MODULE 1: SELF

• The self-concept and self-esteem - define the concepts. Explain the features of high
and low self- esteem.

• Facilitating self-awareness through reflective exercises, Johari Window, Personal

SWOT analysis, Self-assessment: administer self-awareness questionnaires/
inventories.

• Self-development- Parameters to enhance self.

• Self Confidence, Self-worth, Self-control (Discuss the elements of each concept)

Self-concept
The self-concept is usually talked about as a single entity, it is actually a multifaceted
structure. That is, the self-concept is an organized collection of beliefs about the self. The
self-concept entails your beliefs about your personality, those things than come to mind
when you think about yourself, and what you believe to be true about yourself. These
beliefs, also called self-schemas, shape social perception, are developed from past
experience, and are concerned with your personality traits, abilities, physical features,
values, goals, and social roles. People have self-schemas on dimensions that are important
to them, including both strengths and weaknesses.

Characteristics of Self concept

1. It is social and learnt.
Self-concepts are formed on the basis of a person’s interactions with the
Components of Self environment. They reflect understandings of self-made both by the
self and others. How do we know that we are shy, good at chess, anxious, or anything
else? There are many explanations for this. The Self Perception theory (Bem, 1967)
suggests that we form self-concept by observing our own behaviour. If we make strong
efforts to be on time for meetings and classes, the inference we can make is –we are
punctual. Just as we infer other people’s values, motivations, and traits on the basis of
their behaviour, in the same way, we do so by observing our own behaviour. The Social
Comparison theory (Festinger, 1954) states that we know ourselves on the basis of our
comparisons with others. We know that we are good at chess when we compare
ourselves with many other chess players and find ourselves better at the game. Thus,
spontaneous comparisons of one’s physical appearance, traits, abilities, and attitudes
with similar others feed into our understanding of ourselves.
How we interpret social comparisons influence our self-concept. Comparing oneself
with people who suffered from Covid 19 can lead us to make two interpretations –
‘Thank God! I didn’t get it’ or ‘I too may get it very soon as everyone is getting
infected’. Upward social comparison (i.e., comparing oneself to better offs) can make
 one feel worse, but it also helps one improve. Downward social comparison (i.e.,
comparing oneself to worse offs) can make one feel better.
Role played by others and socio-cultural norms in shaping self-concept are also very
important. Other people’s perceptions and judgments about ourselves are significant in
the way we perceive ourselves. If others think that we have a good sense of humour,
this attribute is likely to become a part of self. Socio-cultural norms such as the cultural
emphasis on ‘thinness’ has led to a large number of normal weight woman having a
self-concept of being “fat”.

2. It is organized.
A self-concept consists of diverse perceptions related to different aspects of self-
such as physical, psychological and attitudinal. As a schema, i.e., a broad mental
representation, it organizes self-relevant information in a hierarchical manner. The most
generalized information such as “I am a good student” is placed at the top. Below it we
have categories of more specific information such as –” I attend classes regularly”, “As
far as possible, I submit good quality work”, “Teachers like my performance and
behaviour”. The lowest level of hierarchy is occupied by specific examples of such
statements.
3. It can have discrepant aspects.
While, self-concepts are organized and lend a sense of unity and coherence to
our sense of ourselves; they can also be discrepant and diverge from each other.
Psychologist Tory Higgins (1987) explains this in his self-discrepancy theory. He says
that we all have three selves: the actual self, the ideal self and the ought self.
The actual self is who we are currently. It includes our good and bad qualities and what
we think others see us as. The ideal self is who we would like to be in the future. It is
based on who we truly want to become; it is based on our dreams, aspirations and goals.
So, if one can have any job, what will it be? How would one like to look like? What
kind of lifestyle will I like to lead? The ought self is what we think others expect of us.
It is organized on the basis of what we think our parents want us to be like, our friends
expect from us, our social world hopes from us and what the cultural norms tell us as
appropriate or inappropriate. The ought self is dependent upon the reference group
which is important for us at a given moment of time. We have different notions of what
our parents expect from us as compared to what our first date or romantic partner
expects from us.
Often, these selves do not align with each other. This mismatch between our selves is
called self-discrepancy. Higgins (1987) found that when actual and ideal self don’t
overlap with each other to a large extent, i.e., when we don’t live upto most of our
ideals, we will experience “dejection related emotions” such as disappointment, shame,
embarrassment and depression. When actual and ought self don’t overlap with each
other to a large extent, i.e., when we mostly don’t live upto other people’s expectations,
we will experience “agitation related emotions” such as guilt, fear, self-contempt and
anxiety.
Psychologist Carl Rogers (1959) points out that a state of incongruence exists when the
actual self-differs widely from the ideal self, i.e., the self that a person would most like
to possess. Due to people’s evaluations, a person may deny his or her experiences of
actual self. For example, people may deny their anger because it is frowned upon by
 other people in one’s environment. It may lead the person to aspire to become peaceful
and calm while suppressing one’s genuine feelings. This creates defences and
distortions which affects a person’s relationship with other people too. Here the person
needs to accept their anger and express it in appropriate manner instead of using
defences.

