Lesson 2: Psychological View of the Self

Sigmund Freud

Austrian neurologist, founder of Psychoanalysis. Contended that the self is the outcome of the interaction between the three structures of the mind: Austrian neurologist, founder of Psychoanalysis. Contended that the self is the outcome of the interaction between the three structures of the mind: id, ego, superego.

id, ego, superego

These are the three structures of the mind.

ID

Governed by the Pleasure Principle. Seeks immediate gratification of impulses and ignores consequences. Example thought: “I want to do it now.”

EGO

Governed by the Reality Principle. Rational and thoughtful. Example thought: “I have a plan.”

SUPEREGO

Governed by the Morality Principle. Responsible for society’s moral standards; feels guilty if rules are disobeyed. Example thought: “It’s not right to do that.”

ID and Superego

They are always in conflict; the role of the ego is to satisfy both. When the first desires and the second’s rules cannot be satisfied, humans feel anxiety. To cope, they habitually and unconsciously distort reality using defense.

Ego

It has the role to satisfy both ID and Superego.

Psychosexual Development

Proposed that personality develops through five distinct stages, each centered on an erogenous zone where a child’s libidinal energy (or focus of pleasure) is concentrated. Experiences and conflicts at each stage can shape habits, behaviors, and relationships in adulthood.

Oral Stage

• Focus of pleasure: mouth (sucking, chewing).

• Healthy outcome: trust, comfort with dependency.

• Fixation risk: overeating, smoking, nail-biting.

• What happens: Baby finds pleasure through feeding and sucking.

• Healthy weaning builds trust in caregivers. Fixation may lead to comfort-seeking habits like overeating.

0 to 1

What years old does the oral stage occur?

Oral Stage

Focus of pleasure: mouth (sucking, chewing).

Oral Stage

Healthy outcome: trust, comfort with dependency.

Oral Stage

Fixation risk: overeating, smoking, nail-biting.

Oral Stage

What happens: Baby finds pleasure through feeding and sucking.

Oral Stage

Healthy weaning builds trust in caregivers. Fixation may lead to comfort-seeking habits like overeating.

Anal Stage

• Focus of pleasure: bowel and bladder control.

• Healthy outcome: self-control, competence, orderliness.

• Fixation risk: excessive tidiness or messiness.

• What happens: Toilet training teaches control and independence.

• Encouragement fosters competence and pride. Overly strict or lenient training may cause extreme tidiness or mess.

1 to 3

What years old does the anal stage occur?

Anal Stage

Focus of pleasure: bowel and bladder control.

Anal Stage

Healthy outcome: self-control, competence, orderliness.

Anal Stage

Fixation risk: excessive tidiness or messiness.

Anal Stage

What happens: Toilet training teaches control and independence.

Anal Stage

Encouragement fosters competence and pride. Overly strict or lenient training may cause extreme tidiness or mess.

Phallic Stage

• Focus of pleasure: genitals (Oedipus/Electra Complex).

• Healthy outcome: strong gender identity.

• Fixation risk: vanity, recklessness, relationship difficulties.

• What happens: Child becomes aware of genitals and family dynamics.

• Boys navigate the Oedipus Complex; girls the Electra Complex. Successful resolution leads to healthy gender identity.

3 to 6

When does the Phallic stage occur?

Phallic Stage

Focus of pleasure: genitals (Oedipus/Electra Complex). Healthy outcome: strong gender identity.

Phallic Stage

Fixation risk: vanity, recklessness, relationship difficulties.

Phallic Stage

What happens: Child becomes aware of genitals and family dynamics.

Phallic Stage

Boys navigate the Oedipus Complex; girls the Electra Complex. Successful resolution leads to healthy gender identity.

Latency Stage

• Focus of pleasure: friendships, academic focus.

• Healthy outcome: sexual calm, social skills.

• Fixation risk: social anxiety, lack of ambition.

• What happens: Sexual urges are dormant; focus shifts to school and friendships.

• This stage builds communication and teamwork skills. Neglect can result in social withdrawal or lack of motivation.

6 to 12

When does the Latency stage occur?

Latency Stage

Focus of pleasure: friendships, academic focus. Healthy outcome: sexual calm, social skills. Fixation risk: social anxiety, lack of ambition.

Latency Stage

Fixation risk: social anxiety, lack of ambition.

Latency Stage

What happens: Sexual urges are dormant; focus shifts to school and friendships.

Latency Stage

This stage builds communication and teamwork skills. Neglect can result in social withdrawal or lack of motivation.

Genital Stage

• Focus of pleasure: balanced relationships and work. Healthy outcome: mature sexual intimacy.

• Fixation risk: trouble forming intimate bonds.

• What happens: Puberty reignites sexual interests toward peers.

• Mature relationships and a balance between love and work emerge.

12 plus

When does the genital stage occur?

Genital Stage

Focus of pleasure: balanced relationships and work.

Genital Stage

Healthy outcome: mature sexual intimacy.

Genital Stage

Fixation risk: trouble forming intimate bonds.

Genital Stage

What happens: Puberty reignites sexual interests toward peers.

