Notes on The Self from a Psychological Perspective

Psychology may focus on the individual and cognitive functions but it also considers other contexts and possible factors that affect the self.
The self is influenced by contexts such as relationships, culture, environment, and social feedback—not just internal processes.
This perspective sets a foundation for understanding how identity develops and changes across situations and over time.

William James conceptualized the self as having two aspects: the “I” and the “me”.
"I" – the thinking, acting, and feeling self.
"Me" – physical characteristics and psychological capabilities.
Distinction helps explain how we experience ourselves as agents (I) while also possessing a describable self (Me).

Self-schema: our organized system or collection of knowledge about who we are.
Real self: the actual self; described as who you truly are.
Ideal self: what you ought and want to be; described as an idealized image developed and shaped over time.
These concepts influence self-evaluation, motivation, and congruence between how we see ourselves and how we strive to be.

Self, its mental processes, and behavior arise from the interaction of three structural models: Id, Ego, and Superego.
Id: operates on the pleasure principle; seeks immediate gratification of its needs.
Ego: operates using the reality principle; is aware that others have needs and that actions have consequences.
Superego: embodies moral aspects, a sense of right and wrong, and the conscience; associated with the morality principle.
Interaction among these structures shapes impulses, choices, and self-regulation.

Erikson proposed a psychosocial theory of development: personality develops in a predetermined order through $8$ stages.
In each stage, the person experiences a psychosocial crisis that could yield positive or negative outcomes for personality development.
Successful completion of each stage leads to a healthy personality and the acquisition of basic virtues.
The theory emphasizes social relationships and cultural context across the lifespan.

Johari Window was created by Luft, J. & Ingham, H. to help people understand self-awareness and feedback.
Instructions (from the activity):
- Make your own Johari Window with at least five (5) characteristics for every pane/window.
- You may leave the "unknown to all" pane uncovered.
- To address the Blind Spot, interview close people around you and ask for their impressions of you; attach evidence that you sought others’ opinions.
The four panes are:
- Open: Known to self, and known to others.
- Blind Spot: Unknown to self, Known to others.
- Hidden: Known to self, Unknown to others.
- Unknown: Unknown to self, Unknown to others.

The exercise asks you to list ten to fifteen (10-15) qualities or things that you think define who you are.
The second part asks: Who do you think I am based on what you see me do or hear me say?
This activity highlights how external observations shape self-perception and how feedback can alter self-knowledge.

Self is shaped by internal processes (cognition, emotion) and external feedback (others’ views, social roles).
The I/Me distinction (James) provides a framework for understanding subjective experience versus objective description.
Self-schema and congruence (Rogers) influence authenticity, motivation, and personal growth.
The Id/Ego/Superego model (Freud) explains competing drives, self-control, and moral behavior.
Psychosocial crises (Erikson) illustrate how social relationships and culture contribute to identity across life stages.
Johari Window offers a practical method for self-disclosure and feedback to improve self-awareness.

Ethical considerations: handling feedback, confidentiality in sharing impressions, and respectful self-disclosure.
Philosophical implications: tension between the real self and the ideal self, and the moral aspects of identity formation.
Practical implications: informing therapeutic approaches, education, leadership, and personal development strategies.

Self-concept: overall understanding of who one is.
I: the self as thinker, actor, and experiential subject.
Me: the self as object, including physical and psychological attributes.
Self-schema: organized knowledge structure about the self.
Real self: actual self; who you truly are.
Ideal self: the self you strive to be.
Id: primitive desires and drives; pleasure-seeking.
Ego: mediator between desires and reality; reality-based decision-making.
Superego: moral conscience; standards of right and wrong.
Psychosocial crisis: a challenge in Erikson’s stages that influences personality development.
Basic virtues: positive qualities acquired through the successful resolution of each psychosocial crisis.
Johari Window: a model describing four panes of self-awareness and feedback.
Open pane: aspects known to self and others.
Blind spot: aspects unknown to self but known to others.
Hidden pane: aspects known to self but unknown to others.
Unknown pane: aspects unknown to both self and others.

List 10–15 qualities you think define you, and identify what others might observe about you from your actions and words.
Sketch your Johari Window with at least five entries in each pane (as much as possible).
Reflect on how the different theories (James, Rogers, Freud, Erikson) would explain a particular moment in your life (e.g., a decision that involved a clash between desire, morality, and social expectations).