SELF CONCEPT-20.pdf.self concept ppt.com

education

1. Semester 1 & Il

Textbook of

Nursing Foundation

For BSc Nursing Students. CHAPTER 20
i Self - concept

“Jyoti Kathwal

2. LEARNING
OBJECTIVES

Q Define self-concept and Q Use appropriate interview

components of self-concept. questions and approaches to
Q Describe three dimensions of assess a patient’s self-

self-concept: self-knowledge, concept.

self-expectations and self- Q Develop nursing diagnosis to

evaluation (self-esteem). identify disturbances in self-
Q Identify major steps in the concept.

development of self-concept. Describe nursing strategies
Q Identify factors affecting that are effective in resolving

self-concept. self-concept problems.

Q Plan, implement, and
evaluate nursing care related
to selected nursing diagnosis
for disturbances in self-
concept.

3. CHAPTER
OUTLINE

Concept of Self-
concept
CiComponents of
Self-concept
ODimensions of
Self-concept

OSelf-concept
Formation
OFactors Affecting
Self-concept

Q) Nursing
Management of a
Patient with
Altered Self-
concept

4. MEANING OF SELF-CONCEPT

“Self-concept is the way a
person thinks about himself
or herself.”

—Brown, 1998

5. COMPONENTS

OF SELF-
CONCEPT

Body image

> Components
Femoral 5 Self-esteem
identity of self-concept
Role

performance

1: Components of self-concept

6. COMPONENTS OF SELF - CONCEPT

Personal identity :

Body image:

7. COMPONENTS OF SELF - CONCEPT

Self-esteem:

Role performance:

8. HIGH — RISK FACTORS AFFECTING COMPONENTS
OF SELF - CONCEPT

Table 1: Enlist the high-risk factors that may affect the components of self-concept.

High-risk factors Questions and approac!
Personal identity ¢ Developmental changes + How would you describe yourself to others?
+ Trauma + Personal characteristics and attributes
+ Biological sex dissonance + Strengths
+ Cultural dissonance * Fears
Body image + Loss of body part + Can you describe your body to me?
+ Loss of function of body part/s + What do you like most about your body? What do you like least about your
+ Disfigurement body?
+ Developmental changes + Is there anything about your body that you would like to change?
Self-esteem + Unheaithy interpersonal + Describe you sense of satisfaction about yourself.
relationships + How’s your relationship with others?
+ Failure to achieve + Who is your role model?
developmental milestones + Who or what has influenced your self-expectations?
+ Failure to achieve life goals ¢ What is your response when you feel not loved or unappreciated by those
+ Failure to live up to personal who are important to you?
beliefs or moral codes + How do you feel about your ability to do the things in life? To what degree
+ Sense of powerlessness are you satisfied with the way you are able to live with your moral standards?
+ To what extent do you feel you are able to control what happens to you in

life?

Role performance + Ambiguous role expectations + What roles (spouse, parent, student, nursing aide, dancer, etc.) are most
+ Conflicting role expectations important to you?
+ Inability to meet role + How do you feel about your ability to the actions your roles demand of you?
expectations +_Are these roles satisfying for you?

10. SELF - KNOWLEDG HO AMI?”

A person's self-knowledge includes:

» Basic facts (age, gender, religion, race, occupation, cultural
background).

> The person’s position within social groups.

> Qualities or traits that describe the behaviors, feelings,
moods and other characteristics of a person (e.g., generous,
hot headed, ambitious, intelligent, etc.).

11. SELF — EXPECTATIONS: “WHO OR WHAT DO I
WANT TO BE?”

Self expectations develop through images of
role model such as parents image or celebrity.
These self expectations develop

unconsciously and may be healthy or
unhealthy.

12. SELF - EVALUATION: “HOW WELL DO I LIKE

MYSELF?”

Self-esteem is the evaluative and affective component of
the self-concept. According to Maslow (1954), all people
“have a need or desire for a stable, firmly based, usually
high evaluation of themselves, for self-respect or self-
esteem, and for the esteem of others.”

13. FORMATION OF SELF - CONCEPT

| Self — concept is a social creation that develops as a result of interaction
with others.

According to Freud (1961), inborn traits are also important because they
affect a child’s

interpersonal experiences and shape self-concept.

According to the theoretical formulations, the formation of self-concept
includes the following:

+ An infant learns that the physical self is different

from the environment. If basic needs are met, then the child begins

life with positive self-feeling.

+» The child next incorporates other people’s attitudes

toward self and later, the child continues to behave in ways that confirm
this early self-concept.

+ The child or adult internalizes the standards of society.

14. FACTORS AFFECTING
SELF - CONCEPT

Agro ezo
or tra:
Life crisis or
stressors

Factors
affecting self-
concept

Fig. 3: Factors affecting self-concept

15. FACTORS AFFECTING SELF — CONCEPT

y | + As individual develops & matures, positive self concept changes

a <

c | + As a child internalizes the values of parents and peers, culture
begins to affect sense of self.

7

+ Personal strengths are identified, developed and used as power.
Internal and external resources External resources like adequate finances, organizational supports
etc. are also identified.

>

+ Failure influences a person’s self — concept negatively and series of

isto of success and failure successful experiences forge a positive self concept.

y
4

+ Molds self — concept as these two bring out different attributes like
talent or substance abuse.

