MODULE 1: - applying this approach to the hundreds of tiny

The Self of Thoughts, Feelings and Behaviors decisions we make every day would prevent us from
The Self of: ever taking action. This is where System 1 comes in.
a. Thoughts
b. Feelings INTERACTION OF SYSTEMS 1 & 2
c. Behaviors Scenario 1: When there is a problem to be solved
To understand the self as a holistic being with interconnected Problem > System 1 assesses the situation and tries to solve it
thoughts, feelings, sensations and behaviors > System 2 approaches the problem in a logical way

THE THINKING SELF Scenario 2: When there is NO problem (or when stakes are
TWO SYSTEMS OF THINKING low). Everyday situations with limited information (e.g. meeting
SYSTEM 1 a new person)
- Fast SYSTEM 1
- Intuitive - biased to BELIEVE
- Emotional - Form opinions & jump into conclusions
- Automatic SYSTEM 2
- Less cognitive effort (due to practice) - biased to DOUBT & QUESTION... (but is
SYSTEM 2 often busy & lazy)
- Slow - Adopt suggestions with little modification
- Deliberate
- Reflective SYSTEM 1: EXAMPLES
- Analytical ➔ Detect that one object is more distant than another.
- Complex ➔ Orient to the source of a sudden sound.
- Effortful ➔ Complete the phrase “bread and . . .”
- Reflective ➔ Make a “disgust face” when shown a horrible picture.
➔ Detect hostility in a voice.
➔ Answer to 2 + 2 = ?
➔ Read words on large billboards.
➔ Drive a car on an empty road.
➔ Find a strong move in chess (if you are a chess
master).
➔ Understand simple sentences.
➔ Recognize that a “meek and tidy soul with a passion
for detail” resembles an occupational stereotype.

SYSTEM 2
➔ Brace for the starter gun in a race.
➔ Focus attention on the clowns in the circus.
STROOP EFFECT ➔ Focus on the voice of a particular person in a
- is the delay in reaction time between congruent and crowded and noisy room.
incongruent stimuli. ➔ Look for a woman with white hair.
- tendency to experience difficulty naming a physical ➔ Search memory to identify a surprising sound.
color when it is used to spell the name of a different ➔ Maintain a faster walking speed than is natural for
color. you.
➔ Monitor the appropriateness of your behavior in a
Functions of the Systems social situation.
System 1 ➔ Count the occurrences of the letter a in a page of text.
- is capable of making quick decisions, based on very ➔ Tell someone your phone number.
little information ➔ Park in a narrow space (for most people except
- Fleeting impressions, and the many other shortcuts garage attendants).
you’ve developed throughout your life, are combined ➔ Compare two washing machines for overall value.
to enable System 1 to make these decisions quickly, ➔ Fill out a tax form.
without deliberation and conscious effort. ➔ Check the validity of a complex logical argument.
System 2
- is usually engaged in types of decisions that require SITUATIONS WHEREIN THE SYSTEMS ARE EMPLOYED:
attention and slow, effortful, considered responses. 1. The CRT mathematical test has shown that intuition is
- Situations like choosing which college to attend, a dominant force in the minds of medical students.
which house to buy, or whether to change careers (Tay, Ryan, Ryan, 2016)
would likely require much more thoughtful and 2. Psychology researchers have found that the more
rational approach than just using your gut feeling complex a task is, the more likely people are to
engage in System 2 decision making.
NOTE: Both systems have respective functions and that one is 3. One interesting experiment, performed by Alter et al.,
not necessarily better than the other. found that simply decreasing the legibility of the font
- While writing a detailed list of pros and cons may be used in a common cognitive test made people more
an appropriate approach for choosing a college or likely to switch to System 2.
career path (in line with System 2),
COGNITIVE BIASES - the role of: Autonomic Nervous System,
- Thinking may be prone to systematic errors. Central Nervous System, and
- Some beliefs might not be based on evidence, but we Neurotransmitters & Hormones
continue to consider them as “truths.”
- Even though you know what the objective reality is, it ● BEHAVIORAL
does not change the way you see the lines. - expressions & response
● Display Rule: variations of emotional
1. PEAK END RULE expression across culture
- People judge an experience largely based on how
they felt at its PEAK and its END... EMOTIONAL EXPRESSIONS
- Total sum of pleasantness or unpleasantness is Display Rule
entirely disregarded! - cultural rules that dictate how emotions should be
● Experiencing Self - Lives through the moment expressed; when and where expression is
● Remembering Self - writes, reads, and replays your appropriate
autobiographical history may require people:
a. to overtly show evidence of certain emotions even if
2. REPRESENTATIVENESS they do not feel it
- When people are asked to judge the probability that b. to disguise their true feelings
an object or event belongs to a category
- Assumption that any object (or person) sharing THEORIES OF EMOTION
characteristics with the members of a particular JAMES-LANGE THEORY
category is also a member of that category. - Event > arousal > interpretation > emotion
CANNON-BARD THEORY
3. ANCHORING AND ADJUSTMENT - Event > arousal and emotion
Decision is based on: SCHACHTER-SINGER THEORY
ANCHOR based on the given reference point - Event > arousal > reasoning > emotion
ADJUST the anchor (either higher or lower) SCHACHTER SINGER’S TWO-FACTOR THEORY
- In making judgments under uncertainty, people start - Event > arousal > cognitive levels > emotion
with a certain reference point (anchor), then adjust it
insufficiently to reach a final conclusion. EMOTIONAL EXPERIENCE AS A PROCESS
ACTIVATING EVENT
GUARDING AGAINST COGNITIVE BIASES - Antecedent
● Recognize the signs that you are in a cognitive - Actual event
minefield, slow down, and ask for help from System 2 - client’s immediate interpretation of events
● Identify practices and tasks that you do and the kind BELIEFS
of thinking they demand - Cognition
● “Listen to understand it, rather than listen to answer - Evaluations
it.” - Rational
- irrational
THE FEELING SELF CONSEQUENCES
PAUL EKMAN - Emotions
- Seven (7) basic emotions: anger, disgust, contempt, - Behaviors
happiness, sadness, fear, surprise - Other thoughts

