SELF CONCEPT AND SELF

PERCEPTION
BY LAMI G (BSC , MSC IN 1
 OBJECTIVES
At the end of this session you are able to;

Discuss factors that influence the components of self-concept.

Identify stressors that affect self-concept and self-esteem.

Describe the components of self-concept as related to psychosocial and cognitive

developmental stages.

Explore ways in which a nurse’s self-concept and nursing actions affect a patient’s self-
concept and self-esteem.

Discuss evidence-based practice applicable for identity confusion, disturbed body image,
low self-esteem, and role conflict.

Examine cultural considerations that affect self-concept.

Apply the nursing process to promote a patient’s self-concept. 2

 QUESTION
1. Howe much do you believe in your self?

write down the percentage of how much do you believe in your

self( 100%.75%,25%).

What are you achieving in that percentage

What happen if you believed in your self 25% or more?

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 SELF-CONCEPT AND SELF
ESTEEM
Self concept: picture or perception of ourselves.

Self esteem: feelings we have about our selves

Self ideal: the way we would like to be

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 SELF-CONCEPT AND SELF
ESTEEM
Self concept

It is a subjective view and a complex mixture of unconscious and conscious

thoughts, attitudes, and perceptions.

 directly affects self-esteem, or how one feels about oneself.

often used interchangeably, but nurses need to differentiate the two.

As a nurse, you will help patients adjust to alterations in self-concept and support
components of self-concept to promote successful coping and positive health
outcomes.

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 SCIENTIFIC KNOWLEDGE BASE

The development and maintenance of self-concept and self-esteem

begin at a young age and continue across the life span(boys to report
higher self-esteem than girls)
However, the exact amount of this gender difference and the way it
varies across the life span remain unclear.

Parents and other primary caregivers influence the development of a

child’s self-concept and self-esteem.

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 Erikson’s psychosocial theory

Development of self-concept is a complex lifelong process that involves many

factors.

Erikson’s psychosocial theory of development (1963) remains beneficial in

understanding key tasks that individuals face at various stages of development.

Each stage builds on the tasks of the previous stage.

Successful mastery of each stage leads to a solid sense of self.

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 DEVELOPMENTAL TASK OF
SELF CONCEPT
Trust versus Mistrust (Birth to 1 Year)

• Develops trust following consistency in caregiving and nurturing interactions

• Distinguishes self from environment

Autonomy versus Shame and Doubt (1 to 3 Years)

• Begins to communicate likes and dislikes

• Increasingly independent in thoughts and actions

• Appreciates body appearance and function (e.g., dressing, feeding, talking, and
walking)
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 CONT..
Initiative versus Guilt (3 to 6 Years)
• Identifies with a gender
• Enhances self-awareness
• Increases language skills, including identification of feelings
Industry versus Inferiority (6 to 12 Years)
• Incorporates feedback from peers and teachers
• Increases self-esteem with new skill mastery (e.g., reading, mathematics,
sports, music)
• Aware of strengths and limitations
Identity versus Role Confusion (12 to 20 Years)
• Accepts body changes/maturation
• Examines attitudes, values, and beliefs; establishes goals for the future
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• Feels positive about expanded sense of self
 CONT...
Intimacy versus Isolation (Mid-20s to Mid-40s)

• Has stable, positive feelings about self

• Experiences successful role transitions and increased responsibilities

Generativity versus Self-Absorption (Mid-40s to Mid-60s)

• Able to accept changes in appearance and physical endurance

• Reassesses life goals

• Shows contentment with aging

Ego Integrity versus Despair (Late 60s to Death)

• Feels positive about life and its meaning

• Interested in providing a legacy for the next generation 10

 CONT..