4. Positive and Negative Self concepts

Self-concept can be positive and negative. Positive self-concept is a result of self-
perception of oneself as good, competent, worthy. On the other hand, disapproving,
criticizing, blaming, and doubting oneself creates negative self-concept. There is a two-
way interaction between self-concept and social environment. People with positive self-
concept express these feelings of self-competency in social situations. Others respond
positively to the confident, capable self of the person, further authenticating the self-
concept. This promotes individual’s sense of social security and adjustment. The negative
views of self affect the way a person behaves and get corresponding reactions from others,
further validating negative thoughts about self.
5. It provides self-direction
Not only are self-concepts shaped by life experiences and cultural norms but they also
give meaning, form and direction to behaviours. We act in accordance with the
understanding we have of ourselves. Believing the self as kind will make us help others in
problems. If we consider ourselves as determined, then we will overcome challenges of our
lives.
6. It is stable yet dynamic.
Self-concepts are stable. They don’t change from moment to moment and day to day.
We have a relatively consistent sense of who we are. However, it doesn’t mean that they
do not change with experience. Many experiences of our lives make us learn new things
about ourselves, expand our self-definitions and give up the self-concepts that no longer
help us. Sometimes, reading a book, watching a film, conversing with a friend makes us
aware of a part of us we were not aware of earlier.

Factors Shaping the Self-Concept

A variety of sources influence one’s self-concept. Chief among them are one’s own
observations, feedback from others, and cultural values.
1. One’s Own Observations
Individuals begin observing their own behaviour and draw ng conclusions about
themselves early in life. Children will make statements about who is the tallest, who can
run fastest, or who can swing the highest. Leon Festinger’s (1954) social comparison theory
proposes that individuals compare themselves with others in order to assess their abilities
and opinions. People compare themselves to others to determine how attractive they are,
how they did on the history exam, how their social skills stack up, and so forth. Individuals
cannot help themselves: They compare their own behaviour with that of their peers. In fact,
social comparisons can be ego enhancing, especially when comparing oneself to a close
friend or peer. The direction of social comparison appears to matter, however, as less self-
positivity is generated when one is asked to compare a friend or a peer with oneself.
Although Festinger’s original theory claimed that people engage in social comparison for
the purpose of accurately assessing their abilities, research suggests that they also engage
in social comparison to improve their skills and to maintain their self-image. Sometimes
social comparison is self-focused, such as when a successful professional woman compares
her “current self” to the passive, withdrawn “past self” of high school. Generally, however,
people compare themselves against others with particular qualities. A reference group is a
set of people who are used as a gauge in making social comparisons. People choose their
reference groups strategically. For example, if you want to know how you did on your first
test in social psychology (ability appraisal), your reference group would likely be the entire
class.

When people compare themselves to others who are better or worse off than themselves?
For instance, if you want to improve your tennis game (skill development), your reference
group should be limited to superior players, whose skills give you a goal to pursue. Such
upward social comparisons can motivate you and direct your future efforts. On the other
hand, if your self-esteem needs bolstering, you will probably make a downward social
comparison, looking to those you perceive to be worse off, thereby enabling you to feel
better about yourself.
2. Feedback from Others
Individuals’ self-concept is shaped significantly by the feedback they get from important
people in their lives. Early on, parents and other family members play a dominant role.
Parents give their children a great deal of direct feedback, saying such things as “We’re so
proud of you” or “If you just tried harder, you could do a lot better in math.” Most people,
especially when young, take this sort of feedback to heart. Thus, it comes as no surprise
that studies find a link between parents’ views of a child and the child’s self-concept. There
is even stronger evidence for a relationship between children’s perceptions of their parents’
attitudes toward them and their own self-views.
classmates, and friends also provide feedback during childhood. In later childhood and
adolescence, parents and classmates are particularly important sources of feedback and
Support. Later in life, feedback from close friends and marriage partners assumes
importance. In fact, there is evidence that a close partner’s support and affirmation can
bring the loved one’s actual self-views and behaviour more in line with his or her ideal self.
For this situation to happen, the partner needs to hold views of the loved one that match the
target person’s ideal self and behave in ways to bring out the best in the person. If the target
person’s behaviour can closely match the ideal self, then self-views can move nearer to the
ideal self. Researchers have labelled this process the Michelangelo phenomenon to reflect
the partner’s role in “sculpting” into reality the ideal self of a loved one.
3. Social Context
Receiving feedback from others reveals that the self-concept does not develop in isolation.
Social context affects how people think and feel about others as well, including the
impressions they may knowingly convey to others in different situations. In office settings,
for example, a superior will act and feel like a leader with subordinates but will quickly
change demeanour and outlook in the presence of an equal.
 4. Cultural Values
Self-concept is also shaped by cultural values. Among other things, the society in which
one is reared defines what is desirable and undesirable in personality and behaviour. For
example, American culture puts a high premium on individuality, competitive success,
strength, and skill. When individuals meet cultural expectations, they feel good about
themselves, and experience increases in self-esteem.
Cross-cultural studies suggest that different cultures shape different conceptions of the self.
One important way cultures differ is on the dimension of individualism versus
collectivism.
Individualism involves putting per sonal goals ahead of group goals and defining
one’s identity in terms of personal attributes rather than group memberships.
In contrast, collectivism involves putting group goals ahead of personal goals and
defining one’s identity in terms of the groups one belongs to (such as one’s family, tribe,
work group, social class, caste, and so on)
Culture shapes thought. Individuals reared in individualistic cultures usually have an
independent view of the self, perceiving themselves as unique, self-contained, and distinct from
others. In contrast, individuals reared in collectivist cultures typically have an interdependent
view of the self. They see themselves as inextricably connected to others and believe that
harmonious relationships with others are of utmost importance.

