Republic of the Philippines

NUEVA VIZCAYA STATE UNIVERSITY

Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM No.: IM-GE SELF-1STSEM-2020-2021

COLLEGE OF ARTS AND SCIENCES

Bayombong Campus

DEGREE PROGRAM GE COURSE NO. GE SELF

SPECIALIZATION COURSE TITLE UNDERSTANDING THE SELF
YEAR LEVEL FIRST YEAR TIME FRAME 6 HRS WK NO. 6 IM NO. 1

I. CHAPTER 1: THE SELF FROM VARIOUS PERSPECTIVES

II. LESSON TITLE

Chapter 3: Psychology

III. CHAPTER OVERVIEW

“Indeed, much of the self is learned by making a new memories out of old
ones.”

-Joseph E. Ledoux

How can psychology help you understand yourself and know who you really are? Psychology is the
scientific study of how people behave, think and feel. Thus, it plays a pertinent role for us to understand our self.
We will also learn how your psychological needs are the primary source that motivates and drives your behavior,
how important critical knowledge about change is to be more adaptive and to embrace a change as a personal
and professional growth experience.

From the basic workings of the human brain to consciousness, memory, reasoning and language, to
personality and mental health, and everything about the human experience- Psychology will scrutinize it so that
you as a human being will understand how it is to be “you”.

IV. DESIRED LEARNING OUTCOMES

1. Examine the different influences, factors and forces that shape the self
2. Demonstrate critical and reflective thought in analyzing the development of one’s self and identity
by developing a theory of the self.
3. Explore the different aspects of self and identity.
4. Demonstrate critical, reflective thought in integrating the various aspects of self and identity.

V. LESSON CONTENT
Chapter 1
PSYCHOLOGY

THE SELF AS A COGNITIVE CONSTRUCTION

At the heart of Swiss clinical psychologist Piaget’s theory ,is the idea that children are born
with basic mental structure, which provides the structure for future learning and knowledge. He saw

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NUEVA VIZCAYA STATE UNIVERSITY
Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM No.: IM-GE SELF-1STSEM-2020-2021
cognitive development as a progressive reorganization of these mental processes. This came about
due to biological maturation, as well as environmental experience.

We are essentially constructing a world around us in which we try to align things that we already
know and what we suddenly discover. Through the process, a child develops knowledge and
intelligence, which helps him or her to reason and think independently. This theory is built around
three components: schemas, equilibrium, assimilation and accommodation, and the different stages
of development.

1.Schemas/schemes

-these are the building blocks of knowledge. Schemes are mental organizations that individuals
use to understand their environments and designate action. Without them, you would find the world
incomprehensible. The world with its things wouldn’t mean anything.

-For example, your schema about potatoes- what do you know about potatoes? Your
knowledge about it might be based on your experiences: they taste good when baked, they have an
outer layer and are grown underground. Your schema is essentially the knowledge you have (they
grow under the ground) and your experiences of the object/idea (they taste good when baked).
Therefore, a schema will change over time.

2. Assimilation, accommodation, and equilibrium

-This second fundamental concept is the compilation of three concepts which involves the
child’s learning processes to meet situational demands . Among the three, assimilation and
accommodation are the two core processes people use in order to adapt to the environment. On the
other hand, equilibrium is the attempt to strike balance between the schemas in your head and then
what the environment is telling.

o Assimilation

-This is the first attempt of understanding new information and experiences. It is when you take in new
information regarding your existing schema. For example, when you taste French fries and identify it
as potato. In this example, your existing schema is your knowledge that potato tastes good when
baked, but when you come to taste the French fries as potato, you assimilate French fries to your pre
existing schema. You assimilate this new experience inside a schema instead of creating a new one.
You may now come to think that ‘French fries are made from potatoes’.

o Accomodation

-With accommodation, we add another solution if assimilation is insufficient. You try to modify your
existing schemas and ideas thus giving you a new experience or knowledge and often give birth to
new schemas. For example, upon biting another French fries, you realize they are made from sweet
potato, and not potato. Therefore, you accommodate your existing schema ( not all French fries are
potato) and create a new schema (you can use sweet potato also to make French fries). Meaning,
you are changing the existing structures or the knowledge you have to fit the environment around you.

o Equilibrium

-this is the child’s attempt to strike balance between the two mechanisms above: assimilation and
accommodation. Piaget believed it to be the mechanism children use in order to move from one stage
of thought to the other. Following the examples we had, now that you encounter a new taste of French
fries made from sweet potato, you don’t easily get disappointed and wonder what is happening.
Instead, you restore balance by accommodating your existing schemas. So the next time you you
encounter French fries , you wont assume that it is potato anymore. And if the taste doesn’t match to
sweet potato, you again try to accommodate –perhaps it can be carrots!

