The

Psychological
Perspective
of the Self
Learning Outcomes
At the end of the topic, you are
expected to:
1. Define and describe the different
psychological theories of self.
2. Differentiate the various
theories of the self and describe
their interrelationships.
3. Explain how the theories of self
influence behavior.
4. Apply theories of self in one’s life
to develop self-awareness and
self-understanding.
• This presentation w i l l
d i s s c u s s the
psychological theories that
influence the way people
understand the self and the
process to live life to the
fullest.
• Understanding of the self
is successful when the
different parts of the self
becomes united.
• An important aspect of
understanding the self is
self-awareness.
WILLIAM JAMES' CONCEPT
OF SELF: THE I-SELF AND
THE ME-SELF
• The self is divided into two
categories: the "I-Self" and the "Me-
Self".
• The "I-Self" refers to the self that
knows who he or she is and what he
or she has done in his or her life.
• The "Me-Self" is the empirical self.
It refers to describing the person’s
personal experiences and further
divided into sub-categories: material
self, social self, and spiritual self.
• The material self consists
of things that belong to a
person.
• The social self refers to
whom and how a person acts
on social situations.
• The spiritual self refers to
the most intimate and
important part of the self.
James believed that the
path to understanding the
spiritual self is through
self-introspection.
CARL ROGERS’ SELF THEORY:
REAL AND IDEAL SELF
• Another aspect of self-
understanding is self-concept. Self-
concept refers to the image of
oneself.
• Rogers suggests that there are two
components of self-concept: real
self and ideal self.
• The real self consists of all the
ideas, including the awareness of
‘what I am’ and ‘what I can do’.
• The ideal self is the person’s
conception of what one should be or
wanted to be that includes one’s
goals and ambitions in life.
• The closer (congruent) the ideal self is
to the real self, the more fulfilled and
happy the individual becomes. The
farther (incongruent) the ideal self is
to the real self leads to unhappy and
dissatisfied person
 MULTIPLE VERSUS UNIFIED SELF
• Self-understanding in adolescents
also includes conceptualizing the
self as multiple or unified and true
or false.
• The construction of multiple
selves varies across different
roles and relationships.
• Coping with different aspects of
the self constitutes a difficult
task among adolescents.Thus, this
contributes heavily to the young
person’s struggle for a unified self.
 TRUE VERSUS FALSE SELF

• Donald Winnicott suggests that

the self is composed of the true
self and the false self.
• The function of the false self is
to hide and protect the true self.
• People tend to display a false
self to impress others.The self
tends to change depending on
situations.
 THE SELF AS PROACTIVE AND
AGENTIC
• Albert Bandura suggests that
humans have the ability to act
and make things happen.
• In his theory of the self, people
are viewed as proactive agents
of experiences.
• Efficacy beliefs are the
foundation of human agency.
• Self-efficacy refers to the
individual’s belief that he or she
is capable to perform a task.
 THE SELF AS THE CENTRAL
ARCHETYPE
• A c c o r d i n g t o Carl Jung, t h e p s y
c h e continues to develop throughout
life, b u t t h e p s y c h e s t a r t s t o
s h o w a definite form during
adolescence.
• Carl Jung conceived the structure
of personality (psyche) as a
c o m p l e x n e t w o r k of i n t e r a c t i n g
systems that strive toward harmony.
• Central to Jung’s theory of the self is
the concept of archetype.The
archetype represents the hidden
potentialities of the psyche. There
are four major archetypes: persona,
shadow, animus/anima, and self.
 Four major archetypes: Persona, Shadow,
Animus/Anima, and Self.
1. Persona (The Social Mask) -
The persona is the mask we wear to interact with the world, the roles we
take on in different social situations.

2. Shadow (The Hidden, Repressed Self) -

The shadow consists of the unconscious aspects of the personality that we
deny or are unaware of—often darker desires, instincts, or emotions.

