Socio-Anthropological Perspectives of the Self • Using social interaction as a type of “mirror,” people

use the judgments they receive from others to

MODULE 3
MEASURE THEIR OWN WORTH, VALUES, AND
Socialization BEHAVIOR.
The interactive process through which people learn The OPINIONS OF FAMILY AND CLOSE RELATIONSHIPS
• Basic skills seem to be more relevant to our self-concept THAN
• Values THOSE OF STRANGERS.
• Beliefs
THE PROCESS OF THE FORMATION OF OUR SELF
• Behavior patterns of a society
CONCEPT
Within socialization, a person develops a sense of SELF
1. We Imagine how others SEE US (An individual in a
• Socialization is the means by which human infants
social situation imagines how they appear to others.)
begin to acquire the skills necessary to perform as a
2. We Imagine how others ASSESS US (That individual
functioning member of their society
imagines others’ judgment of that appearance.)
• The most influential learning process one can
3. We develop our self-views through these
experience
JUDGEMENTS (The individual develops feelings about
The SELF-CONCEPT is the sum total of beliefs we each and responds to those perceived judgments.)
have about ourselves
GEORGE MEAD (1863–1931)
The Beginnings of the Self Concept - An American philosopher, sociologist, and psychologist
Recognizing oneself
Mead’s central concept is the self:
• Human infants begin to recognize themselves in the
• The part of an individual’s personality composed of
mirror when they are about two years old
self-awareness and self-image.
• Being able to recognize yourself as a distinct entity is a
• Mead claimed that the self is not there at birth,
necessary first step in the evolution and development of
rather, it is developed with social experience.
a SELF-CONCEPT.
3 STAGES OF DEVELOPMENT OF THE SELF
Charles Horton Cooley (1902)
1.Preparatory stage
• Primary groups — parents, siblings, play groups,
2.Play stage
elders — are the FOREMOST FORCE IN DEVELOPING A
3.Game stage
PERSON'S CHARACTER.
Stage 1: The Preparatory Stage (birth-about age 2)
• Children mimic or imitate those around them
• They start to learn language
• Incapable of taking in the perspective of others

Stage 2: The Play Stage (from about age 2 to six)

• During this stage, children play pretend as the specific
other.
• They do not adhere to the rules in organized Games.