Genital Stage

Mature relationships and a balance between love and work emerge.

Defense Mechanisms

Unconscious strategies that protect the mind when stressed, anxious, or threatened. They reduce uncomfortable feelings by distorting reality.

Denial

Refusing to accept reality because it’s too hard to face.

Example: A student fails the exam but says, “Hindi, sigurado may mali lang sa pag-check!”

Repression

Pushing painful memories or thoughts deep into the unconscious so we don’t think about them.

Example: Forgetting about a childhood embarrassment because it was too painful.

Projection

Blaming others for feelings we actually have.

Example: A student who is lazy accuses classmates of “not being serious about studying.”

Displacement

Redirecting emotions to a safer target.

Example: A student gets scolded by the teacher and later yells at their sibling at home.

Regression

Returning to childlike behaviors when stressed.

Example: A college student stomps their feet when they don’t get what they want.

Rationalization

Making excuses or justifications for behavior.

Example: “I failed because the teacher hates me” instead of admitting lack of study.

Reaction Formation

Acting opposite to what you truly feel.

Example: Pretending to dislike someone you actually have a crush on.

Sublimation

Channeling negative impulses into positive activities.

Example: Instead of fighting, a student joins sports to release anger.

Identification

Imitating someone else to feel stronger or accepted.

Example: A shy student copies the style and jokes of a confident classmate.

Compensation

Trying to make up for a weakness by excelling in another area.

Example: A student who struggles in math becomes very active in sports or arts.

Introjection

Absorbing the values, beliefs, or feelings of others and making them your own.

Example: A child raised with the rule “always respect elders” grows up practicing it naturally without being reminded.

Fixation

Getting “stuck” in an earlier stage of development because a need wasn’t met or was over-satisfied.

Example: A child who was overindulged with sweets may grow up always craving snacks or gum.

Defense Mechanisms

They help us understand how people cope with stress. They remind us that it’s normal to feel anxious, but we should be aware if we’re using too many defenses instead of solving problems. In moderation, defense mechanisms protect us. But if overused, they may prevent personal growth.

Carl Jung

Swiss psychologist and psychiatrist; founder of analytical psychology and a student of Sigmund Freud.

Carl Jung

Unlike Freud, Jung believed that the mind is shaped not just by personal experiences but also by something deeper called the collective unconscious.

Carl Jung

Unlike Freud, he believed that the mind is shaped not just by personal experiences but also by something deeper called the collective unconscious.

Collective Unconscious

A shared “psychological library” of symbols, images, and experiences passed down through generations. These universal mental patterns shape how we see ourselves, others, and the world. These common symbols are called archetypes.

Archetypes

Universal patterns, symbols, or characters that appear in myths, stories, dreams, and cultures across the world. They shape how we see ourselves, others, and the world.

self, persona, shadow, anima, animus

There are main jungian types. What are they?

The Persona

The “mask” we wear in public — how we present ourselves to the world. It protects our real self from being too exposed.

Example: A student acts confident during a class report even if nervous inside.

The Shadow

The hidden, darker side of our personality (fears, selfishness, anger, impulses). It can be dangerous if ignored but powerful if acknowledged.

Example: Darth Vader (Star Wars) represents Luke’s possible “shadow” path.

The Anima

The feminine side of a man (sensitivity, intuition). Balancing it leads to maturity.
Example: Mulan shows anima traits like gentleness and care.

The Animus

The masculine side of a woman (logic, strength). Balancing it leads to maturity.
Example: Mulan shows animus traits like bravery and leadership.

Erik Erikson

A German-American developmental psychologist and psychoanalyst. Famous for his psychosocial development theory and for creating the phrase “identity crisis.” He claimed that self-identity progresses in eight stages, each facing a psychosocial dilemma or crisis.

Psychosocial Development Theory

Personality develops in stages throughout life — from birth to old age. Each stage involves a psychosocial conflict (a challenge between personal needs and social expectations). How we solve each conflict affects our growth and future personality.

Infancy

Years: 0-1 years old
Conflict: Trust vs. Mistrust.

• Question: “Can I trust the world?”

• Success → develops trust and security.

• Failure → mistrust and fear.

• Example (Filipino context): A baby feels safe because the mother consistently responds when the baby cries for milk.

Early Childhood

Years: 1–3 years
Conflict: Autonomy vs. Shame and Doubt.

• Question: “Can I do things on my own?”

• Success → independence and confidence.

• Failure → shame and self-doubt.

• Example (Filipino context): A toddler insists on eating with a spoon by themselves during mealtime.

Preschool

Years: 3 to 6

Conflict: Initiative vs. Guilt.

• Question: “Is it okay for me to try new things?”

• Success → initiative and leadership.

• Failure → guilt or dependence.

• Example (Filipino context): A child volunteers to lead the prayer at the barangay fiesta.

School Age

Years: 6-12 years

Conflict: Industry vs. Inferiority.

• Question: “Am I capable compared to others?”

• Success → competence and achievement.

• Failure → inferiority and low self-esteem.

• Example (Filipino context): A student works hard on a group project for Buwan ng Wika and feels proud when recognized.