Self -Esteem
If self-concept is our perception of our traits, beliefs and opinions, then self-esteem is our
evaluation of self-concept as good, bad, worthwhile, useless etc. It is our evaluation of our own
worth based on assessment of our self-concept. One may have low academic self-esteem based
on poor feedback on one’s performance in school. One may have high social self-esteem based
on one’s popularity amongst school friends. In addition to evaluations about abilities and
attributes, self-esteem is also defined in terms of one’s feelings of affection for oneself. People
who like themselves have high self-esteem. People who have ambivalent or mildly positive
feelings about themselves have low self-esteem. Self-hate can result in various kinds of mental
illnesses. Thus, in a broader sense, self-esteem is the extent of liking that one has for oneself
and the kind of evaluation one makes of one’s abilities and attributes. It is not necessary that
positive evaluation of self will be accompanied by self-liking. A person who considers oneself
as attractive or popular may not feel good about herself/himself. Similarly, a person who is
poor in academics may still like oneself.

Characteristics of Self Esteem

1. Self-esteem has social origins.
If we think others value us, we have a positive self-esteem. Psychologist Carl Rogers
(1979) states that humans have a strong need to be positively valued by others, referred
to as need for positive regard. Based on how others regard us, we come to value
ourselves. For example, if a teacher thinks I’m smart, then I’m smart. With time and
repeated experiences with others, positive or negative self-regard develops and
becomes a property of the self, somewhat independent of others’ evaluations. Important
people in the life of a child set conditions of worth for him/her. These are expectations
of certain valued behaviours, abilities and traits from the child. These expectations do
 not allow the child to experience unconditional positive regard from the significant
others in his/her environment. The child learns that he/she is worthy only when it
behaves and feels in a certain way and not in other way. This results in the child denying
aspects of self or having negative feelings about one’s abilities and behaviours.
2. Self-esteem is both person centred as well as collective
Self-esteem is tied not only toone’s feelings of liking towards one’s self and evaluation
of one’s attributes, but also with feelings towards and evaluations of the social groups
which we are a part of – family, school/college, friend circle, place of work,
neighbourhood, nationality, caste/racial status etc. How proud does one feel about one’s
college? How advanced one thinks one’s nation is? How well known is one’s
organization of work? Do we feel good about these groups? Psychologist Tajfel (1981)
defined it as collective self-esteem. Collective self-esteem is “that aspect of an
individual’s self-concept which derives from his knowledge of his membership in a
social group (or groups) together with the value and emotional significance attached to
that membership” (Tajfel, 1981; p. 255). We often take pride in the achievements of
our siblings and members of extended family. We talk about “My sister” or “My distant
cousin” to increase our self-esteem in front of others. Hard core sports fan proudly wear
their team colours following a victory. Clashes between fans of opposing soccer teams
can also be understood as injuries to the collective self-esteem of fans who feel
personally involved in the victories and loses of the teams they support.
3. Self-esteem involves feelings of belonging and mastery
Feelings of belonging is based on the feeling that one is loved and valued
unconditionally. It is not that one is considered worthy for any particular attribute or
reason. This is what Carl Rogers described as unconditional positive regard. Mastery
involves the feeling that one is having an impact on the world – not on a large scale
always, but in one’s daily life also. It’s a feeling of being immersed in an activity like
writing an academic paper, cooking, or cleaning one’s room. It is also the feeling of
overcoming some obstacle in one’s life.
4. Evaluation in several domains of life determines self esteem.
Self-concepts are multi-dimensional and so is self-esteem. People evaluate themselves
on several characteristics, such as – attractive, intelligent, popular, kind, artistic,
energetic etc. All these characteristics are not equally important to a person. One may
think being energetic or artistic is important; while another person thinks that being
attractive and intelligent is very important. In such a case, positive self-evaluation in
unimportant domains and negative self-evaluation in important domains is likely to
result in overall low self-esteem. Psychologist William James (1890) noted that