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3.Stages of Cognitive Development

This reflect the increasing sophistication of the child’s thought process. According to Piaget,
the knowledge children acquire is organized into schemas (scheme) or groupings of similar actions or
thoughts. Over time, these schemes may change, but they provide an important base level of
information about particular events, objects, and information.

In the “stages of Cognitive Development”, Piaget theorize that children progress through 4
stages and that they all do so in the same order.

1.Sensorimotor (0-2)- The core idea for the sensorimotor stage is object permanence which appears
around 9 months meaning the knowledge of the object continues to exist even when after it is out of
view. For example, the ball will still be a ball even when it rolls under the sofa. In this stage, the child
learns by doing: looking, touching, sucking. The child also has a primitive understanding of cause and
effect relationships.

2.Preoperational (2-7)- It is at this period that thinking begins moving towards symbolical stages
wherein the child uses language and symbols, including letters and numbers. A child learn that words
and objects can be something other than themselves. They also start to develop imagination and
things can start having more meaning. For example, you might remember having a ball as best friend
or you made a toy plane out of paper. Nonetheless, the preoperational stage is still controlled by
egocentrism. This means that you would find it difficult to see another person’s viewpoint and illogical
thinking can still occur. For example, if you split two jugs one wider and the other taller, the child might
think the taller one has more water inside it.

3. Concrete operations (7-11)- Things start heating up during the concrete operational stage.
According to Piaget’s theory, this is when the child starts showcasing logical or operational thought
instead of having to physically try things (such as pouring the water back himself/herself), the child
begins to think things through internally. Another important aspect is the diminishing of egocentric
thinking wherein children begin to understand their thoughts, feelings and ideas are unique and others
might think and feel differently.

4. Formal Operations (12+)- It is when logical thinking, using deductive reasoning and understanding
abstract ideas increases. You don’t just think there’s one solution to problems, but you start using
abstract ideas and different hypotheses to go about your life. The operational stage doesn’t really end
because we continue to gain knowledge and experience long into adulthood.

According to Piaget, there is no specific years to each stage because it differs from person to
person but he believe that everyone experience the stages in the same order and that you cannot
miss a stage under normal development.

HARTER’S SELF DEVELOPMENT CONCCEPT

People’s thoughts about themselves follow a developmental sequence of increasing generality

and abstraction. Psychologist, author and professor, Dr. Susan Harter (1999) detailed the emergence
of self-concept and asserted that the broad developmental changes observed across early childhood,
later childhood, and adolescence could be interpreted within a Piagetian framework. Additionally,
Harter expanded her self-development concept until adulthood. The development of self-concept
according to Harter is as follows:

1.Early Childhood

Gender and age appear to be the first characteristics applied to the self. By age two, most
children correctly identify themselves as a boy or a girl, although they may not be fully aware that
gender is constant until several years later. At this age, children also tend to describe themselves in
terms of concrete, observable characteristics (e.g., I have brown hair; I have an older brother) and

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Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM No.: IM-GE SELF-1STSEM-2020-2021
typical behaviors and activities (e.g., I play games; I like soccer). In short, young children tend to think
of themselves in terms of their observable, verifiable characteristics.

2. Middle to Later Childhood

At this stage, children’s self descriptions become more general. For example, instead of
thinking of themselves in terms of specific activities (I like soccer; I like skating), children start applying
broader labels to themselves (I like sports). Children at this age also begin defining themselves (and
others) in psychological terms, such as traits and abilities. Many of these qualities refer to important
social characteristics (e.g., nice, likable, or friendly). Also, social comparison processes also become
more influential at this stage of life (Ruble, 1983). Children compare themselves with others and draw
inferences about themselves on the basis of what these comparisons show (“Jimmy has more trouble
solving problems than I do, so I must be smart”).

