The self and its development: Journeying back to one's self is a topic from values education of education students, significance of self, who am i poem, heredity, environment and self, nature of self, characteristics of self, origin of self, development of self, the self, children learn what they live poem, self-esteem, self-confidence, self-respect, self-esteem and pride, self-esteem and pleasure, factors affecting self-esteem, adjustment and enhancement of self, authenticity and becoming

1. THE SELF & ITS
DEVELOPMENT
Journeying back to one’s SELF

2. The Significance of the Self
• Amidst the sophistication and
complexities, man tries to search for
meaning. This search never stops to
the extent that man realizes he
needs to reflect on his own self.
“Who am I?” “Why am I here?” “What
is the purpose of my existence?”

3. WHO AM I?
Who am I? Who am I?
My clothes? My work? My mode?
Am I just a thing?
No!
Am I my parents? Brothers? Friends?
Am I they?
I think I am different from them.
Just who am I? Am I my name?

4. My face? My bones? My breath?
My feelings? My thoughts? And Memory?
Each of them is a part of me.
But not me.
Who am I really? What is the truth?
I’m alive, enthusiastic, free, and unique.
Above all, like God, I love.
All this, I am –my innermost being.
Who am I? Who am I?
I AM A PERSON!

5. Heredity, Environment & the Self
To understand himself, man must
understand:
1. HEREDITY
genetic inheritance which provides basic
potentialities for development & behavior
includes not only physical structure but also
man’s striving, thinking, feeling, acting and
patterns of growth and change throughout
a predictable life cycle

6. Heredity, Environment & the Self
2. ENVIRONMENT
man’s physical and socio-cultural
environment heavily influence the
extent to which genetic potentials
are realized
socio-cultural inheritance (end
product of social evolution)

7. Heredity, Environment & the Self
3. THE SELF
concept necessary for explaining many
aspects of our perception, feeling, thinking,
and behavior
cannot be observed directly but is inferred
from various behavior that can be observed
can be viewed as complex psychological
process which has developmental course
influenced by learning & subject to change

8. Nature of the Self
The SELF is a complex process of
continuing interpretive activity –
simultaneously the person’s located
subjective stream of consciousness
(both reflexive and non-reflexive),
including perceiving, thinking,
planning, evaluating, choosing, and
the resultant accruing structure of
self-conceptions.

9. “To have a self is to
have the capacity
to observe,
respond to, and
direct one’s own
behavior.”
-George Herbert Mead

10. Characteristics of the Self
1. Theselfis not an entity,but a process.
one’s behavior is a process that includes
carving out a line of action that mediates
between one’s impulses (“I”) and the
expectations of social environment (“me”)
the individual changes; the particular
structure of attitudes that comprise the
self at a particular time is NOT permanent

11. Characteristics of the Self
2. Theselfis reflexive.
individual can be an object of his own
behavior, aware of various qualities he
has and of roles he plays; he acts towards
himself & guides himself in his actions
towards others on the basis of the kind of
object he is to himself
(an individual behaves differently as he relates
to a professor, a friend, a child, etc.)

12. Characteristics of the Self
3. The selfis comprisedof attitudes.
self is an organization of shared
attitudes; a structure of attitudes, not
a group of habits, which comprises the
self
without the shared values, there could
be no self and no viable communal life;
without the differences, there could be
no novelty & no individuality

13. Characteristics of the Self
4. Theselfis themeanswherebysocialcontrol
becomesself control.
to have a self is to internalize the
attitudes of the community and thereby
control one’s own behavior in terms of
those attitudes
SOCIAL CONTROL  “me” over “I”
(individual’s behavior conforms to
community expectations)

14. Origin of the Self
The SELF arises out of interaction. It is
the result of a social process. It is
the most significant product of
early socialization.
Sequence in dev’t of self (Mead):
1. Infant engages in imitative but
meaningless behavior (gestures
then language)

15. Origin of the Self
2. Once child begins to function
symbolically, play activities become
more important.
3. Then, organized games follows. One
must generalize the expectations of
the others and act on that basis.
When the child becomes member of
group, then he starts to achieve self-
consciousness.

16. Origin of the Self
Charles H. Cooley: The self is the result of
individual’s imaginative processes &
emotions as he interacts with others.
It is a reflection or a looking-glass composed of 3
principal elements: (not how we appear but
HOW WE IMAGINE)
1. imagination of appearance to others
2. imagination of his judgment of that
appearance
3. some sort of self-feeling (pride/mortification)

17. Development of the Self
The individual’s SELF-CONCEPT is his
picture of himself –his views of himself
as distinct from other persons and
things. Self-concept incorporates:
1. SELF-IDENTITY –his perceptions of
who he is
child is helped to see himself as a
person separate from other people or
things

18. Development of the Self
2. SELF-EVALUATION –his feelings of
worth and adequacy
as child develops self-identity, he begins
to make value judgments about
himself. He may see himself as
superior/ inferior, worthy/unworthy,
adequate/ inadequate depending on
the way others view him because he
has no other standards except those.

