Self Concept

Self Concept

mental image or picture of self

what you understand and believe about yourself

your unique traits, skills, personality

can be positive or negative 

many factors can affect self concept

how one views self in relation to others and their environment

three dimensions → self knowledge, self evaluation, self expectations 

Self Knowledge

who am i? (global self)

basic facts → sex, race, age, occupation, culture, sexual orientation

position in social groups

qualities or traits (generous, ambitious, intelligent, dumb, ugly)

Self Evaluation

how well do I like myself

Self Expectations

who or what do I want to be?

developed from role models

self respect, self approval, and self worth

Intellectual Self

cognitive ability

memory, learning, attention span

educational literacy

creative and artistic ability

understanding of the illness

how has our past shaped how we think and what we believe is true

Physical Self

effects of illness

appearance 

function and control

mental, social, sexual

review of systems 

Morals and Ethics

belief systems → personal beliefs, values, conscience, religious preferences

cultural influences → traditions, food, role in the family

Emotional Self

expressiveness

needs and drives

mood and affect

support systems

physiological status

beliefs

Peplau Interpersonal Theory

appraisals are made by significant others about the self

appraisals are repeated, become a pattern, and become incorporated into self

persons behavior emerges to match the appraisal 

self is open to reappraisal due to biophysical, maturational, or envi changes 

Erikson

mastery of each stage supports a positive self concept

problems in one stage can cause a delay in mastery, stagnation, and lead to a negative self concept

Trust vs Mistrust 

ages 0-1 

learns that either basic needs like affection and food will be met or will not be met

Autonomy vs Doubt

ages 1-3

develops a sense of independence in many tasks

Initiative vs Doubt

ages 3-6

takes initiative on some activities and may develop guilt when unsuccessful or boundaries are overstepped 

Industry vs Inferiority 

ages 7-11 

develops self confidence in abilities when competent or sense of inferiority when not

Identity vs Confusion

ages 12-18

experiments with and develops identity and roles

Intimacy vs Isolation

ages 19-29

establishes intimacy and relationships with others

Generavity vs Stagnation

ages 30-64

contribute to society and be part of a family 

Integrity vs Dispair

ages 65+

assess and makes sense of life and meaning of contributions

Maslow

mastery of each level is required before the next can be attempted

self actualization is only achieved after successful movement through each stage

self esteem is near the top and one of the components of self esteem

Physiological Needs

air, water, food, shelter, sleep, clothing, and reproduction 

basic needs

Safety Needs

personal security, employment, resources, health, property

basic needs

Love and Belonging

friendship, intimacy, family, sense of connection 

Esteem

respect, self-esteem, status, recognition, strength, and freedom

Self Actualization

desire to become the most that one can be 

one achieved after successful movement through each stage

Healthy Self Concept

satisfaction with role performance 

real self = ideal self

high self esteem

distinct sense of identity 

emotionally stable 

realistic life goals/aspirations 

body image satisfaction 

beliefs 

Altered Self Concept

altered → appearance, function, control, relationships, combo of events

Self Concept Risks

major developmental change

not meeting developmental milestones

new trauma/multiple traumas

loss of body part

disfigurement

loss of a valued role

inability to meet role expectations

gender/cultural issues

relationship/social concerns

Low Self Concept Cues

refusal to look at or touch body part

unwillingness to talk about a problem

denial of the existence of a problem

increasing/abnormal dependence on others

self destructive behavior 

withdrawal from social contacts

change in patterns of normal responsibilities

change in usual behavior patterns

self sabotage 

Interventions

body image → model acceptance, provide info/support, introduce adaptive functioning, allow client to share experiences, slowly introduce area of concern, establish relationship of trust

personal identity issues → provide calm/unhurried atmosphere, describe behaviors of concern

self care deficit → model care, provide info/support, discuss possible changes in functioning, allow independent opportunities to practice

ineffective coping → research support systems, model acceptance, provide info/support, and establish a supportive relationship