outcomes in domains of high personal importance have a greater effect on self-esteem
than do outcomes in domains of low personal importance. Rosenberg (1979) also states
that qualities valued by the person impact their self-esteem more significantly. What
characteristics are important depend on both the individual’s own judgment as well as
what society dictates as important.
5. Self-esteem is affected by actual-ideal self-discrepancy.
The self-discrepancy theory (Higgins, 1985) describes the three types of selves – actual,
ideal and ought self. The more our current self-image matches our ideal self-image, the
higher the self-esteem.
Importance of Self Esteem
There is enough evidence to suggest that low self-esteem is directly or indirectly linked with
many adverse social consequences such as:
• Educational underachievement
• Crime and delinquency
• Risky sexual behaviour (contracting sexually transmitted diseases, teenage pregnancy)
• Alcohol or drug abuse
• Eating disorders
• Depression and suicide
One important area where high or low self-esteem makes a difference is how people deal with
negative evaluative feedback. When we fail in an exam, are not invited for a party by our
friends, criticized by boss and colleagues or underappreciated by parents, we feel hurt and sad.
But the emotional, cognitive and behavioural responses to failure vary for people with high and
low self-esteem. Usually, people with low self-esteem take failures more personally; it
humiliates them and makes them feel ashamed of themselves (Brown and Dutton, 1995). Their
self-esteem is more dependent on the “latest outcome”. They feel they are as good as the last
win or success they have. They are more likely to attribute their failure to stable and general
factors such as lack of intelligence rather than to a specific ability which was required for that
task. Following failure, people with low self-esteem disparage their overall worth. Baumeister
et.al (1989) found that when confronted with failures, people with low self-esteem are more
likely to become self-protective, choosing to avoid situations that might lead to negative self-
relevant feedback.
Baumeister, Campbell, Krueger, and Vohs (2003) showed that high self-esteem increases
initiative. It gives people confidence in their views and abilities to follow their own directions.
They are more willing to reject other people’s views, initiate interpersonal interactions, take
risks and experiment. The researchers also found that high self-esteem feels good. One of the
reasons why people with high self-esteem can bounce back is because they have a stock of
good feelings about themselves which they can use to help themselves during difficult times.
Epstein (1980) notes that these stocks of good feelings come from secure attachment with
loving parent who is proud of the child’s successes and tolerant of its failures. They feel
disappointed and saddened by specific experiences, but they recover as do children secure in
their mother’s love. People with low self-esteem, on the other hand, carry a disapproving parent
who is harshly critical of child’s failures and feel happy for a short time on the child’s success.
Such feelings are then exhibited in the later life when failures are confronted.
Dark side of self esteem
High self-esteem can be secure or defensive. A person with secure self-esteem do not need
reassurance from others to maintain their self-view. People with defensively high self-esteem
are actually harbouring a low self-esteem (inferiority complex). They often feel threatened by
anyone who questions their self-esteem. They need repeated praise and are often boastful and
arrogant.
Is high self-esteem always beneficial? While it feels good to have a high self-esteem but it is
dangerous to feel that one is “better”, “superior”, “more deserving” or “purer” than other
people. Elevated self esteem bordering on narcissism can be counterproductive and result in
prejudicial and discriminatory behaviours. Bullies in schools have high self esteem and they
feel the best when they bully their victims. At the level of global politics, we have seen how
Nazi unfounded beliefs of they being the ‘superior race’ led to barbaric acts of violence and
brutality against the Jews.
Unhealthy narcissism is a personality disorder too. The concept of narcissism is derived from
the Greek myth of Narcissus. According to the myth, Narcissus was a hunter. Once out on
hunting, he saw his own reflection in the waters of a pond and fell in love with it. He eventually
dies because he got so self absorbed in his own reflection that he couldn’t do anything except
stare at the reflection of himself with absolute admiration. The moral of the story is that healthy
self esteem involves humility. Humility goes a long way in building a resilient and socially
productive self.