EMOTIONS and its FEATURES INTERCONNECTEDNESS AMONG THE THREE

● ANTECEDENT CONDITION COMPONENTS OF THE SELF
- cause, trigger 1. SITUATION - something happens
- Events, contexts, or situations that trigger an 2. THOUGHT - the situation is interpreted
emotion 3. EMOTION - a feeling occurs as a result of the thought
- Universality of antecedent events elicit same 4. BEHAVIOR - an action in response to the emotion
emotions across cultures
- Cultural differences

● COGNITIVE
- thought processes interpretation of an event
- thoughts and beliefs can impact how you
feel and how you behave.

● PHYSIOLOGICAL
- biological reactions - role of the nervous
system (brain & neurotransmitters) in
emotions
- Distinctive patterns of biological activities for HABIT FORMATION
each basic emotion - Process by which certain behaviors become
automatic
- May be harmful or health-promoting
 - Different from routine - The chronosystem is made up of the environmental
events and transitions that occur throughout a child's
HABIT LOOP life,
- Routine > reward > cue > routine - including any sociohistorical events such as change
in family structure, address, parents’ employment
MODULE 2: status, as well as immense society changes such as
Bio-Ecological Perspective economic cycles and wars.

BRONFRENBRENNER’S ECOLOGICAL SYSTEM THEORY

URIE BRONFENBRENNER
- American psychologist who formulated the Ecological
Systems Theory
- His theory focuses on the quality and context of the
child's environment

