PSYC 2290 Lecture Notes - Lecture 11: Parenting Styles, Master Sergeant, Decantation
26 Jun 2018
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PSYC 2290 Child Development
Chapter 11 Understanding Self and Others
11.1 Self-concept
Self-concept: the attitudes, behaviors, and values that a person believes make himself or herself
a unique individual
Self-concept will be more complex through ageing
Origins of self-recognition
It’s the awareness that oneself exists; measures are not easy
Babies see themselves in the mirror as interesting things rather than awareness…
Begins with an understanding of bodily self
- See the movements of their own bodies
Self-awareness starts at month 18-24
- Example of touching their nose rather than the red mark in the mirror
- Rouge test
- Refer to themselves as “I” “me”
- Look at themselves longer in pictures
- Look more at photographs of themselves than others
- Refers themselves by “me”/ “I”, and sometimes know their gender and age
- Know roles between caregivers and themselves
- Understanding their own body, “that’s my hand, not other’s”
Categorical self: classifying themselves
- Age, sex, physical characteristics, competence
Remembered Self: self involved in a life narrative
- Autobiographical memories3 years
Enduring self: view of self as persisting over time
- Enduring and remembered self based on taking with parents about themeselves
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PSYC 2290 Child Development
Identifying ownership
- An object is “mine”
then autobiographical memory begins to emerge
- Recognize continuity in the self over time. E.g. 3-year-old birthday know oneself is an older
version of the same person who had a birthday a year previously
Evolving Self-Concept
European, American preschoolers describe oneself in physical ways, compare to describe
relationship embedded in Asian. (describe in concrete, observable terms)
About 5-7 years school age mention more emotions and social group they belong to
Elementary-school children describe their level of skill in relation to their peers
Adolescence include attitudes and personality traits, also religious and political beliefs as well
(included situational factors and future orientations)
-Adolescents self-concepts often vary with the setting
- Might also include occupational goals, educational plans, or social roles
Possible selves: roles they may play in the future
Psychological Self:
- Psychological sense of self view of self based on others attitudes
- Generalized othera blend of all the people in our lives
We obtain a sense of self from what we think the people think about in our life
1. Self-concepts becomes richer as children grow; adolescents simply know much more about
themselves than do preschoolers
2. The type of knowledge that children have of themselves changes
- Become more psychological and abstract
The search for Identity
Identity answers the question of “who am I?”
Adolescent egocentrism: the self-absorption that marks the teenage search for identity
explore different roles, ideals and beliefs to determine who they are
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PSYC 2290 Child Development
Egocentrism: The focus on self and identity can lead to a form of egocentrismthat others are as
focused on them as they themselves are
Imaginary audience: a phenomenon that many adolescents feel that they are, in effect, actors
whose performance is being watched constantly by their peers
Personal fable: teenagers’ tendency to believe that their experiences and feelings are unique,
that no one has ever felt or though as they do
- Focus on new capacities and metacognition
- Illusion of invulnerability nothing bad can happen to them the invincible self
- Risky behaviors
- Protective coping
Illusion of invulnerability: the belief that misfortune only happens to others
- E.g. think they can have sex without becoming pregnant or drive reckless without being in
an auto accident
Dealing with the identity crisis, most adolescents experience different phase or statuses:
A) Diffusion: individuals in this status are confused or overwhelmed by the task of achieving an
identity and are doing little to achieve one (confusion and feeling overwhelmed with
choices)
B) Foreclosure: individuals in this status have an identity determined largely by adults, rather
than from personal exploration of alternatives (Identity determined by others)
C) Moratorium: individuals in this status are still examining different alternatives and have yet
to find a satisfactory identity (active exploration)
D) Achievement: individuals in this status have explored alternatives and have deliberately
chosen a specific identity (selection of identity)(explore and think a lot)
- All these are not in sequence; but commonly, as individuals move beyond adolescence and
into young adulthood and foreclosure become less common and achievement and
moratorium become more common
-Not all aspects of identity are achieved at the same time or resolved in the same way
find more resources at oneclass.com
find more resources at oneclass.com
Document Summary
Self-concept: the attitudes, behaviors, and values that a person believes make himself or herself a unique individual. It"s the awareness that oneself exists; measures are not easy. Babies see themselves in the mirror as interesting things rather than awareness . See the movements of their own bodies. Example of touching their nose rather than the red mark in the mirror. Look more at photographs of themselves than others. Refers themselves by me / i , and sometimes know their gender and age. Understanding their own body, that"s my hand, not other"s . Remembered self: self involved in a life narrative. Enduring self: view of self as persisting over time. Enduring and remembered self based on taking with parents about themeselves. An object is mine then autobiographical memory begins to emerge. 3-year-old birthday know oneself is an older version of the same person who had a birthday a year previously.