Self-Efficacy
Related to self-concept and self-esteem is self-efficacy. Psychologist Albert Bandura (1977)
defined it is as the expectation that one can, by personal efforts, master a situation and bring
about a desired outcome. Self efficacy affects initiation and persistence of coping behaviour.
When people fear and doubt their ability to deal with a situation, they avoid such situations.
They enter situations where they have high self efficacy expectations. It also affects how much
effort people expend in their choice of activities as well as how long will they sustain efforts
in dealing with challenging situations. Self-efficacy can be improved using four strategies:
• Performance accomplishment: Actual and repeated experiences of mastery and success
in varied situations create strong efficacy expectations. This is especially true when one
can attribute success to one’s own efforts rather than to other factors.
• Vicarious observation: Observing other people succeed with persistent effort also
provide support for learning ‘what works’. By role modelling the skills and behaviours
of successful models, self efficacy improves.
• Verbal Persuasion: Encouraging people to believe that he or she can cope effectively is
also a good way of improving efficacy beliefs.
• Managing emotional arousal: When confronted with a challenging task, one
experiences emotional and physiological arousal. Feelings like sweaty palms,
butterflies in the stomach, anxiety, tension in muscles are commonly experienced.
Helping people to recognize these signs of arousal and using them productively to
enhance performance is key to success. So rather than feeling bogged down by anxiety,
one can think of it as energizing oneself to deal with uncertainty.
Bandura suggested that efficacy beliefs must be understood along with outcome expectations.
Outcome expectations refer to a person’s beliefs that a given behaviour will lead to a particular
outcome. A person may believe that an action such as continuous practice of a task will lead to
an outcome. This is outcome expectation. But there may be doubt whether he/she can produce
such an action. This is self efficacy belief. When the environment doesn’t reward effective
performance such as in case of partial attitudes of teachers in a class or discriminatory
employment policies, it reduces outcome expectations. In such situations, people with high
efficacy will show activism and protest in order to change the attitudes and policies acting as
barriers. On the other hand, people with low self efficacy will show apathy, resignation and
anxiety in similar circumstances. In another scenario, where the environment rewards effective
behaviour, people with high self efficacy will be self assured and active, while those with low
self efficacy are likely to be depressed.
THE PROPRIUM
Psychologist Gordon Allport (1955) refers to the self as Proprium. Proprium relates to personal
states that are experienced as “peculiarly mine”. It is the ‘self’ as known by oneself, something
that is experienced as important and central to oneself. Most of our behavior are according to
our qualities and reflect who we are and who we want to be. It indicates expressing our own
unique ‘self’. This Allport calls as ‘propriate functioning’. The proprium is not innate but
develops over time.
LET US SUM UP
Self has two components: I (knower) and Me (known). Self concept is a part of ‘me’ which
refers to the idea about who one is, was and will become. It is the self knowledge we have about
ourselves in various aspects such as physical characteristics, social roles, personality traits,
interest and skills, e.g., “I am a music lover”; “I cannot make round chapatis”, etc. Thus, self
concept is multi dimensional. It develops through experience. It is based on our perceptions
of our behaviour as well as our comparisons with others on self relevant criteria. Social
influences also contribute significantly to the process. It can be positive or negative, organized
hierarchically, is stable yet dynamic. Our self concept is based on understandings of how
congruent or incongruent our actual, ideal and ought selves are. Self esteem refers to our
feelings and evaluations about the way we know ourselves. Like self concept, self esteem too is
shaped by our experiences with the social world. It can be high or low. It is multi-dimensional.
It refers to our sense of worthiness based on our own evaluations of ourselves as well as that
of the groups we are a part of. Both feelings of belongingness and mastery influence self esteem.
It has consequences for our behaviour. Excessively high self esteem bordering on narcissism
is counterproductive personally and socially. A related concept is self efficacy. It is defined as
the expectation that one can, by personal efforts, master a situation and bring about a desired
outcome.