3. Adolescence

Adolescence brings another shift in self-understanding. Adolescents define themselves in

abstract qualities that emphasize their perceived emotions and psychological characteristics. For
example, an adolescent might be inclined to say he is moody or insecure. These assessments reflect
a more sophisticated, analytical approach to self-definition, one that emphasizes private qualities not
necessarily known to others. For example, one 15 year old girl in a study on self conceptions
described herself as follows: What am I like as a person? Complicated! I am sensitive, friendly,
outgoing, popular, and tolerant though I can also be shy, self-conscious, even obnoxious..Im pretty,
cheerful person especially with my friends… At home, I am more likely to be anxious around my
parents” (Harter,1990).

4.Emerging adults

The marked characteristic of “self” for emerging adults is having a vision of a “possible self.” It
is the “age of possibilities”. In one Australian study, early emerging adulthood (ages 17-22) was found
to be a time of “Grand dreams”, of being wealthy and having a glamorous occupation, but beyond
emerging adulthood(ages 28-33) the visions of a possible-self become more realistic, if still optimistic.

WILLIAM JAMES AND THE ME-SELF; I-SELF

According to James, the self has two elements: the I-self and the Me-self.h

I-self is called the thinking self since it includes how we interpret the world. It is also called the
pure ego in the sense that it mirrors the souls and mind and/or what kind of person he/she is. It is the
subjective self and is aware of its own actions. The I-self characteristically has four features. These
are:

1.A sense of being the agent or initiator of behavior. I believe my actions have an impact; that I
cause an effect in my environment.

2.A sense of being unique. This is how I am different from everything in my environment; I perceive
there is only one me.

3. A sense of continuity. I am the same person from day to day.

4. A sense of awareness about being aware. I understand what is going on in me and around me;
and I know I understand it.

The me-self is the self that is the object. It is called the empirical self meaning, it is based on
personal experiences or verifiable observations of a person. It is the “self” that you can describe, such

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INSTRUCTIONAL MODULE
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as your physical characteristics, personalities, social role, or relationships, thoughts, feelings. The Me-
Self is subdivided into three categories: the material, social and spriritual self.

o The material self includes those material basic needs in order for us to live such that clothes, house,
foods, and such.
o The Social Self refers to the social relationship of the self within the society. How he/she reacts or
communicate with his/her surroundings.
o The Spiritual Self refers to the unseen part of the physical self. It is the soul of the body. It is the
personality, character, defining values of a person.

REAL AND IDEAL SELF-CONCEPTS

Carl Ransom Rogers was an American psychologist and among the founders of the
HUMANISTIC approach to psychology. Humanistic approach highlighted the individual’s innate drive
toward self-actualization and the process of realizing and expressing one’s own capabilities and
creativity. Through time, the self is continuously changing and developing due to the demands of social
contexts, new information, modernization and globalization. Also, the self-identity may change by
process and the people whom you interact with may affect your identity as an individual. Meaning,
people that surrounds you can influence and change your beliefs, attitude, values and even their
customs, unknowingly you already adapted it.

Ideal Self vs. Real Self

Rogers further divided the self into two categories: the real self and the ideal self.

The real self- it s the one you actually see, who we actually are. How we think, feel, act, and look. It
was built on self-knowledge meaning we are conscious on ourselves. The actual self can be seen by
others, the people that surrounds us.

The ideal self - is the person that you would like yourself to be; it is your concept of the “best me” who
is worthy of admiration. It is an idealized image of self that the individual has developed based on
what you have has learned and experienced. For example, your parents are medical doctors who are
respected and admired in your community. Observing your parents, you conclude that to be happy,
you need to be smart and have a high-paying job. Your ideal self may be someone who excels in
science subjects, spends a lot of time studying, and does not get queasy easily.

The ideal self could include:

1.notions influenced by your parents

2.what you admire in others
3what the society sees as acceptable
4.what you think is in your best interest.

Rogers accentuated the importance of alignment between the ideal self and the real self.
According to him, “ If the way that I am (real self) is aligned with the way that I want to be (the ideal
self), then I will feel a sense of mental well-being or peace of mind. In other words, when your real self
and ideal self are very similar, you experience congruence. High congruence leads to a greater sense
of self-worth, and a healthy, productive life.

On the other hand, you are in a state of incongruence when there is great inconsistency
between your ideal and real self or if the way you are is not aligned with what you want to be. This
lack of alignment (incongruence) may result to mental distress or anxiety because you did not reach
your objective.

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Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM No.: IM-GE SELF-1STSEM-2020-2021
ALLPORT’S PERSONALITY THEORY

Psychologist Gordon Allport (1961) proposed his “personality trait” theory asserting that every
person possesses “traits.” According to Allport, a “trait” is your essential characteristic that never, ever
changes and sticks with you all your life. Moreover, these traits shape who you are ( how you think,
feel, or behave, etc.) in any given day.