3. Anima/Animus (Inner Gender Opposite) -

The anima is the feminine side of a man, while the animus is the masculine
side of a woman. Jung believed that integrating these opposites into one's
consciousness allows for psychological balance.

4. Self (The Unified Self) -

The self represents the unification of the conscious and unconscious parts
of the psyche. It is the ultimate goal of personal development—a sense of
wholeness and integration.
 SIGMUND FREUD’S
CONSTRUCTION OF SELF AND
PERSONALITY
• According to Sigmund Freud, there are
three structures of personality: id, ego,
and superego which are often in
conflict with each other. If this
constant state of conflict is
unresolved, personality problems may
arise.
• The id, ego, and superego develop in a
series of stages. Freud called these
the psychosexual stages of
development which progress through
five stages: oral, anal, phallic, latency,
and genital.
Three structures of personality:
Id, Ego, and Superego

1. Id (Primal Desires) -
The id is the part of the psyche driven by basic instincts and immediate
gratification. It operates on the pleasure principle, seeking to fulfill
desires without concern for consequences.

2. Ego (Reality) -
The ego is the rational part of the personality that mediates between the
unrealistic demands of the id and the moralistic goals of the superego. It
operates on the reality principle, finding realistic ways to satisfy the id's
desires.

3. Superego (Morality) -
The superego is the moral component of personality, often formed through
parental and societal standards. It judges actions based on right and wrong
and induces guilt when one behaves against these standards.
Th e P sychosexual S tages o f Development

Oral Stage (0-1 years):

Example:
A baby gets pleasure from sucking, whether it's a bottle or their thumb. If
fixated at this stage, an adult may develop habits like nail-biting or
overeating as a substitute for the oral pleasure they experienced as a child.

Anal Stage (1-3 years):

Example:
A toddler learning to control bowel movements during potty training might
take pride in mastering this control (leading to a healthy ego). If parents
are too strict or lenient, it could result in a fixation. For instance, someone
with an "anal-retentive" personality might become overly organized and
controlling, while someone with an "anal-expulsive" personality may be more
disorganized.
Th e P sychosexual S tages o f Development
Phallic Stage (3-6 years):

Example: A child becomes more aware of their body and might start
feeling a sense of rivalry with the parent of the same gender, as described
in the Oedipus or Electra complex. A boy might feel jealous of his father's
closeness to his mother (Oedipus complex). Resolving this results in
identification with the same-sex parent.

Latency Stage (6-puberty):

Example: During this stage, sexual urges become less prominent, and
children focus more on school, hobbies, and friendships. For instance, a
child might develop a strong interest in sports or academics without any
noticeable sexual feelings.

Genital Stage (puberty onward):

Example: In adolescence, sexual desires reawaken, and an individual seeks

relationships with others. A healthy development during earlier stages
means the person can form healthy romantic and sexual relationships as an
adult.
 ERIK ERIKSON’S THEORY IN
UNDERSTANDING THE SELF
• Another important aspect of self-
understanding involves views of
identity development of the self.
• In Erik Erikson’s theory, adolescence
stage is a period of identity
development.
• Identity formation is usually viewed as
a process that requires adolescents to
distance themselves from the strong
expectations imposed by parents and
other family members.
• Erikson proposes that individuals go
through eight psychosocial stages of
development.
Psychosocial Stages of Development
Psychosocial Stages of Development
1. Trust vs. Mistrust (Infancy: 0-1 year)
Example: A baby whose needs are consistently met by their caregivers—
such as being fed when hungry and comforted when upset—will develop a
sense of trust in the world. They grow up feeling secure and confident that
others will support them.
If unresolved: A child whose needs are neglected or inconsistently met may
develop mistrust, becoming anxious or insecure in relationships later in life,
fearing abandonment or betrayal.