Self-Awareness
Self-awareness is the ability to see yourself clearly and objectively through reflection and introspection,
it is the major mechanism to influence personal development. Self-awareness has the potential to
enhance virtually every experience you have, as it is a tool and a practice that can be used anywhere
and anytime to ground yourself in the moment, realistically evaluate yourself and the situation, and help
you to make good choices. Being self-aware and practicing daily reflection and introspection allows
each of us the opportunity to find what we really want out. Only by the accomplishment of self-mastery
through a deep understanding of the internal self and the public self through the attainment of true self-
awareness, real freedom can be achieved.
The benefits of self-awareness
There are many benefits in practicing self-awareness, the main ones can be resumed as below: - High
self-awareness is an indicator of good success in life. - It can make us more proactive, boost our
acceptance and encourage positive self-development. - Self-awareness allows us to see things from the
others ‘perspective, practice self-control, experience pride in ourselves and our work as well as general
self-esteem. - It leads to better decision-making. - It can make us better in our job, better communicators
in the workplace and in the daily life, enhance our self-confidence and job-related wellbeing.
Importance of Self-Awareness

Self-awareness is crucial for several reasons:

1. Personal Growth: By understanding who we are, we can identify areas for

improvement, set realistic goals, and take actionable steps toward personal
development.
2. Emotional Regulation: Self-awareness helps in recognizing emotions as they arise,
allowing for better management of emotional responses, which is key to emotional
intelligence.
3. Enhanced Relationships: Being aware of how we affect others and understanding
others' perceptions of us can lead to healthier and more effective interpersonal
relationships.
4. Decision-Making: A clear understanding of our values, desires, and motivations
enables us to make decisions that align with our long-term goals.
5. Stress Management: Recognizing triggers and understanding personal responses to
stress can help in developing strategies to manage and reduce stress effectively.

Types of Self-Awareness

1. Internal Self-Awareness Internal self-awareness refers to how clearly we see our own
values, passions, aspirations, fit with our environment, reactions (including thoughts, feelings,
behaviors, strengths, and weaknesses), and impact on others. People who are high in internal
self-awareness are more likely to understand what they want, what they stand for, and what
their strengths and weaknesses are.

• Understanding Emotions: Internal self-awareness involves being in tune with one's

emotions, understanding what triggers them, and recognizing their impact on thoughts
and behaviors.
• Alignment with Values: It helps in ensuring that our actions are consistent with our
core values and beliefs, leading to a sense of integrity and authenticity.
• Goal Setting: When we understand our desires and motivations, we can set goals that
are meaningful and attainable, leading to greater satisfaction and fulfillment.

2. External Self-Awareness External self-awareness involves understanding how other people

view us, in terms of our actions, behaviors, and appearance. This type of self-awareness helps
us understand our social identity and how we fit into the social world.

• Perception by Others: It includes being aware of how our behavior and actions are
perceived by others, which can influence our social interactions and relationships.
• Social Awareness: Understanding the social dynamics and how we are viewed within
these dynamics can help in navigating social situations more effectively.
• Adaptation: With external self-awareness, we can adjust our behavior to better align
with social expectations or to convey the image we want to project.

Facilitating Self-Awareness through Reflective Exercises

Reflective Exercises
 1. Journaling: Writing regularly about personal experiences, thoughts, and feelings can
help individuals gain insights into their emotions and behavior. Journaling encourages
self-reflection and provides a tangible record of personal growth over time.
2. Mindfulness and Meditation: Practicing mindfulness and meditation helps
individuals focus on the present moment, increasing awareness of their thoughts,
feelings, and bodily sensations. This can lead to greater self-understanding and
emotional regulation.
3. Daily Reflections: Setting aside time each day to reflect on daily experiences,
achievements, and challenges can enhance self-awareness. Questions like "What did I
learn today?" and "How did I handle today's challenges?" can be helpful prompts.
4. Feedback from Others: Seeking constructive feedback from trusted friends, family,
or colleagues can provide valuable external perspectives on one’s behavior and
attitudes. This feedback can highlight strengths and areas for improvement that may not
be apparent to the individual.

Johari Window

The Johari Window is a psychological tool developed by American psychologists Joseph Luft
and Harry Ingham in 1955, used to enhance self-awareness, improve interpersonal
communication, and foster personal growth. The name "Johari" is a combination of the first
names of the creators. The model is often used in self-help groups, therapy, and organizational
settings to help individuals better understand their relationships with themselves and others.

The Johari Window is a simple, yet powerful framework that divides personal awareness into
four quadrants, each representing different aspects of self-awareness and interpersonal
interactions. The model emphasizes the importance of feedback and self-disclosure in the
process of increasing self-awareness and building trust in relationships.

The Four Quadrants of the Johari Window

The Johari Window consists of four quadrants or panes, which are often depicted as a 2x2 grid.
Each quadrant represents different levels of self-awareness and knowledge, both personal and
shared with others. The size of each quadrant changes depending on how much information is
known or unknown to oneself and others.

