Topic 1: Knowing Oneself SELF-CONCEPT
Personality -Cognitive structures make sense of the world,
- From the word persona, which means a focus attention on one's goals, and protect one's
“mask” (worn by theatrical actors in the sense of basic worth.
past) IDEAL SELF
- Can be influenced by environment, ⁃ The person you want to be
experience, genetics, etc. ⁃ Has the attributes/qualities that you achieve to
Theories of Personality Development: possess
• Behavioral Perspective (Bandura) SELF-IMAGE
• Psychodynamic Theories (Freud) ⁃ How you perceive yourself
• Humanistic Approaches (Rogers) ⁃ Attributes like physical characteristics, traits, and
Behavioral Perspective
personality
- Emphasizes the centrality of observable
SELF-ESTEEM
behavior and the environmental events
- Self-judgements are typically operationalized as
that influence it.
self-
- We learn to behave in ways
- A distilled evaluation of the person's sense of worth
- Our response to new situations
and competence in the world
Bandura’s Social Learning Theory:
1. Modeling
- Watching someone perform a behavior and
then replicating it
2. Vicarious Reinforcement
- Learning by observing the consequences of
other’s behaviors.
Self-efficacy
- Refers to an individual’s belief in his/her Topic 2: "DEVELOPING THE WHOLE PERSON"
capacity to execute behaviors necessary to HOLISM
produce specific performance attainments. ⁃ "Holos" = all or total
- “You are capable” ⁃ Meant to involve all parts of a person (physical,
General Self Efficacy
cognitive, psychosocial, and morality/moral
- One’s estimate of one’s overall ability to
development)
perform successfully.
Physiological/Physical
Self-esteem
- The overall affective evaluation of one’s own ⁃ Body
worth, value, or importance. ⁃ Physical attributes
Psychodynamic Theories Psychological
- Behavior is determined by irrational forces, ⁃ Cognition, emotional, behavior, self-esteem
unconscious motivations, biological and ⁃ Meta Cognition
instinctual drives. Cognitive
Personality system - Our mind, way of thinking
- One personality functions as a whole, rather Spiritual
than as three different segments.
⁃ Beliefs, values, personal meaning
ID- personality’s drive or impulses (pleasure
principle) ⁃ Exploration
EGO- organize and mediate between Id and Social
Superego, weigh thighs out. (reality principle) - Explore relationships, friendships
SUPEREGO- a person’s moral code, determines Thoughts
what’s right or wrong (morality) ⁃ Where everything starts
(These three contribute to who you are as a ⁃ Affect our behavior
person) Feelings
3 Manifestations: - Depends the way you behave
Slip of the Tongue - lacks empirical basis THEORIES OF DEVELOPMENT
Dreams – storage of unconscious materials Adolescence
Repressed Experiences - hides or doesn't ⁃ Puberty to adulthood
show/express emotions ⁃ Physiological changes/experiences
- defense mechanism
Consciousness ⁃ A stage
Puberty
⁃ Awareness of the self in space and time
- Physiological changes
⁃ Human awareness of both internal and external
- Sexual Maturation of a child
stimuli
- Pre-puberty, pubescent, post-pubescent
Unconscious
Ways:
- Stores all experiences, memories, and repressed
materials ⁃ Healthy diet
FREUD'S ICEBERG THEORY ⁃ Exercise daily
Thoughts, Perceptions ⁃ Practice pausing
Memory Stored Knowledge ⁃ Meditate
Instincts, Fears, Selfish Motives ⁃ Hydrate
Conscious Preconscious Unconscious
⁃ Prioritize sleep
ROGER'S THREE PARTS OF SELF-CONCEPT
Carl Rogers (1987) ⁃ Proper hygiene
⁃ A humanistic theorist Topic 2.1 Erikson's Psychosocial Theory
Erik Erikson (1902-1994)
⁃ Identified an ideal and a real self
Ideal self - what we want to be ⁃ German-American developmental psychologists
Real self - who we really are ⁃ Born in Frankfurt Germany
Incongruence - the difference between your ideal ⁃ Coined the word Identity Crisis - own experience
and real self
⁃ 'Childhood and Society' and 'The Life Cycle Significant other: society, the world, life
Completed' Virtue: Wisdom
⁃ Stages of Psychosocial Development ⁃ Those who are unsuccessful during this phase will
Five Assumptions: feel that their life has been wasted and will
• People have the same basic needs experience regrets.
• Personal development occurs in response to ⁃ will feel a sense of integrity, having few regrets,
these needs and a general feeling of satisfaction.
• Development proceeds in stages "In the social jungle of human existence, there is
• Movement through stages reflects changes no feeling of being alive without a sense of
in an individual's motivation identity."
• Each stage is characterized by a ⁃ Erik Erikson
psychosocial challenge that presents JAMES MARCIA
opportunities for development ⁃ Canadian clinical and developmental psychologist.
⁃ He expanded off of Erik Erikson's 8 stages of
Stages of psychosocial development psychosocial development
1. Infancy (Trust vs Mistrust) MARCIA'S IDENTITY STATUSES
Significant other: Mother/caregiver Identity Moratorium
Virtue: Hope ⁃ Exploration with a delay in commitment to personal
- If a child successfully develops trust, he or she will and occupational choices
feel safe Identity Foreclosure
and secure in the world
⁃ Commitment without exploration
⁃ Failure to develop trust will result in fear Identity Diffusion
⁃ Too much trust makes them gullible and ⁃ Occurs when individuals do not explore any
vulnerable options or commit any actions
2. Toddler 1-3 years old (Autonomy vs Shame and Identity Achievement
doubt)
⁃ Individuals who made a commitment after an
Significant other: Parents
exploration.