2. Autonomy vs. Shame and Doubt (Early Childhood: 1-3 years)

Example: A toddler learning to do things independently, like potty training
or dressing themselves, will develop a sense of autonomy. For example, when
parents encourage a child to dress themselves, even if it takes time, the
child feels capable and confident.
If unresolved: If a parent is overly critical or does not allow the child to
make mistakes, the child may develop feelings of shame and doubt about
their abilities. Later in life, this can result in lack of self-confidence and
excessive dependence on others.
Psychosocial Stages of Development
3. Initiative vs. Guilt (Preschool: 3-6 years)
Example: A preschooler who is encouraged to take initiative, like coming up
with a new game to play, develops a sense of initiative. For example, a child
who suggests building a fort out of chairs and blankets and is praised for
their creativity will feel confident in taking on new challenges.
If unresolved: If the child’s ideas are often dismissed or criticized (e.g.,
being told “That’s a silly idea”), they may develop guilt about their natural
desires to explore and take initiative. This can lead to a reluctance to try
new things or take risks later in life.

4. Industry vs. Inferiority (School Age: 6-12 years)

Example: A child who is encouraged in school and praised for their
achievements (like doing well on a test or winning in sports) develops a
sense of industry or competence. They believe they can succeed in tasks
and are motivated to keep learning and improving.
If unresolved: If a child experiences failure without support, or if they
are constantly compared to others and made to feel inadequate, they may
develop a sense of inferiority. For instance, a child who struggles with math
and is labeled as "slow" might lose confidence in their abilities, fearing they
can’t measure up to others.
Psychosocial Stages of Development
5. Identity vs. Role Confusion (Adolescence: 12-18 years)
Example: During adolescence, individuals explore different identities, values, and
goals, seeking to answer the question, "Who am I?" For example, a teenager might
try out different styles, friend groups, hobbies, or career paths, and through these
explorations, they may begin to form a stable sense of identity.
If unresolved: If an adolescent is unable to explore their identity or is pressured to
conform to roles dictated by others (e.g., a parent insisting they follow a certain
career path), they may experience role confusion. This can lead to uncertainty about
their place in society or a lack of direction in life.

6. Intimacy vs. Isolation (Young Adulthood: 18-40 years)

Example: A young adult who has successfully formed a clear sense of identity and is
able to share their life with others may form deep, meaningful relationships, leading
to a sense of intimacy. For instance, a young adult entering a committed romantic
relationship where they feel emotionally connected and supported represents a
positive outcome of this stage.
If unresolved: A person who struggles with their identity or fears vulnerability may
avoid close relationships, leading to isolation. For example, someone who is
emotionally distant and avoids commitment out of fear of rejection or losing
independence may feel isolated.
Psychosocial Stages of Development
7. Generativity vs. Stagnation (Middle Adulthood: 40-65 years)
Example: In middle adulthood, people often seek to contribute to society in
meaningful ways, such as raising a family, mentoring younger individuals, or engaging
in community service. A parent who is actively involved in their children's lives or a
professional who mentors younger colleagues is demonstrating generativity.
If unresolved: If a person feels that they have not contributed meaningfully to
society or have not achieved their goals, they may experience stagnation. For
example, someone who feels unfulfilled in their career and believes they haven't
made a lasting impact may feel stuck or disconnected from others.

8. Integrity vs. Despair (Late Adulthood: 65 years and above)

Example: In old age, individuals reflect on their lives. Someone who looks back on
their life with a sense of fulfillment—knowing they have lived according to their
values and made meaningful contributions—experiences integrity. For example, a
retired person who feels proud of their achievements and relationships may face
aging with peace and contentment.
If unresolved: A person who looks back with regret, feeling they missed
opportunities or made poor choices, may experience despair. For instance, an elderly
individual who feels they wasted their potential or failed to live authentically may
face feelings of bitterness or fear of death.
Source:

Go-Monilla, J., & Ramirez, N. (2018).

Understanding the self. Philippines:
C&E Publishing, Inc.