Learn to recognize an individual’s failure to achieve an age-

appropriate developmental stage or his or her regression to an
earlier stage in a period of crisis.
 This understanding allows you to individualize care and
determine appropriate nursing interventions

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 SELF-CONCEPT

Self-concept is always changing and is based on the following:

• Sense of competency & Perceived reactions of others to one’s body

• Ongoing perceptions and interpretations of the thoughts and feelings of others

• Personal and professional relationships

• Academic and employment-related identity

• Personality characteristics that affect self-expectations

• Mastery of prior and new experiences

• Ethnic, cultural, racial, and spiritual identity

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 SELF-ESTEEM
Self-esteem is usually highest in childhood, declines during adolescence, gradually rises
throughout adulthood, and diminishes again in old age (Stuart, 2009).
oAlthough this pattern varies, generally it holds true across gender, socioeconomic
status, and ethnicity.

Erikson’s (1963) emphasis on rise in self-esteem and self-concept in adulthood.

Several individuals report a decline in self-esteem in later adulthood (Ebersole et al.,

2008).

Identifying specific nursing interventions to address the unique needs of

patients at various life stages is essential.

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 Components & Interrelated Terms Of Self-concept

A positive self-concept gives a sense of meaning, wholeness, and

consistency to a person.

A healthy self-concept has a high degree of stability, which generates

positive feelings toward self.

The components of self-concept are

o Identity

o body image, and

o role performance.

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 [Link]

Identity

 involves the internal sense of individuality, wholeness, and consistency of a person over
time and in different situations.

 It implies being distinct and separate from others.

An individual first identifies with parenting figures and from self-observations, later with
other role models such as teachers or peers.
Types
o Sexuality identity

o Gender identity

o Cultural differences in identity exist.

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o Differences in ethnic identity and etc.
 [Link] IMAGE

involves attitudes related to the body, including physical appearance, structure, or function.

Feelings about body image include those related to sexuality, femininity and masculinity,
youthfulness, health, and strength.

These mental images are not always consistent with a person’s actual physical structure or
appearance.
o Some body image distortions have deep psychological origins, such as the eating disorder
anorexia nervosa.

Affected by
o The way others view a person’s body and the feedback offered

o .Cognitive growth and physical development

o Cultural and societal attitudes and values

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o Hormonal changes and etc.
 CONT...
Body image issues are often associated with impaired self-concept and
self-esteem.

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 3. ROLE PERFORMANCE
 is the way in which individuals perceive their ability to carry out significant roles (e.g.,
parent, supervisor, or close friend).

maturation result in changes in role performance.

Roles that individuals follow in given situations involve socialization, expectations, or

standards of behavior.

distinguish between ideal role expectations and realistic possibilities

Ideal societal role behaviors are often hard to achieve in real life.

Fulfillment of role expectations leads to an enhanced sense of self.

Difficulty or failure in meeting role expectations leads to deficits and often contributes to
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decreased self-esteem or altered self-concept.
 FACTORS INFLUENCING
SELF-CONCEPT
A self-concept stressor
 is any real or perceived change that threatens identity, body image, or role performance.

The ability to reestablish balance following a stressor is related to numerous factors, including

 the number of stressors,

 duration of the stressor,

 and health status.

Stressors challenge a person’s adaptive capacities.

Being able to adapt to stressors is likely to lead to a positive sense of self,

whereas failure to adapt often leads to a negative self-concept.
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Fig. 33-3 Common Stressors That Influence Self-concept

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 IDENTITY STRESSORS
Stressors affect an individual’s identity throughout life.

individuals are particularly vulnerable during adolescence.

An adult generally has a more stable identity and more firmly developed self-concept

Cultural and social stressors rather than personal stressors have more impact on an
adult’s identity.

Identity confusion results when people do not maintain a clear, consistent, and
continuous consciousness of personal identity.

 It occurs at any stage of life if a person is unable to adapt to identity stressors.

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 Body Image Stressors

A change in the appearance, structure, or function of a body part requires an

adjustment in body image and affects the significance of a loss of function or
change in appearance.

Changes in the appearance of the body such as an amputation, facial

disfigurement, or scars from burns pregnancy, and chronic disease are obvious
stressors affecting body image.

The response of society to physical changes in an individual often depends on

the conditions surrounding the alteration.
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
 ROLE PERFORMANCE STRESSORS

Throughout life a person undergoes numerous role changes.