The Ego States

In 1960 Psychiatrist Eric Berne began to develop his transactional analysis model as basis for
understanding behavior. Transactional analysis is anchored on two notions:

1.Every person has three parts called “ego states” in his or her personality.

2.People communicate with one another assuming roles of any of these ego states.

Berne presented the ego state as:

1.Parent 2. Adult 3.Child

1.The parent ego state is the voice of authority. It could be a comforting “nurturing parent” voice or a
“controlling/critical parent” voice that tells what you should do or should not do.

2.The adult ego state is the rational person. It is the voice that speaks reasonably and knows how to
assert himself or herself.

3.There are three child ego states. First is the natural child who loves to play but is sensitive and
vulnerable. The little professor is the curious child who wants to try everything. The adaptive child is
the one who reacts to the world. He or she could be trying to fit in or rebelling against authority.

Domains of the Self

University Professor and author Gregg Henriques proposed that the human self has three
related, but separable, domains. These domains are :

1.Experiential self – Henriques described the “experiential self”as the theater of consciousness
because it is the first to experience its beingness (the state or fact of existing). it is made up of the
“raw feels” of conscious experience. These experiences are classified into : a.) sensations and
perceptions (e.g., seeing color green, touching a rock); b.) motivational urges ( e.g., hunger, sexual
desire); c.) feelings and emotions ( e.g., sadness, joy, anger); d.) imagined objects or occurrences. It
is also worth noting that the experiential self connects to the body via felt experience, thus many
experientially oriented therapists will guide clients toward attending to experiences in their body.

2.Private self-conscious – This is the center of self- reflective awareness in adults and is described as
the narrator or interpreter.. and it is made up most immediately of the internal dialogue that weaves
a narrative of what is happening and why. As the second order awareness system, it translates and
feeds back onto the experiential self. This is the conscious portion of the human ego.
Developmentally, the private self emerges as dialogue is internalized by the child.

3. Public self/persona- The “public self or persona” is the image you project to the public. This is the
image that interacts with others and will influence how others see you. In The Presentation of Self in
Everyday Life, Goffman tried to describe face to face interactions through stage acting because actors
learn to manage their impression to others in both the structured and improvised roles of everyday
life. Specifically, he suggested that actors work to convey a positive, predictable impressions in the
eyes of the audience.

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Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM No.: IM-GE SELF-1STSEM-2020-2021
Multiple vs. Unified Self; True vs. False Self

Entering in the adolescent stage is critical because in this stage the physical and psychological
of an individual starts to change. This transitional stage may result to bringing up the issue of
independence or isolation and self-identity. The physical changes represent just a fraction of the
developmental processes. Their developing brains bring new cognitive skills that enhance their ability
to reason and to think abstractly. They develop emotionally, establishing a new sense of who they are.
With their social development, they begin to experiment with new behaviors as they transition from
childhood to adulthood.The process of maturation differs from person to person but everybody cannot
fully understand the self instantly. He/she needs to understand the concept of having the self as
multiple or unified and true or false self.

It is often said that to be truly happy, we should align to our authentic self, and be ‘true to
ourselves’. It sounds perfect but since we cannot fully understand our self instantly, how do we
connect to that genuine version of ourselves? How do we understand having multiple or unified self,
or even the true self in us? Thus, the question “Who am I really?”remains relevant until now. In the
study of the self, psychologists cannot just seek to answer “what is self?” but also “Is there just one
self or there are multiple selves?”These questions have long been a puzzle among psychologists who
attempts to understand the self since we have single physical body but there is something in you that
cannot be reduced to biology, chemistry, or physics.

In the light of understanding the self, Winnicott contends that everyone is divided into these
two selves: the true self and the false self.

Imagine that people are like onions. The center of the onion needs to be protected by layers
to be able to survive. At the center of the onion lies our true self, surrounded by layers we have
developed through our lives as protection. These layers are our false self. Most of us needs our false
selves as protection to survive childhood, and we carry these layers with us through our adult lives
because these protective layers help us endure.

True Self

The true self is represented by our real feelings and desires. It is based on authentic
experiences and the feeling of being present and alive. This allows people to be more creative and
genuine.