19. Development of the Self
3. SELF-IDEAL –his picture of the person
he could be & should be
the individual’s self-concept includes not
only a sense of personal identity &
worth but also of aspiration for
accomplishment & growth
(influenced by parents, friends, neighbors, peers,
& society/group they belong share
common standards & have similar
conceptions of ideal self)

20. Development of the Self
4. SELF-DIRECTION – “decider
subsystem”
controls process of the units of system
the leader who serves as director for
interpreting, coordinating, planning,
and decision-making
becomes “operation center” of the
personality and a highly selective force
in shaping subsequent behavior

21. THE SELF
According to different
authors

22. “The self
incorporates
feelings and
attitudes along
with a principle of
casuality.”
-William James

23. “The ego which has
the appropriate
function in the
personality is the
self.”
-G.A. Allport
(The “properium” comprises awareness of the

24. “The ego decides what
instincts to satisfy as well
as in what manner to satisfy
them. It keeps a “psychic
balance” between the
demands of the moral arm
of the personality and the
natural impulses of the
person.”
-Sigmund Freud

25. “The self is an object
of awareness. The
person responds to
himself with certain
feelings and
attitudes as others
respond to him.”
-George H. Mead

26. “The self-concept is
represented by a life
space region which
determines present
belief about the
self.”
-K. Lewin
(Life space includes the individual’s universe of personal

27. “The subjective
self is mainly
what a person
thinks about
himself.”
-H. Lundholm

28. “The self is an
object and the
ego is the
process.”
-Sherif and Cantril
(The ego is a constellation of attitudes
that includes personal identity, values,

29. “The ego is a group of
processes and the
self is the manner in
which the individual
reacts to himself.”
-P.M. Symonds
(The ego functions more effectively when the
self is confident and held in high regard.)

30. “The self is the
principal organizing
influence exerted
upon man which gives
stability and order to
human behavior.”
-R.B. Catell
(The real self is that which a person must rationally

31. “The self is the
individual known
to the individual.”
-G. Murphy
(The major activities of the ego are to
defend and/or enhance the self complex.)

32. “The consistency
between behavior
and self-concept
indicates the dual
role of self: self as
object, and self as a
process.”
-Carl Rogers

33. “The self is composed of
perceptions concerning
the individual and this
organization of
perceptions has vital
and important effects
upon the behavior of
the individual.”
-D. Snygg and A.W. Combs

34. CHILDREN LEARN WHAT THEY LIVE
If a child lives with criticism,
He learns to condemn.
If a child lives with hostility,
He learns to fight.
If a child lives with ridicule,
He learns to be shy.
If a child lives with tolerance,
He learns to be patient.
If a child lives with encouragement,
He learns confidence.

35. If a child lives with praise,
He learns to appreciate.
If a child lives with fairness,
He learns justice.
If a child lives with security,
He learns to have faith.
If a child lives with approval,
He learns to like himself.
If a child lives with acceptance and friendship,
He learns to find love in the world.
(Self is affected by environment)

36. Self-esteem
2 interrelated aspects:
*it entails a sense of personal efficacy
*sense of personal worth
integrated sum of self-confidence &
self-respect
conviction that one is competent to
live & worthy of living

37. Self-confidence
sense of efficacy
confidence in one’s mind
conviction that one is competent
to think, to judge, to know, and to
correct one’s errors
“Man possesses the ability to make
choices.”

38. Self-respect
sense of worthiness
a man’s character is the sum of
the principles and values that
guide his actions in the face of
moral choices
“Man needs self-respect because he has to act
to achieve value –and in order to act, he needs
to value the beneficiary of his action.”

39. Self-esteem & Pride
SELF-ESTEEM PRIDE
•Man’s conviction of his
fundamental efficacy and
worth
•Confidence in one’s
capacity to achieve values
•“I can”
•Pleasure of a man takes in
himself on the basis of his
response to specific
achievements or actions
•Consequence of having
achieved some particular
of values
•“I have”
“The deepest pride a man can experience is that which results from
his achievement of self-esteem since self-esteem is a value that has
to be earned; the man who does so feels proud of attainment.”