Adolescence

Years: 12–18 years
Conflict: Identity vs. Role Confusion.

• Question: “Who am I?”

• Success → strong sense of identity and direction.

• Failure → confusion and insecurity.

• Example (Filipino context): A high school student explores joining the drum and lyre band or student council to discover their strengths.

Young Adulthood

Years: 18-40 years

Conflict: Intimacy vs. Isolation.

• Question: “Can I form close relationships?”

• Success → healthy relationships and love.

• Failure → loneliness and isolation.

• Example (Filipino context): A young professional builds strong friendships with workmates and joins barkada outings.

Middle Adulthood

Years: 40-65 years

Conflict: Generativity vs. Stagnation.

• Question: “Am I making a difference in the world?”

• Success → productivity, care for others, contribution to community.

• Failure → stagnation or lack of purpose.

• Example (Filipino context): A parent supports children’s education while volunteering in the local church.

Late Adulthood

Years: 65+ years

Conflict: Integrity vs. Despair.

• Question: “Did I live a meaningful life?”

• Success → wisdom and acceptance of life.

• Failure → regret and despair.

• Example (Filipino context): A grandparent looks back proudly at sacrifices for family and feels peace.

Erikson’s Theory

• Shows how social experiences shape personality at every age.

• Reminds us that development continues throughout life.

• Helps teachers, parents, and counselors support people at different stages.

Carl Rogers

American psychologist; one of the founding fathers of psychotherapy. He divided the self into two categories:

• The Real Self – imperfect yet real.

• The Ideal Self – what we wish and strive to be, or what we are expected to be.

True

When the real self feels insufficient and the ideal self becomes impossible to reach, stress may occur. The wider the gap, the greater the risk of anxiety, frustration, and low self-esteem. True or False?

Self-image, self-esteem

These are the two components of self-concept (Carl Rogers)

Self-image

how you see yourself based on your strengths and weaknesses.

Self-esteem

the positive and negative feelings you have about yourself.

Self Theory

1. The Self

2. Real Self vs. Ideal Self

3. Unconditional Positive Regard

4. Self Actualization

The Self

The organized set of beliefs you have about yourself, including:

• How you see yourself (“I am smart”).

• How others see you.

• How you want to be.

Real Self

Who you actually are right now.

Example: A student who struggles in math.

Ideal Self

Who you want to become in the future.

Example: A student who wants to be a top engineer.

Congruence

When the Real Self and the Ideal Self match → healthy personality and balanced growth.

Incongruence

When the Real Self and the Ideal Self are very different → stress, anxiety, and low self-esteem.

Congruence/Incongruence

• Self-Image: “I am just an average student.”

• Ideal Self: “I want to be the class valedictorian.”
  If the gap is too big, the student may feel discouraged unless supported with guidance and encouragement.

Unconditional Positive Regard

• Everyone needs love, respect, and acceptance without conditions.

• If people (especially parents or teachers) accept us as we are, we feel safe to grow.

• Conditional love (acceptance only if we meet expectations) may cause us to hide our true self.

• Example: A child feels loved by their parents whether they get high or low grades → builds self-worth.

Self-Actualization

• The drive to become the best version of yourself.

• Rogers believed in an actualizing tendency = a natural push to grow, improve, and reach full potential.

• Example: A student discovers their passion for teaching, nurtures it through practice, and grows into a dedicated educator.

Rogers’ Self Theory

• Emphasizes personal growth, self-esteem, and acceptance.

• Reminds us that with the right environment (support, love, encouragement), people can thrive.

• Forms the foundation of counseling and education practices today (e.g., student-centered learning, guidance counseling).

Self-Image

• How you see yourself right now — your physical traits, roles, and abilities.

• Not always accurate (may be too positive or too negative).

• Example: A student may see themselves as “shy” even if classmates think they are friendly.

Ideal Self

• The person you would like to be — your goals, dreams, and aspirations.

• Example: A college student may want to become a confident, successful teacher in the future.

Self-Worth / Self-Esteem

How much value and respect you place on yourself. Influenced by experiences and by how others (family, teachers, friends) treat you.

• High self-worth → confidence and growth.

• Low self-worth → doubt and fear of failure.

• Example: A student praised for their effort feels proud (high self-worth), while one often criticized may feel “I’m not good enough” (low self-worth).

Abraham Maslow

An American psychologist who proposed the Hierarchy of Needs, explaining that people are motivated by needs that follow a sequence.

Hierarchy of Needs

A pyramid of human needs that starts with basic survival and moves upward to higher psychological growth:

1. Physiological Needs

2. Safety Needs

3. Love and Belongingness Needs

4. Esteem Needs

5. Self-Actualization

Physiological Needs

Basic survival needs such as food, water, air, shelter, clothing, and sleep.
Example: A hungry student may find it hard to focus in class until they eat.

Safety Needs

The need for security, stability, protection, and order. Includes health, job security, and safe environments.
Example: A child feels safe when their family provides a secure home.

Love and Belongingness Needs

The need for relationships, affection, acceptance, and being part of a group.
Example: Students join organizations or barkadas to feel accepted and connected.