True self flourishes in infancy if the mother is positively responsive to the child’s spontaneous
expressions. According to Winnicott, the ideal parenting model is the ‘good enough mother’ who
doesn’t neglect the baby, nor overprotect him. Meaning, the mother is there for the infant whenever
needed, but is capable of separating herself sufficiently so the infant can develop into his or her own
self. Winnicott believed that people unconsciously repeat early relationships (particularly the mother-
infant relationship) in one form or another. A child whose mother is positively responsive and supports
the child’s natural process of individuation will grow up as an adult with a stable self-image; views
other people realistically; and accepts both the positive and negative side of every person including
himself/herself.

False Self

The false self is a defensive façade which is developed to protect the inner/more vulnerable
self. The behavior being learned are controlled rather than spontaneous and genuine.

The process of developing a false self begins at a very young age. This is formed by the infant
because of inadequate mothering or failures in empathy. To give you a clear picture, as babies, we
are at our truest. We cry, laugh and react in a way that is wholly authentic to our needs; we are simply
being. However, if as babies we are denied this opportunity to be ourselves, we learn to modify our
impulses in order for us to receive the love we crave- this leads us to construct a false self.
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Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
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The false self is also based on being completely obedient to the parents’ wishes. Winnicott
asserted that when a child is constantly expected to follow rules, a false seeks to anticipate other’s
demands and complying with them, as a way of protecting the true self from a world that is felt to be
unsafe. While some psychologists view the self as black and white ( true self is good, false self is
bad), others maintain there are two types of false self: a healthy false self and an unhealthy false self.

Healthy False Self

When the false self is still functional both for the person and the society, then it is considered
healthy. The healthy false self feels that it is still committed to the true self. Meaning, it can be
compliant but without feeling that it has betrayed its true self. When the situation becomes difficult, the
true self can still override the true self and acts as an effective conscience or super-ego. For example,
you still need to act politely and be courteous even if you don’t feel like it.

Unhealthy False Self

According to Winniccott, the unhealthy false self is one that fits into society through forced
compliance rather than a desire to adapt. An individual who may seem happy and comfortable in his
or her environment but actually feels forced to fit in and constantly need to adjust his or her behavior
to adapt to the social situation is not healthy for a person. A person finds that they are unable to be
guided by their true self and so has to adapt to the social situation rather than assert its self.

The unhealthy false self comes from the same origins as the healthy false self. However, for
our long-term well-being, the effects of the unhealthy false self are quite different to those of its
counterpart. Real life examples of the false self are based around certain beliefs that we take on in
order to fit into our worlds better.

VI. LEARNING ACTIVITIES

A. Answer the following questions as fully and precisely as you can.

1. What is one of your essential characteristic that never changes? How does this shape you as
a person?
2. Do you agree with the notion of having multiple self? Provide some situations/experiences.
3. Why is it important for you to align your ideal self with your real self? Have you ever
experienced congruence?
4. Do you agree that motherhood
5. How do you feel about change? Do you typically embrace or resist change?
6. Why is change hard for most people and easier to some?

B. A portrait of yourself.
The best things I ever did were___________________
I feel most productive when_____________________
The thing I value most is _______________________
My idea of a perfect life is ______________________
My dream is _________________________________
I always wanted to_____________________________

C. Reflect:
In Berne’s ego states, which of the three: parent, adult, or child, dominates in your current self?
Relate an experience where you manifest the most of the characteristics of having a parent, adult,
or child ego state.

D. “What if” discussions: What would you do, and why?

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INSTRUCTIONAL MODULE
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1. What if you won a million dollars? What would you do with the windfall?
2. What if you could travel to any place in the world? Where would you go, why would you go
there, and who would you invite along?
3. What If you were granted three wishes? What would you wish for?
4. What if you had the chance to spend a day with anyone in the world? Who would you choose
and why?

VII. ASSIGNMENT:

1.Give your Insight:

Read the article: “There is growth in solitude”. Click this website https://poolofwisdom.net/
2. Your success story
A. Write about 2 of your success stories in life.
B. What does this say about who you are and what’s important to you?

VIII. EVALUATION (Note: Not to be included in the student’s copy of the IM)

IX. REFERENCES

Bandura, A. (1999). Social cognitive theory of personality. In Pervin and John (eds).
Handbook of Personality Theory and Research (pp 134 – 194) . 2nd ed. Guilford Press.

Chafee, J. (2013). Who are you? Consciousness , identity and the self. In the Philosopher’s Way
Thinking Critical about Profound Ideas(pp 106 – 169). Pearson.

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