40. Self-esteem & Pleasure
for man, pleasure is not a luxury; it is a
profound psychological need
pleasure is a metaphysical concomitant
to life, the reward and consequences of
successful action, just as pain is symbol
of failure, destruction and death
ENJOYMENTVALUE OF LIFE
(worth struggling to maintain)

41. Self-esteem & Pleasure
“In order to live, man must act to
achieve values.”
“Productive work is essential to
man’s sense of efficacy –and thus
is essential to his ability to fully
enjoy the values of his existence.”

42. Factors affecting Self-esteem
1. Attitudes of adults towards the
growing infant and child
2. Emotionally disastrous experience of
the individual, considered as a threat
to self, which affects his stability
3. Self-attitudes are also affected by the
status of the group to which a person
belongs
4. Individual’s role & status in the group

43. Factors affecting Self-esteem
SECURE INDIVIDUAL INSECURE/ THREATENED INDIVIDUAL
•Easy
•Natural
•Relaxed
•Affectionate
•Self-satisfied
•Easy-going
•Tense
•Nervous
•Suspicious
•Envious
•Fearful
•Unpredictable
•Unstable
•Introspective
One with low self-esteem feels that he/she:
•is vulnerable in interpersonal relations (deeply hurt by criticism, blame,
scolding)
•is relatively awkward with others (finds it hard to talk, does not initiate
contact)
•assumes others think poorly of him/her or do not particularly like him/her
•has low faith in human nature
•tends to put up a “front” to people
•feels relatively isolated and lonely

44. Factors affecting Self-esteem
Self-concepts are related to anxiety levels.
LOW SELF-ESTEEM HIGH LEVEL OF ANXIETY
HIGH SELF-ESTEEM LOW LEVEL OF ANXIETY
Anxiety is indicated by:
low esteem, trembling hands, nervousness,
insomnia, pounding of heart, various kinds of
pain, biting fingertips, shortness of breath,
hand sweating, loss of appetite, and
nightmares
“There seems to be a large gap between the REAL self and IDEAL self.”

45. Adjustment & enhancement of the self
Some techniques for adjustment:
1. Self-defense & self-enhancement
*SELF-DEFENSE to keep intact & to conceal its
nature whenever the individual’s self-image
is likely to be exposed
*SELF-ENHANCEMENT to permit the individual
to achieve the goals & ideals he has
established for himself

46. Adjustment & enhancement of the self
2. Repression
psychological form of selective forgetting, determined
to a large extent by the DEGREE OF PAIN
we tend to remember pleasant experiences more
permanently than unpleasant ones
3. Fantasy
an important factor in the maturation of the child
adult uses this to overcome frustrations & adopted by:
daydreaming (temporary resolution to tensions),
staying in fantasies, or putting it in effective use

47. Adjustment & enhancement of the self
4. Compensation
mechanism of adjustment that all people resort to in the
face of frustration, failure, and other threats to the self
individual makes up for weaknesses or defects by
emphasizing his strengths and assets
5. Rationalization
technique of self-concealment and self-justification
real motive is the desire for mastery, social approval ,
appearing superior to what we are
form of making excuses

48. Adjustment & enhancement of the self
6. Projection
closely related to rationalization
individual guards himself from exposure, disapproval or
punishment by ascribing his faults to others
may be viewed as defense against anxiety
7. Fixation & regression
*FIXATION arrest of development at an immature level
a person develops normally up to a certain point and then remains
at that level (people who “never grow up”)
*REGRESSION return to an earlier mode of adjustment after a
mature form had already been attained
occurs during emotional disturbances

49. Adjustment & enhancement of the self
8. Identification & sublimation
*Identification
having a model for the self to imitate
*Sublimation
need of the socialized individual to redirect forbidden
urges into socially acceptable forms of behavior
9. Self-enhancement
to return to a condition of repose or equilibrium
when its needs are satisfied

50. Authenticity & becoming
Marcantonio:
“What I seek is to have meaning and to be meaningful
To love and receive love
To have meaning, I must be true to myself
To be meaningful I must be responded to as I am
I want to live authentically and spontaneously
My masks are gone and I’m struggling to be
My face the void with the pains of birth
I need love to nourish me into being.”

51. Authenticity & becoming
Goals which are essential for achieving
authenticity:
1. Meaning
2. Dropping of masks
3. Love
“Living authentically is a process of personal
change and growth throughout life –it is a
process of becoming.”

52. Authenticity & becoming
Useful pointers for one’s moving into
authenticity and the process of
becoming:
1. Increased autonomy
2. More adequate assumptions
3. Improved competencies
4. Increased awareness and openness to
experience