BRONFRENBRENNER’S ECOLOGICAL SYSTEM THEORY

- The model suggests the interactions between the
individual and their environment, categorized into
various systems, shape their development over time.
- organizes contexts of development into five levels of
external influence.
- levels are categorized from the most intimate level to
the broadest MODULE 3:
Socio-Anthropological Perspective Of The Self
Individual - Age, Sex, Special Needs
SOCIAL RELATIONSHIPS DEFINE OUR SELF
MICROSYSTEM - How we think of ourselves is linked to the person we
- the smallest and most immediate and most intimate are with at the moment
environment in which children live.
- Interactions within the microsystem typically involve SOCIALIZATION
personal relationships with family members, - The interactive process through which people learn:
classmates, teachers and caregivers. - Basic Skills
- How these groups or individuals interact with the - Values
children will affect how they grow. - Beliefs
- Behavior Patterns of a Society
MESOSYSTEM
- The mesosystem encompasses the interaction of the SELF-CONCEPT
different microsystems which children find themselves - Sum of beliefs we each have about ourselves
in. - How do you describe yourself?
- It is, in essence, a system of microsystems and as
such, involves linkages between home and school, THE BEGINNINGS OF SELF-CONCEPT
between peer group and family, and between family RECOGNIZING ONESELF
and community. - Human infants begin to recognize themselves in the
mirror when they are about two years old
EXOSYSTEM - Being able to recognize yourself as a distinct entity is
- The exosystem pertains to the linkages that may exist a necessary first step in the evolution and
between two or more settings, one of which may not development of a SELF-CONCEPT.
contain the developing children but affect them
indirectly, nonetheless. CHARLES HORTON COOLEY
- Based on the findings of Bronfenbrenner, people and - Created the idea of how primary groups — parents,
places that children may not directly interact with may siblings, play groups, elders — are the FOREMOST
still have an impact on their lives. FORCE IN DEVELOPING A PERSON'S
- Such places and people may include the parents’ CHARACTER.
workplaces, extended family members, and the
neighborhood the children live in THE LOOKING GLASS SELF (Charles Horton Cooley
(1902))
MACROSYSTEM - Other people serve as a mirror in which we can see
- The macrosystem is the largest and most distant ourselves
collection of people and places to the children that still - What do your friends think of you? Your parents?
have significant influences on them. Your siblings? You partner?
- This ecological system is composed of the children’s - Based on the idea of REFLECTED APPRAISALS
cultural patterns and values, specifically their - It states that our self-views form as a result of our
dominant beliefs and ideas, as well as political and perceptions of other people’s opinions of us.
economic systems. - People develop a sense of WHO THEY ARE AND
WHAT TO THINK OF THEMSELVES by watching the
CHRONOSYSTEM
 reactions of the people in their "primary group" as well OURSELVES, internalizing them as our own
as those they meet throughout their lives. perspective and viewpoint on “WHO I AM.
- The self, then, is an emergent product of social
NOTE: experience. Only by being able to take others’
★ Using social interaction as a type of “mirror,” people perspectives can we gain a viewpoint from outside of
use the judgments they receive from others to our own egos from which to think about and evaluate
MEASURE THEIR OWN WORTH, VALUES, AND our personal identities.
BEHAVIOR.
★ Not all people’s assessments have the same weight. THE CONCEPT OF “I” and “ME”
★ The OPINIONS OF FAMILY AND CLOSE - The “I” and the “Me” as a dynamic relationship that
RELATIONSHIPS seem to be more relevant to our forms what we call the self.
self-concept THAN THOSE OF STRANGERS. - The self, in other words, is the relationship between
the “I” and “Me.”
FORMATION OF OUR SELF-CONCEPT
We imagine how others SEE US ME (known) self as object.
- An individual in a social situation imagines how they - is the internalization of others’ perspectives on
appear to others. ourselves —the perspective we get of ourselves from
We imagine how others ASSESS US HOW OTHERS TREAT US (as a man, for example,
- That individual imagines others’ judgment of that or an “at-risk youth”).
appearance. - is the accumulated understanding of the “generalized
We develop our self-views through THESE JUDGMENTS other,” i.e. how one thinks one’s group perceives
- The individual develops feelings about and responds oneself. The “I” is the individual’s impulses.
to those perceived judgments.
I (knower) is self as subject
THE JOHARI WINDOW - is the part of us that responds to these internalized
- Psychological tool created by Joseph Luft and Harry attitudes—
Ingham in 1955. - How we act based on others’ perspectives of us .
- Intentionally developed for self-awareness, personal - The “I” acts creatively in response
development. Also used to enhance the individual’s - to the “ME,” conforming to the “Me,” to be sure, but
perception of others rarely in a total way
- Based on two ideas – trust can be acquired by
revealing information about you to others and learning According to Mead,
yourselves from their feedbacks. - Social INTERACTION WITH OTHERS HELPS BUILD
SELF PICTURE of oneself.
PARTS OF THE JOHARI WINDOW - When a human is born there is no concept of Self; so
1. Open Self (Arena) therefore at birth, when there is no social interaction,
2. Blind Self (Blindspot) there is no self.
3. Hidden Self (Façade)
4. Unknown Self (Mystery) THREE MAIN ACTIVITIES IN DEVELOPING THE SELF
1. LANGUAGE
- it allows one to act or take the role of the
others and allows OTHERS TO PAY
FEEDBACK to his own actions in terms of
the attitudes of others.
2. PLAY
- In play, the individual takes on the roles of
others and pretend as them and display the
expectations of others.
- This process of playing different roles is said
to generate self-consciousness and to
THE BEGINNINGS OF THE SELF-CONCEPT generally develop a feeling of self.
- Unfortunately, PEOPLE’S SELF-CONCEPTS OFTEN 3. GAMES
DO NOT MATCH what others actually think of them. - The person is said to make attitudes part of
(Felson, 1985, Shrauger & Schoeneman, 1979) one’s nature by learning the roles of others,
therefore who are part of the game need to
GEORGE HERBERT MEAD (1934) follow the rules of the game.
- We come to know ourselves by imagining what
significant others think of us and then MODULE 4:
INCORPORATING THESE PERCEPTIONS into our Psychological Perspective of the Self
self-concept
- Sense of self stems from the human ability to be PSYCHOLOGICAL PERSPECTIVES OF THE SELF
self-conscious, to take ourselves as objects of 1. Psychodynamic
experience. 2. Social Learning
- A sense of self only arises as WE BEGIN TAKING 3. Existential
THE PERSPECTIVES OF OTHERS TOWARD The self is what happens when “I” encounters “Me”
PSYCHODYNAMIC PERSPECTIVE
- studies the psychological forces underlying human
behavior, feelings, and emotions, and how they may
relate to early childhood experience
- interested in the dynamic relations between
conscious and unconscious motivation, and asserts
that behavior is the product of underlying conflicts
over which people often have little awareness