It is important to recognize that a shift along the continuum from illness to
wellness is as stressful as a shift from wellness to illness.

Any of these transitions may lead to

 role conflict,

 role ambiguity,

 role strain, or

 role overload. 23
 Role Performance Stressors
Types
Role conflict

results when a person has to simultaneously assume two or more roles that are
inconsistent, contradictory, or mutually exclusive.

The perceived importance of each conflicting role influences the degree of conflict
experienced.

Role conflict occurs when general societal expectations (take care of yourself, and you
will get better) and the expectations of co-workers (need to get the job done) collide.

The conflict of taking care of oneself while getting everything done is often a major
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 ROLE PERFORMANCE
STRESSORS CONT..
Role ambiguity
 involves unclear role expectations, which makes people unsure about what to do or
how to do it, creating stress and confusion.
 common in the adolescent years & employment situations.

Role strain
 combines role conflict and role ambiguity.
 Some express role strain as a feeling of frustration when a person feels inadequate or
unsuited to a role
Role overload
 involves having more roles or responsibilities within a role than are manageable.
 common in an individual who unsuccessfully attempts to meet the demands of work
and family while carving out some personal time & Often during periods of illness or
change.
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 SELF-ESTEEM
is an individual’s overall feeling of self-worth or the emotional appraisal of self-
concept.
It is the most fundamental self-evaluation because it represents the overall judgment
of personal worth or value.
Self-esteem is positive when one feels capable, worthwhile, and competent
(Rosenberg, 1965).
A person’s self-esteem is related to his or her evaluation of his or her effectiveness
at school, within the family, and in social settings.
The evaluation of others also is likely to have a profound influence on a person’s self-
esteem.
In general, a person whose self-concept comes close to matching the ideal self has
high self-esteem, and vice versa(Stuart, 2009).
Once established, basic feelings about the self tend to be constant, even though a
situational crisis can temporarily affect self-esteem. 26
 SELF-ESTEEM STRESSORS
Self-esteem stressors vary with developmental stages.

Perceived inability to meet parental expectations, harsh criticism, inconsistent discipline,

and unresolved sibling rivalry reduce the level of self-worth of children.

A developmental milestone such as pregnancy

real-world consequences in adulthood, including poor health, criminal behavior, and

limited economic, health problems, declining socioeconomic status, spousal loss or
bereavement, loss of social support, and decline in achievement experiences following
retirement.

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 FAMILY EFFECT ON SELF-
CONCEPT DEVELOPMENT
 family plays a key role in creating and maintaining the self-concepts of its members.

Children develop a basic sense of who they are ,accepted norms for thinking, feeling, and
behaving from family members.

Some literature suggests that parents are the most important influences on a child’s
development.

Parents who are harsh, inconsistent, or have low self-esteem themselves often behave in
ways that foster negative self-concepts in their children and vice versa.

Family and cultural factors sometimes influence negative health practices such as
cigarette smoking 28
 NURSE’S EFFECT ON
A PATIENT’S
nurse’s acceptance of a SELF-CONCEPT
patient with an altered self-concept promotes positive
change.
osimply involves sitting with a patient and forming a therapeutic relationship.

Nurses need to assess and clarify the following self-concept issues about themselves in
order to understanding and accepting others;
oThoughts and feelings about lifestyle, health, and illness

o Awareness of how their own nonverbal communication affects patients and families

o Personal values and expectations and how these affect patients

oAbility to convey a nonjudgmental attitude toward patients

oPreconceived attitudes toward cultural differences in self-concept and self-esteem

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 Nurse Should
Including self-concept issues in the planning and delivery of care can positively influence
patient outcomes.

Building a trusting nurse-patient relationship that incorporates both the patient and family
in the decision-making process enhances self-concept.

Nurses individualize their approach by highlighting a patient’s unique needs and

incorporating alternative health care practices or methods of spiritual expression into the
plan of care.

Give quality of nursing care with good facial expression.

Take early Preventive measures(early identification, and appropriate treatment) minimize

the intensity of self-esteem stressors. 30
THANK YOU
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