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Self lecture giobbi
This document discusses the development of self from infancy through adulthood. It covers how self-awareness emerges around 17-24 months as infants begin to recognize themselves in mirrors. Culture influences when self-recognition occurs. During childhood, self-concept is formed based on physical and academic attributes, and adolescents struggle with developing identity. Adulthood brings changes to self-concept through life experiences like marriage and career. Work plays a role in adult identity and self-esteem is influenced by social comparisons and evaluations of how one measures up to standards and peers.
Self lecture giobbi
- 1. Self 1. The Developmentof the Self 2. Evaluating the Self 3. Picking an Occupation
- 2. • How wesee & evaluate ourselves over the lifespan. • How we go about choosing our life’s work. • Developing positive & negative self-view. • Social comparison & self-view. • Work & identity. • Why we work. • Choosing a career. • Problems of work & self.
- 3. 1. The Developmentof the Self
- 4. • We arenot born with a sense of self it is a learned concept. • self-awareness- knowledge of oneself.
- 5. • Rouge Test:red makeup on a baby’s forehead, placed in front of a mirror. • 17-24 months onset of recognition of self. (Gallup, 1977).
- 6. • Culture affectsage of self-recognition. • Greece- autonomy emphasized, early onset. • Cameroon- interdependent, later onset (Keller et al., 2004).
- 7. • Theory ofMind • An infant’s perspective of the mental lives of others—and themselves. • First distinction is that other people are capable of compliance to one’s desires. • Infants begin to realize • Intentionality & causality (meaning in the actions of others). OTHERS AS COMPLIANT AGENTS
- 8. • By 2years old infants demonstrate empathy. • At 24 months, infants can show concern & comfort others. • 1 year-olds can identify emotional cues of person on TV. • When pre-school age children are asked what makes them different from others they give physical answers,”I’m a good runner” .
- 9. • Children’s self-conceptare unrealistic, they overestimate their skills & knowledge. They expect to win every game they play, view the future as a great success.
- 10. • Culture &Self-Concept • Collectivist orientation of the self- responsibility to others • Identity based on fitting in.
- 11. • Individualistic orientationof the self- competitive & self-concerned • Identity based on standing out. • captivation-in-an-acceptedness- not overtly learned, but absorbed through the structure of the culture (Husserl).
- 12. • Self-concept, attitudetoward gender, race, & ethnicity • gender- sense of maleness or femaleness • Established by the preschool years.
- 13. • Personal &academic self-view • Personal self-view • 1. looks • 2. peer relations • 3. physical ability • Academic self-view • 1. English • 2. Math • 3. nonacademic (music & art)
- 14. • ADOLESCENCE • Erikson:Identity versus role confusion • Adolescents typically describe how they think others view them (Harter, 1990).
- 15. • Struggle betweenideal self & real self (Adler).
- 18. • racial awarenessin pre-school age. 3-4 years • meaning attribution to physical features comes later. (arbitrary good/bad, us/them) • race dissonance- preferring characteristics of centralized other.
- 19. • Minority/Majority –versus- centralized/marginalized • 90% of African-American children showed preference for lighter skinned images (Holland, 1994). • Ethnic Identity emerges later than racial identity (Bernal, 1994).
- 20. • MIDDLE CHILDHOOD & ADOLESCENCE • Middle childhood actively seeking, “who am I?” • Erikson Industry vs. Inferiority • self-view shifts from physical characteristics to psychological sense.
- 21. • Personal &academic self-view • Personal self-view • 1. looks • 2. peer relations • 3. physical ability • Academic self-view • 1. English • 2. Math • 3. nonacademic (music & art)
- 22. • ADOLESCENCE • Erikson:Identity versus role confusion • Adolescents typically describe how they think others view them (Harter, 1990). • Struggle between ideal self & real self (Adler). • Friends & peers become increasingly important.
- 23. • psychological moratorium-(Erikson) taking time off to explore and find oneself.
- 24. • Marcia’s elaborationon Erikson’s Identity versus Role Confusion • An adolescent can be focused on crisis (choosing between) or commitment (investing in an ideology). • Marcia views commitment as healthful.
- 25. • Marcia’s 4categoris of identity • 1. identity achievement -decided on a self, passed through alternatives. • 2. identity foreclosure- committed to an identity without crisis of alternatives. • 3. moratorium- not decided on a self • 4. identity diffusion- not exploring or committing to a sense of self.
- 26. • ADULTHOOD Life events shape & reshape sense of self in adulthood • marriage, love, hate, divorce, health, death, economy, profession, education, regret, children
- 27. • social clock-culture-specific, sense of “should” in adult life. • milestones measured against others & cultural norms. • 20s, middle class: education, career, marriage, family. • Women’s social clocks- family social clock, career social clock, or individualistic social clock. (Helson, 1960s-2006)
- 28. • Women assessedat 21, 27, & 43 (Helson) become more disciplined & committed to their pursuits. Greater independence, & cope with stress and adversity more effectively.
- 29. • Traditional femininebehavior (21-27) find a spouse, have a child (Helson). • For women, it is not which path is pursued, but rather, how dedicated to their pursuit that determines contentedness in adulthood.
- 30. • Work &adult sense of self. • Career consolidation (Valliant, 1930s)- (20-40 years) centered on careers. • 20s influenced by parent’s authority • 30s greater autonomy with own family & career • Typically hard workers, rule-followers, conforming to professional norms. • Erikson- Intimacy versus isolation
- 31. • 2. Evaluatingthe Self • Self-esteem- overall positive & negative self-evaluation • Emotionally oriented
- 32. • How doI measure up to others & the standards of society?
- 33. • Internal standardof success (ideal self) Adler.
- 34. • Middle childhood& adolescence- different self-esteems (academic, physical, social, athletic, musical). • Adult self-esteem- how we manage the transition from being cared for to being caretakers.
- 35. • Race &self esteem • Clark & Clark (1947) lower self-esteem amongst minority groups. • A shift in adulthood with a sense of pride in ethnicity.
- 36. • Social IdentityTheory- members of a minority group will only accept negative views if they have a sense that it is impossible to change the situation.
- 37. • Gender differences& self-esteem • Adolescence- girls have lower self esteem than boys (Watkins et al., 1997) • Girls more concerned with physical appearance at this age. • Boys focus on rejection from females & athletic prowess.
- 38. • Socio EconomicStatus & self-esteem • Typically lower SES is correlated with lower self-esteem in adolescents.
- 39. • Social Comparison-comparing our abilities to that of others (Leon Festinger, 1954) • We compare ourselves mostly to those who share our qualities (age, gender, etc…)
- 40. • Downward SocialComparison- self-esteem enhanced through comparing to those less competent in an area.
- 41. Erich Fromm To Haveor To Be? http://www.youtube.com/watch?v=o7GpHrdXOFI