SIGMUND FREUD’S PSYCHOANALYSIS

- An Austrian neurologist and the founder of
Psychoanalysis
- His theory suggested that psychological processes
are flows of psychosexual energy (libido) in a
complex brain PSYCHOSEXUAL STAGES OF DEVELOPMENT
1. ORAL STAGE (birth - 15 months)
THE ROLE OF THE UNCONSCIOUS - Erogenous Zone: Mouth
ASSUMPTIONS: - Activities: Sucking, biting, chewing
- that much of mental life is unconscious (i.e., outside 2. ANAL STAGE (15 months - 3 years)
of awareness) - Erogenous Zone: Anus
- that past experiences, especially in early childhood, - Activities: Bowel and bladder control
shape how a person feels and behaves throughout 3. PHALLIC STAGE (3 - 5 yrs)
life - Erogenous Zone: Genital
- Activities: Masturbation
STRUCTURE OF PERSONALITY 4. LATENCY STAGE (5 yrs - puberty)
1. ID - Erogenous Zone: None
- Raw, unorganized, inborn part of personality - Activities: Repression of sexual feelings
- Primitive desires of hunger, sex, and 5. GENITAL STAGE (puberty onwards)
aggression - Erogenous Zone: Potential Sexual Partners
- Works with Pleasure Principle - Activities: Sexual intercourse
- Satisfaction is the ultimate goal
FIXATIONS IN THE PSYCHOSEXUAL STAGES
2. SUPER-EGO
- Conscience part of personality
- Develops early in life and is learned from
parents, teachers, and others
- Works with Moral Principle
- Right (vs. Wrong) is the ultimate goal

3. EGO
- Rational and reasonable part of personality
- mediates between the conflicting tendencies
of the id and the superego
- Works with Reality Principle
- Compromise is the ultimate goal

ORAL STAGE
1. ORAL AGGRESSIVE
- Shouting, nagging, being sarcastic
- Argumentative
2. ORAL RECEPTIVE
- Overeating, gullible, smoking

