tasks to build a sense of accomplishment.

28. E. SELF-ACTUALIZATION Focus : This is the highest level of Maslow’s hierarchy, where individuals seek to realize their full potential and engage in personal growth. Examples : Personal Growth : Pursuing activities that foster personal development, such as education, creative expression, and self-discovery. Fulfillment : Achieving personal goals and aspirations, such as writing a book, starting a business, or engaging in artistic endeavors. Purpose and Meaning : Seeking a sense of purpose through contributing to society or pursuing passions that bring deep satisfaction.