1. The Open Area (Arena)

o Description: The Open Area represents what is known to both the individual
and others. This includes information about behaviors, attitudes, skills, and
feelings that the individual is aware of and comfortable sharing with others.
o Significance: The Open Area is crucial for effective communication and
healthy relationships. When this area is large, it indicates a high level of trust,
transparency, and open communication. People with a large Open Area are
usually comfortable with self-disclosure and are receptive to feedback from
others.
o Expansion: The Open Area can be expanded through self-disclosure (sharing
more about oneself with others) and by seeking feedback (encouraging others
to share their perceptions and insights).
2. The Blind Area (Blind Spot)
 o Description: The Blind Area represents what is unknown to the individual but
known to others. This quadrant contains aspects of an individual’s personality,
behaviors, or attitudes that others perceive but the individual is unaware of.
o Significance: The Blind Area can be a source of misunderstanding and conflict
in relationships if left unaddressed. It highlights the importance of seeking
feedback to become more aware of how one is perceived by others. Reducing
the Blind Area can lead to greater self-awareness and improved interpersonal
interactions.
o Expansion: The Blind Area can be reduced by actively seeking feedback from
others and being open to receiving constructive criticism.
3. The Hidden Area (Façade)
o Description: The Hidden Area, also known as the Façade, represents what is
known to the individual but unknown to others. This quadrant contains
information, feelings, and experiences that the individual chooses to keep
private, either out of fear, insecurity, or a desire to maintain control.
o Significance: A large Hidden Area can hinder the development of close
relationships and trust. While everyone has some degree of privacy, excessive
withholding of information can create barriers in communication and lead to
misunderstandings or a lack of authenticity in relationships.
o Expansion: The Hidden Area can be reduced by increasing self-disclosure,
sharing more personal information with others in appropriate contexts, and
building trust.
4. The Unknown Area
o Description: The Unknown Area represents what is unknown to both the
individual and others. This quadrant contains untapped potential, undiscovered
talents, repressed feelings, or aspects of one’s personality that have not yet been
explored or recognized.
o Significance: The Unknown Area reflects the complexity of human nature and
the potential for growth and discovery. It can be a source of creativity,
innovation, and personal development when explored. However, it can also
represent areas of fear, anxiety, or unresolved issues that may emerge under
certain circumstances.
o Expansion: The Unknown Area can be reduced by engaging in self-
exploration, trying new experiences, and seeking personal growth opportunities.
Therapy, coaching, and self-reflection can also help uncover aspects of the
Unknown Area.
Personal SWOT Analysis
A Personal SWOT Analysis is a self-assessment tool used to identify your strengths,
weaknesses, opportunities, and threats. It's a valuable exercise for personal and professional
development.

Understanding the Components

• Strengths: These are your positive qualities, skills, and abilities. What are you good
at? What do you excel in?
o Examples: Strong communication skills, creativity, problem-solving abilities,
leadership, time management, empathy, resilience.
• Weaknesses: These are areas where you need improvement or development. What are
your shortcomings? Where do you struggle?
o Examples: Lack of confidence, procrastination, poor time management,
difficulty saying no, public speaking anxiety.
• Opportunities: These are external factors that can help you grow or achieve your goals.
What possibilities exist for you?
o Examples: New job opportunities, educational programs, networking events,
industry trends, technological advancements.
• Threats: These are external factors that could hinder your progress. What challenges
or obstacles might you face?
o Examples: Economic downturn, job market competition, health issues, personal
relationships, global events.
Self-Assessment: Administering Self-Awareness
Questionnaires/Inventories
Self-awareness questionnaires and inventories are standardized tools designed to help
individuals gain insights into their personality, values, attitudes, and behaviors. By completing
these questionnaires, people can better understand themselves and their strengths, weaknesses,
motivations, and preferences.

Purpose of Self-Assessment Questionnaires

• Enhanced Self-Awareness: Helps individuals understand their personality traits,

values, and motivations.
• Career Development: Assists in identifying career paths aligned with personal
strengths and interests.
• Personal Growth: Facilitates self-improvement by highlighting areas for
development.
• Relationship Building: Improves interpersonal skills by understanding one's
communication style and emotional intelligence.

Types of Self-Awareness Questionnaires

There are various types of self-awareness questionnaires, each focusing on different aspects of
personality:

• Personality Assessments: Measure stable individual differences in behavior patterns.

Examples include the Myers-Briggs Type Indicator (MBTI), Big Five Personality
Traits, and Enneagram.
• Values Inventories: Identify core beliefs and principles that guide an individual's
choices. Examples include the Rokeach Value Survey.
• Attitude Scales: Measure feelings or opinions towards specific objects, people, or
events.
• Interest Inventories: Assess individual preferences for activities and occupations.
Examples include the Strong Interest Inventory.
• Emotional Intelligence Assessments: Evaluate the ability to understand and manage
one's emotions and those of others.

Example Questionnaires

• Myers-Briggs Type Indicator (MBTI): Assesses personality preferences based on

four dimensions: Extraversion-Introversion, Sensing-Intuition, Thinking-Feeling, and
Judging-Perceiving.
• Big Five Personality Traits: Measures personality along five dimensions: Openness,
Conscientiousness, Extraversion, Agreeableness, and Neuroticism.
• Strong Interest Inventory: Helps individuals explore career options based on their
interests and abilities.

By administering self-awareness questionnaires, individuals can gain valuable insights

into themselves, leading to personal and professional growth.
Self-Development: Parameters to Enhance Self
Self-development is a continuous process of improving oneself in various aspects of life. It
involves setting goals, acquiring new skills, expanding knowledge, and cultivating personal
growth.