ANAL STAGE
1. ANAL RETENTIVE
- Obsessive in cleanliness, stingy

2. ANAL REPULSIVE
- Messy, lack of commitment
DEFENSE MECHANISMS
- safeguards of the mind against feelings and thoughts
PHALLIC STAGE
that are too difficult for the conscious mind to cope
1. OEDIPUS COMPLEX
with
- Boys having sexual feelings towards their
mother and hostile feelings to their father
 2. ELECTRA COMPLEX EMPHASIZES ABOUT:
- Girls having sexual feelings towards their 1. the anxiety that is inherent in human existence,
father and hostile feelings to their mother 2. people's need for meaning in a meaningless world
3. the importance for people to make their own choices
BEHAVIORAL PERSPECTIVE according to their own authentic desires.
- maintains the idea that behaviors can be described
scientifically without recourse either to internal VICTOR FRANKL (1905-1997)
physiological events or to hypothetical constructs - Psychiatrist and neurologist
such as thoughts and beliefs - Wrote about his ordeal as a concentration camp
- focuses on observable, overt behaviors that are inmate during WWII (Man’s Search for Meaning)
learned from the environment - Frankl’s message is ultimately one of hope
- founded the school of logotherapy

FRANKL’S DISCOVERY
- That life in the concentration camp taught Frankl that
our main drive or motivation in life is neither pleasure
(Freud) nor power (Adler), but meaning!
- Even in the most absurd, painful, and dispiriting of
circumstances, life can be given a meaning, and so
too can suffering.

3 POSSIBLE SOURCES OF MEANING

1. PURPOSEFUL WORK
2. LOVE
3. COURAGE

METHODS IN FINDING MEANING

1. Experiencing reality by interacting authentically with
ALBERT BANDURA’S SOCIAL LEARNING THEORY
the environment and with others
- a Canadian-American psychologist who popularized
2. Giving something back to the world through creativity
social cognitive theory
and self-expression
- His theory emphasizes the role of observation,
3. Changing our attitude when faced with a situation or
imitation, and social interaction in the process of
circumstance that we cannot change.
learning and behavior development
BASIC ASSUMPTIONS OF LOGOTHERAPY
SOCIAL LEARNING THEORY
1. Body, Mind, and Spirit
- Observational Learning
2. Life has meaning in all circumstances
- Modeling
3. Humans have a will to meaning
- Vicarious Reinforcement and Punishment
4. Freedom to find meaning
- Self-Efficacy
5. Meaning of the moment
6. Individuals are unique

HOW CAN BE APPLIED IN EVERYDAY LIFE?

➔ Develop relationships
➔ Find purpose in pain
➔ Understand that life is not fair
➔ Freedom to find meaning
➔ Focus on others
➔ Accept the worst

MODULE 4.1:
Psychological Perspective of the Self

PSYCHOLOGICAL PERSPECTIVES OF THE SELF

BOBO DOLL EXPERIMENT 1. Cognitive
- a famous psychological study conducted by Albert 2. Person-centered
Bandura and his colleagues in 1961.
- The study aimed to investigate how children learn COGNITIVE PERSPECTIVE​
aggr in essive behavior through observational - School of thought that focuses on how people think –
learning, imitation, and the influence of role models. how we take in, process, store, and retrieve
information​
EXISTENTIALISM - Behavior is explained by how a person interprets the
- studies how people come to terms with the basic situation ​
givens of human existence. - Focus is on THINKING and THOUGHT PROCESSES​
- -focused on the belief that the essence of humans is
their existence
KEY ASSUMPTIONS OF THE COGNITIVE-BEHAVIORAL
PERSPECTIVE​
a. Individuals who suffer from mental disorders have
distorted and irrational thinking – which may cause
maladaptive behavior​
b. It is the way you think about the problem rather than
the problem itself which causes the mental disorder​

AARON BECK (1921)​

- Father of cognitive and cognitive-behavioral therapy​
- American Psychiatrist​
- Developed self-report measures of depression and
anxiety (BDI, BSS, BAI)​

THREE MECHANISMS​ TRAIT PERSPECTIVE​

1. The cognitive triad (of negative automatic thinking​ TRAIT
2. Negative self schemas​ - a relatively stable, enduring predisposition to behave
3. Errors in Logic (i.e. faulty information processing)​ in a certain way​
- focuses on identifying, describing, and measuring
COGNITIVE TRIAD​ individual differences in behavioral predispositions​