Virtue: Will
Topic 2.2 Piaget's cognitive development
⁃ Erikson believed that learning to control one's body theory
function leads to a sense of independence Jean Piaget (1896-1980)
⁃ Child who successfully complete this stage feel - born in Switzerland
secure and confident ⁃ a Swiss Psychologist
3. Early childhood preschool years (Initiative vs
⁃ "Genetic epistemology" (the study of the origins of
Guilt)
knowledge)
Significant other: Family
Virtue: Purpose ⁃ a pioneer of the constructivist theory
⁃ Begin to assert their power and control over the ⁃ theory of cognitive development Piaget suggested
world through play and social interaction that children sort the knowledge they acquire through
their experiences and interactions into groupings
⁃ Children who are successful at this stage feel
known as schemas.
capable and able to lead other.
4. Middle and late childhood (Industry vs ⁃ building blocks of knowledge
Inferiority) 3 Interrelated Principles
Significant other: Schools, teachers, friends, • Organization
neighborhood • Adaptation
Virtue: Competence • Equilibration
⁃ Children begin to develop a sense of pride in their Organization
accomplishments and abilities. ⁃ Tendency to create categories
⁃ Children who are encouraged and commended by Adaptation
parents and teachers develop a feeling of ⁃ Tendency to adjust to the environment
competence and belief in their skills. Assimilation
5. Adolescence 10-20 yrs old (Identity vs Role ⁃ Taking in new information and incorporating it into
Confusion) existing moderation
Significant other: peers, groups, influences ⁃ Adjusting to fit into new information
Virtue: Fidelity Equilibration
⁃ Adolescents are exploring their independence and ⁃ balance the cognitive structure already present
developing a sense of self. and the new information
⁃ Those who remain unsure of their beliefs and ⁃ State of being able to explain new events in terms
desires will feel insecure and confused about of the existing scheme
themselves and the future. Stages of Cognitive Development
6. Early adulthood 20s 30s (Intimacy vs Isolation)
Sensorimotor (birth until 2 years old)
Significant other: lovers, friends, workmates
Virtue: Love ⁃ relies on seeing, touching, sucking, feeling, and
⁃ Those who are successful at this step will develop using their senses to learn things
Preoperational (2 until 6-7 years old)
Significant Others that are committed and secure.
⁃ use of symbols, language use matures, and
⁃ A strong sense of personal identity is important to
memory and imagination are developed,
develop intimate Significant Others.
IMPEDIMENTS TO LOGICAL THINKING
7. Middle adulthood 40s 50s (Generativity vs
Egocentrism- The failure on the part of a child to
Stagnation)
any point of view other than their own.
Significant others: Children, Community Virtue: care
Animism- A belief that inanimate objects have
⁃ people continue to build their lives, focusing on human feelings and intentions.
careers and family. Artificialism- environmental characteristics can be
⁃ Those who are successful during this phase will attributed to human actions or interventions.
feel happy. that they are contributing by being active
in their home and community.
8. Late adulthood 60s (Integrity vs Despair)
Concrete Operations (6 or 7 until 11 or 12 years old) "Right actions tends to be defined in terms of
⁃ -Intelligence is demonstrated through logical and general individual rights and standards that
systematic manipulation of symbols have been critically examined and agreed upon
⁃ Egocentric thought diminishes. the whole society."
A child is capable of mentally reversing actions but - Lawrence Kohlberg
generalizes only from concrete experiences through:
◦ formal instruction
◦ informal experiences (social contact)
◦ maturation
Formal operations ( 11 or 12 through adulthood)
-Ability to formulate hypotheses and systematically
test them to arrive at an answer to a problem. .
⁃ Can deal with the statement.
Formal thinkers can understand and use complex
language such as:
◦ Proverbs
◦ Metaphor
◦ Sarcasm
◦ Satire
"The principle goal of education in the schools
should be creating men and women who are
capable of doing new things, not simply repeating
what other generations have done."
-Jean Piaget
Topic 2.3 Kohlberg's stages of moral
development theory
Lawrence Kohlberg (1927-1987)
⁃ Born in Bronxville, New York
⁃ Worked as an associate professor and director of
the Child Psychology Training Program
⁃ explored moral and ethical development in young
people
⁃ stages of moral development story:
⁃ his wife is dying from a rare type of cancer
⁃ there's a drug that can save her but can't afford
⁃ only has $1000, the drug cost $2000
⁃ tries to borrow money from friends but still falls
shorts
⁃ considers stealing the drug from the pharmacy
STAGES OF MORAL DEVELOPMENT
Level 1: Pre-Conventional morality (birth to 9
years old)
- -Judgment is based solely on a person's own needs
and perceptions.
1. Punishment- Obedience Orientation
- Obey rules to avoid punishments and bad
consequences.
2. Personal Reward Orientation
- Right and wrong is determined by personal needs
and wants _"If I want it, it is right."
Level 2: Conventional Morality (10 to 13 years old)
- -The expectations of society and laws are taken
into account.
3. Maintaing Interpersonal Relationships
Orientation
⁃ Good boy or nice girl orientation
⁃ Being good means being nice and pleasing others.
4. Law and Order Orientation
- Laws and authorities must be obeyed; the social
system must be maintained.
Level 3: Post- Conventional Morality (early
adolescence to adulthood)
- Judgments are based on abstract, more personal
principles of justice that are not necessarily defined
by society's laws.
5. Social Contract
- The moral choice is determined by socially agreed
upon standards. "The greatest good for the greatest
number"
6. Universal Ethical Principles
- There are universal principles of human dignity and
social justice that individuals should hold upon.