M Life crises or stressors

16. NURSING
MANAGEMENT
OF PATIENTS
WITH

ALTERATIONS
IN SELF -
CONCEPT

NURSING ASSESSMENT
> Self concept assessment
Integral part of nursing
assessment
«Vital to identify and label
patient’s positive self — concept
When conducting it, be aware
of the limitations of self —
reporting.

17. ¢

NURSING DIAGNOSIS

Chronic (or risk for chronic) low self-esteem related to alteration in body image
as evidenced by alteration in social role/behavior inconsistent with values.

Disturbed (or risk for disturbed) personal identity related to inability to
distinguish between self and nonself.

18. OUTCOME
IDENTIFICATION

AND PLANNING.

The patient will:

+ Describe self realistically, identifying both
strengths and deficiencies.

» Describe the relation between self-concept
and health behavior.

+» Verbalize realistic expectations for self,
based on who the patient would like to be.
+ Identify faulty thinking that reinforces a
negative self-concept (distortions and denials,
faulty categorizing, inappropriate standards).
+ Integrate positive self-knowledge into self-
concept.

19. NURSING IMPLEMENTATION

Helping patients to identify and use personal | Helping at risk patients to maintain a sense of
strengths self

Encourage patients to identify their strengths.
Notice and reinforce patient’s strength.
Replace self-negation with positive thinking.
Help patients cope with necessary dependency

resulting from aging or illness.

Encourage patients to will for themselves the

strengths they desire and to try them on.

Address the patient by preferred name
whenever entering the patient’s room.
Acknowledge the patients status,
individuality.

Use looks, speech, and judicious touch to
communicate with the patient.

Converse with the patient about the patient’s
life experience and acknowledge and allow
expression of negative feelings.

Offer the patient a simple explanation before
initiating any procedure and move the patient’s
body respectfully if the patient is not able to do

roles,

Respect the patient’s privacy and

20. NURSING IMPLEMENTATION

* Self-compassion is a powerful tool that nurses
can use for themselves as well as for patients
and it involves acting like always, even when
you are having a difficult time, fail, or notice
something you don’t like about yourself.

Nurses must educate the patients that instead of

ly judging and criticizing yours
various inadequacies or shortcoming, self-
ion means you are kind and
nding when confronted with personal
after all whoever said to you to be perfect, need
to be perfect himself first.

Help the patient to identify and describe how
the patient thinks and feels about situations
related to self-concept. Identify the patient’s
defective thinking patterns.

Explore with the patient the alternative ways of
viewing the same situation.

Teach the patient to “red flag” faulty thinking
behavior as soon as the patient is aware of it.
Help the patient to explore the positive
dimensions of the self that the patient wishes to
develop.

21. Developing a pos nage

+ Show interest as well as acceptance through verbal and
nonverbal expressions and explore with the patient his/her
feelings about altered body image.

+ Support the patient through the various stages of loss, grief
and mourning (shock, disbelief, denial, anger, guilt and
acceptance).

+ Use play therapy with children so that they can describe
their feelings and work through their grief using the
nonthreatening medium of dolls or animals.

+ Whenever possible, provide the patient with honest answers
to questions or put the patient in touch with the appropriate
person to give the answers.

+» Strengthen the patient's decision-making ability and do not
provide false hope.

+ Reinforce the patient's personal strengths and help the
patient and family to identify all possible resources.

22. Developing self — esteem in children and
adolescent

* Offers strategies to parents or teachers for
building self-esteem in children.

+ Important learning tasks for children
include understanding and accepting
themselves, their feelings, for self and
others; independence; goals and
purposeful behavior; mastery,
competence and resourcefulness;
emotional maturity; and choices and
consequences.

Enhancing self — esteem in older adults

+ Enhance and maintain self-esteem in
geriatric population.

+ Identify own attitudes and feelings about
aging and older adults.

+ Address patients respectfully and affirm
the intellect, individuality, personal
strengths, culture and spirituality of older
patients.

+ Adjust communication style to
accommodate any sensory or cognitive
deficits.

+ Encourage sharing of life experiences

and assist the patient to identify strengths

and coping mechanisms to deal with
problems.

Provide a safe environment for older

adults to communicate.

23. The patient should be able to meet the
following outcomes:

Patient is able to describe self
positively.

Patient is comfortable with body
image and able to use it effectively
to meet human needs.

Patient is able to meet realistic role

expectations without undue anxiety
NURSING and stress.
EVALU ATION Patient is capable of interacting

appropriately with environment
while recognizing self to be a
separate and distinct entity.

24. Self-concept is the way a person thinks about himade
or herself. The four components of self-concept are
personal identity, body image, self-esteem and role \
performance.

Dimensions of self-concept include the self-
knowledge, self-expectations and self-evaluation.

CHAPTER
FOCUS

Almost every life experience can influence a person’s

self-concept. Key factors include developmental
POINTS considerations, culture, internal and external
resources, history of success and failure, stressors
and illness or trauma.

Nurses must be comfortable with self and have an
adequate self-concept before they identify and
resolve self-concept disturbances in patients.

25. “Textbook of Foundation of Vision
Nursing" by Jyoti Kathwal