THE BIG FIVE​

- Also known as the FIVE-FACTOR MODEL, is the
most widely accepted personality theory held by
psychologists today. ​
- The theory states that personality can be boiled down
to five core factors, known by the acronym OCEAN​

NEGATIVE SELF-SCHEMAS​
- A set of beliefs and expectations about themselves
that are essentially negative and pessimistic.​
- Beck claimed that negative schemas may be acquired
in childhood as a result of a traumatic event.
Experiences that might contribute to negative
schemas include:​
- Death of a parent or sibling.​
- Parental rejection, criticism, overprotection,
neglect or abuse.​
- Bullying at school or exclusion from peer
group.​

​COGNITIVE DISTORTIONS​
1. ARBITRARY INTERFERENCE – drawing
conclusions based on insufficient or irrelevant MODULE 5:
evidence​ Easter-Western Perspective Of The Self
2. SELECTIVE ABSTRACTION – focusing on a single
aspect of a situation and ignoring others​
3. MAGNIFICATION – exaggerating the importance of WEST EAST
undesirable events​
INDIVIDUALISTIC COLLABORATIVE
4. MINIMIZATION – underplaying the significance of an
event​
I am special.​ I am part of my family.​
5. OVERGENERALIZATION – drawing broad negative I am unique.​ I am part of my community.​
conclusions because of a single insignificant event​ I am me.​ I am part of my country.​
6. PERSONALIZATION – attributing the negative I am an individual.​ The goodness of the whole
feelings of others to yourself ​ I am who I am.​ is more important than the
I am a rational agent.​ individual.​
I am responsible for my own My actions directly impact
COGNITIVE – BEHAVIORAL THERAPY​(CBT)
action.​ my family and my
community.​
 - Japanese response to submissive poses while
INDEPENDENCE​ INTERDEPENDENCE​
Develop early independence​ Learn to depend on others​ Americans response to dominant poses​
Express yourself​ Read nonverbal cues​
Responsible for self​ Listen to authority​ - The Americans showed more activity in regions that
Live on one’s own​ Be responsible for others​ recognize objects. ​
One’s own goals take Personal goals secondary to - The Asians showed more activity in areas that
priority​ goals of the group​ process figure-ground relations—holistic context ​
Motivated by own​ Motivated by the norms of,
preferences, needs, rights​ and duties imposed by, the
Tasks more important than group​ Individualistic vs. Collaborative ​
relationships ​ Relationships more
Cognitive skills independent important than tasks​
of social skills​ Social and cognitive skills
integrated ​

LOW POWER DISTANCE​ HIGH POWER DISTANCE​

Persons must earn respect​ Parents teach children to
Collaborative classrooms​ obey​
Teachers facilitate learning​ Children respect parents &
Persons direct themselves​ those in authority​
Teachers take initiative in
class​
Teachers are to transfer
wisdom​
Students respect teachers​
Persons expect direction​

EDUCATION EDUCATION
US pays great attention to Taiwan’s education pays
train the students’ practice more attention to the
ability to utilize the instilling and accumulation
knowledge, cultivating the of knowledge, cultivating the
students’ question to the students’ respect to the
knowledge and authority knowledge and authority
and building the ability to and building the ability to
extend the knowledge inherit the knowledge
system. ​ system. ​
The dynamic changes to The acceptance to
knowledge.​ knowledge​
Unstructured​ Structured​
Freedom​ Consistence ​

STUDENTS STUDENTS
Self-confidence​ Discipline ​
Independence​ Obey​
Curiosity ​ Good observers ​
Free thinking​ Patient ​
Respectful​
Afraid of making mistakes​

PROS: PROS:
Celebration of diversity​ Self-perception​
Encouragement of Strong relationships​
Self-expression​ Conformity​
Focus on personal
development​ ​ ONS:
C
Social anxiety​
CONS: Less social support​
Decrease in Unity​
Lower empathy​
Reduced sense of support​

WEST BRAIN, EAST BRAIN

- Cultural neuroscience (culture reflects on different
regions of the brain​
- Showed drawings of people in a submissive pose
(head down, shoulders hunched) or a dominant one
(arms crossed, face forward) to Japanese and
Americans​
- The brain's dopamine-fueled reward circuit became
most active at the sight of the stance ​