Stage 3: The Game Stage (from about age seven

The Looking Glass Self onwards)
Our self -image comes from our • In this stage, children begin to understand and adhere
own self -reflection and from what others think of us. to the rules of games.
• People develop a sense of WHO THEY ARE AND • They start to understand the attitudes, beliefs and
WHAT TO THINK OF THEMSELVES by watching the behaviors of generalized others/the society
reactions of the people in their "primary group" as well • They start to be concerned about the opinions of
as those they meet throughout their lives . others that is why they start to act based on the
• This notion is especially applicable to the way children expectations of society.
form their SELF-ESTEEM
PSYCHOLOGICAL PERSPECTIVE OF THE SELF A. UNCONSCIOUS
• The unconscious includes drives and instincts
Module 4 - Understanding the Self
that are beyond awareness but that motivate
most human behaviors.
PSYCHODYNAMICPERSPECTIVE • DRIVE- mental representation of an inner
• Sigmund Freud’s Psychoanalytic Theory bodily source of excitement
• Alfred Adler’s Individual Psychology • These drives can only become conscious in
disguised or distorted forms such as:
PSYCHODYNAMIC PERSPECTIVE
⚬ Dream Images
3 Core Assumptions of the Psychodynamic Perspective
⚬ Slips of the Tongue (Freudian Slip)
Assumption 1: Primacy of the Unconscious ⚬ Neurotic Symptoms
• Contend that the majority of psychological processes An example of a Freudian slip is a man who
take place outside conscious awareness accidentally uses a former girlfriend's name
• The activities of the mind (or psyche) are presumed to when referring to a current girlfriend.
be largely unconscious B. PRECONSCIOUS
• Research confirms this basic premise of • The preconscious contains images that are
psychodynamic: Many of our mental activities— not in awareness but that can become
memories, motives, feelings, and the like—are largely conscious either quite easily or with some level
inaccessible to consciousness (Bargh & Morsella, 2008; of difficulty.
Bornstein, 2010; Wilson, 2009) You might not presently be thinking about how
to do long division, but you can access the
Assumption 2: Critical Importance of Early Experiences
information and bring it into conscious
• posits that early childhood events play a role in
awareness when you are faced with a math
shaping personality
problem.
• early experiences—including those occurring during
C. CONSCIOUS
the first weeks or months of life—set in motion
• Consciousness plays a relatively minor role in
personality processes that affect us years, even
Freudian theory.
decades, later (Blatt & Levy, 2003; McWilliams, 2009)
• Conscious ideas stem from either the
Assumption 3: Psychic Causality perception of external stimuli (our perceptual
• psychodynamic theory points that nothing in mental conscious system) or from the unconscious and
life happens by chance—that there is no such thing as a preconscious after they have evaded
random thought, feeling, motive, or behavior censorship.
• most theorists and researchers agree that thoughts,
Structure of Personality
motives, emotional responses, and expressed behaviors
Freud describes the personality in terms of three
do not arise randomly, but always stem from some
constructs:
combination of identifiable biological and psychological
• Id,
processes (Elliott, 2002; Robinson & Gordon, 2011)
• Ego, and
PSYCHOANALYTIC THEORY • Superego
SIGMUND FREUD
• Freud emphasizes that the id, ego, and superego are
• Austrian neurologist and
not separate compartments within the mind.
• the founder of psychoanalysis
• They blend together, like sections of a telescope or
Levels of Mental Life colors in a painting.
Freud saw mental functioning as operating on three
ID ("it")
levels—
• Raw, unorganized, inborn part of personality
• Unconscious,
• Satisfaction is the ultimate goal
• Preconscious, and
• Primitive desires of hunger, sex, and aggression
• Conscious
• Works with Pleasure Principle
• Its only resource is to form mental images of what it FIXATIONS IN THE ANAL STAGE
wants, a process called wish fulfillment ANAL-RETENTIVE
• Obsessive in cleanliness, stingy
EGO (“me”) - 2 y/o
ANAL REPULSIVE
• Due to constant battle between an id demanding
• Messy, lack of commitment
instant gratification and a superego demanding
constant restraint 3. PHALLIC STAGE
• Rational and reasonable • 3 Y/O to 6 Y/O
• Reality Principle • Erogenous zone: Genitals
• Instinctual energy (ID) is restrained in order to • Child becomes aware of anatomical sex differences
maintain the safety of the individual and keep him/her • Conflict comes from erotic attraction, resentment,
within societies norms rivalry, jealousy and fear
• Boys experience Oedipus complex, while girls
SUPEREGO (“over-me”)
experience the Electra complex
• Right and wrong
• Develops at age 5 or 6 4. LATENCY STAGE
• Learned from others • 6 Y/O to Puberty
• Moral Ideals and Conscience • Latent means “hidden”
⚬ Guides us toward socially acceptable behavior • Focused on school works, hobbies and friendships
through the use of guilt and anxiety
GENITAL STAGE
The cost of advanced civilization is the sense of guilt. • Puberty to Adulthood
-Sigmund Freud, Civilization and Its Discontents • Restricted by social rules

PSYCHOSEXUAL STAGES OF DEVELOPMENT FOR FREUD:

• Each stage represents the fixation on different areas • Past experiences are the main determinants of our
of the body. present behavior
• As a person grows physically certain areas of their • People have no choice in shaping their personality
body become sources of potential frustration, pleasure • The unconscious is the main source of motivation of
or both. (EROGENOUS ZONES) most human behaviors

Stages of Pychosexual Development --------------------------------------------------------------------------

1. ORAL STAGE
• BIRTH TO 1 Y/O
• Erogenous zone: mouth
• Satisfaction comes from putting all sorts of things in
the mouth
• Activities are sucking, biting, swallowin

FIXATIONS IN THE ORAL STAGE

ORAL AGGRESSIVE
• shouting, nagger, sarcastic, argumentative
ORAL RECEPTIVE
• overeating, gullible, smoking