Here are some key parameters to enhance self-development:

1. Self-Awareness:

• Understanding emotions: Recognizing and managing your feelings.

• Identifying strengths and weaknesses: Knowing your capabilities and areas for
improvement.
• Recognizing personal values: Clarifying what matters most to you.

2. Goal Setting:

• Defining clear objectives: Setting specific, measurable, achievable, relevant, and

time-bound (SMART) goals.
• Breaking down goals: Dividing large goals into smaller, manageable steps.
• Creating action plans: Developing strategies to achieve your goals.

3. Continuous Learning:

• Seeking new knowledge: Exploring different subjects and areas of interest.

• Developing new skills: Acquiring new competencies and abilities.
• Staying updated: Keeping up with current trends and developments.

4. Personal Growth:

• Cultivating positive mindset: Developing a growth-oriented perspective.

• Building resilience: Developing the ability to bounce back from setbacks.
• Practicing mindfulness: Focusing on the present moment and increasing self-
awareness.

5. Time Management:

• Prioritizing tasks: Identifying important and urgent activities.

• Effective planning: Organizing time and resources efficiently.
• Eliminating distractions: Creating a focused work environment.

6. Health and Wellness:

• Physical health: Engaging in regular exercise and maintaining a balanced diet.

• Mental health: Practicing stress management techniques and seeking support when
needed.
• Emotional well-being: Cultivating positive relationships and building a strong
support system.
7. Interpersonal Skills:

• Effective communication: Developing clear and assertive communication skills.

• Building relationships: Fostering positive connections with others.
• Empathy: Understanding and sharing the feelings of others.

8. Financial Management:

• Budgeting: Creating and sticking to a financial plan.

• Saving and investing: Building financial security for the future.
• Debt management: Developing strategies to reduce and eliminate debt.

By focusing on these parameters, you can embark on a journey of self-improvement and

achieve personal fulfilment.

Self-Confidence, Self-Worth, and Self-Control

Self-Confidence

Self-confidence is a belief in one's own abilities, qualities, and judgment. It's a sense of
assurance and trust in oneself. It's a cornerstone for personal and professional success.

Elements of Self-Confidence:

• Self-efficacy: This is the belief in one's ability to succeed in specific situations or

accomplish a task. It's the foundation of self-confidence.
• Positive self-image: How you perceive yourself visually, mentally, and emotionally. A
positive self-image contributes significantly to self-confidence.
• Resilience: The ability to bounce back from setbacks and failures. It's the capacity to
persevere in the face of challenges.
• Risk-taking: Stepping outside of your comfort zone to explore new opportunities and
experiences. It's essential for growth and development.
• Assertiveness: Effectively communicating your thoughts, feelings, and needs without
being aggressive or passive. Assertiveness is crucial for building and maintaining
relationships.
• Achievement orientation: Setting goals and striving to achieve them. Successes build
confidence and create a positive reinforcement cycle.

Self-Worth

Self-worth is the inherent value you place on yourself as a human being. It's a deep-seated
belief in your worthiness, regardless of your achievements or external factors.

Elements of Self-Worth:

• Self-acceptance: Embracing your strengths and weaknesses without judgment. It's

about accepting yourself unconditionally.
• Self-respect: Treating yourself with kindness, dignity, and respect. This involves setting
boundaries and prioritizing your needs.
 • Sense of belonging: Feeling connected to others and part of a community. It fosters a
sense of purpose and value.
• Personal integrity: Adhering to your values and principles, even when it's challenging.
It builds trust and respect for yourself.
• Positive self-talk: Engaging in internal dialogue that is supportive and encouraging. It
counteracts negative self-beliefs.

Self-Control

Self-control is the ability to regulate your emotions, thoughts, and behaviors. It's about making
conscious choices and resisting impulses.

Elements of Self-Control:

• Emotional regulation: Managing and expressing your emotions appropriately. It

involves understanding and responding to your feelings in a healthy way.
• Impulse control: Resisting temptations and urges to engage in harmful or unproductive
behaviors. It's about delaying gratification.
• Delay of gratification: Postponing immediate rewards for long-term benefits. It
demonstrates self-discipline and goal orientation.
• Focus and attention: Directing your mental energy towards specific tasks and goals. It
involves minimizing distractions and staying on track.
• Self-discipline: Consistently following through on your commitments and plans. It's
about creating and sticking to routines.
• Interconnectedness: These three concepts are deeply intertwined. High self-worth often
leads to increased self-confidence, and both are essential for developing self-control.
Strong self-control can further enhance self-confidence and self-worth. They form a
virtuous cycle of personal growth and development.