2. ANAL STAGE
• 1 Y/O to 3 Y/O
• Erogenous zone: anus
• Derives great pleasure in bowel or bladder control
INDIVIDUAL PSYCHOLOGY not as opponents but as people with whom they can
cooperate for social benefit
ALFRED ADLER
• SOCIAL INTEREST- “social feeling” or “community
• Austrian medical doctor, psychotherapist, and
feeling,”; it means a feeling of oneness with all
• founder of the school of individual psychology.
humanity
• Middle child
• Hates being associated with Sigmund Freud STYLES OF LIFE
• Competitive with his older sibling, Sigmund (not • The term Adler used to refer to the flavor of a
Freud) person’s life. It includes a person’s goal, selfconcept,
feelings for others, and attitude toward the world
BRIEF BACKGROUND ON THE THEORY
• Product of the interaction of the environment,
• Adler did not agree on Freud’s view that all our
heredity and creative power of a person
present behaviors are determined by our past
experiences. 1. RULING TYPE
• Adler believed that people actively seek to improve • Aggressive, dominating
themselves. • People who don't have much social interest or cultural
perception
INFERIORITY
We are all born with a sense of inferiority which 2. GETTING TYPE
motivates us to improve ourselves and achieve our • Dependent people who take rather than give
SELF-IDEAL.
PAMPERED STYLE OF LIFE (weak social interest)
• SELF-IDEAL- is an expression of the fictional goal of
• They expect others to look after them, overprotect
the personality, which is an image of success
them, and satisfy their needs. They are characterized by
• “persons are always striving to find a situation in
extreme discouragement, indecisiveness,
which they excel”
oversensitivity, impatience, and exaggerated emotion,
INFERIORITY COMPLEX especially anxiety
• Excessive feelings of inferiority (overcompensation)
3. AVOIDING TYPE
• Unhealthy; produces feelings of helplessness and
• people who try to escape life's problems and take
feelings of hopelessness
little part in socially constructive activity
CREATIVE POWER
NEGLECTED STYLE OF LIFE
• People’s ability to freely shape their behavior and
• Children who feel unloved and unwanted are likely to
create their own personality.
borrow heavily from these feelings in creating a
• By the time children reach 4 or 5 years of age, their
neglected style of life.
creative power has developed to the point that they can
• No one feels totally neglected or completely
set their final goal.
unwanted.
• FINAL GOAL- to be big, complete, and strong.
4. SOCIALLY-USEFUL TYPE
SUPERIORITY COMPLEX/ STRIVING FOR SUPERIORITY
• people with a great deal of social interest and activity
• socially nonproductive attempt to gain personal
superiority FAMILY CONSTELLATION
• with little or no concern for others. • Consisted of parents, children, and any extended
• Some people create clever disguises for their personal family members
striving and may consciously or unconsciously hide their • Birth order in this constellation influences a person's
self-centeredness behind the cloak of social concern lifestyle choices.
STRIVING FOR SUCCESS FAMILY CONSTELLATION
• Psychologically healthy people who are motivated by • A child defines self in relation to other children
social interest and the success of all humankind
• Capable of helping others without demanding or and how the self is different from or the same as others
expecting a personal payoff, and are able to see others in the family.
• BIRTH ORDER- position among siblings in the family
LEARNINGTHEORIES BF SKINNER Negative Reinforcement – strengthens behavior
because it stops or remove an unpleasant experience
BURRHUS FREDERICK SKINNER (1904 – 1990)
● American Psychologist PUNISHMENT
● Developed the “Skinner’s Box” or the Operant Positive Punishment – adding an undesirable stimulus
Conditioning Chamber to stop or decrease a behavior
● Father of Operant Conditioning Negative Punishment – taking away a pleasant stimulus
to decrease or stop a behavior
BEHAVIORIST PERSPECTIVE
The behaviorist perspective is a theory of psychology EXTINCTION
that states that human behaviors are learned, not Extinction is a process in which reinforcement that is
innate. provided for problem behavior is discontinued in order
The behaviorist approach asserts that personality traits to decrease or eliminate the behavior
are the result of a person's environment and the
cultural forces that shape it.

BASIC PREMISE
1. Behavior is learned from the environment
2. When born our mind is 'tabula rasa' (a blank slate).
3. Psychology should be seen as a Science. Behaviorism
is primarily concerned with observable behavior.
4. Behavior is the result of stimulus-response (S-R)

THORNDIKE’S LAW OF EFFECT (1898)

According to this principle, behavior that is followed by
pleasant consequences is likely to be repeated, and
behavior followed by unpleasant consequences is less
likely to be repeated.

Law of Effect – Reinforcement

Behavior which is reinforced tends to be repeated (i.e.,
strengthened); behavior which is not reinforced tends
to die out-or be extinguished (i.e., weakened).

OPERANT CONDITIONING
Operant conditioning is a method of learning that
occurs through rewards and punishments for behavior.
Through operant conditioning, an individual makes an
association between a particular behavior and a
consequence (Skinner, 1938).

CATEGORIES OF REINFORCEMENT
- Reinforcement
• Positive
• Negative
- Punishment
• Positive
• Negative
- Extinction

REINFORCEMENT
Positive Reinforcement – strengthens a behavior by
providing a consequence an individual finds rewarding