CHAPTER 1
INTRODUCTION
Learning Outcome:
At the end of this chapter the learner is expected to:
1. Define the concept of the self
2. Discuss the meaning of identity
3. Determine the process of understanding the self
4. Explain the quadrants in the Johari Window
I.
INTRODUCTION: Case Analysis
A. Significance of “Self-Understanding”
• “To have greater self-awareness or understanding means to have a better grasp of
reality.” - Dalai Lama
• “Knowing others is intelligence; knowing yourself is true wisdom. Mastering others is
strength; mastering yourself is true power.” By Lao Tzu
• The most critical issue that anyone can experience in a lifetime is to be in conflict with
one’s self.
• Contradiction to our own desires, thinking, decisions, goals etc.
• Self-understanding is the key to the successful resolution of any emotional problem.
• Self understanding has important aspects as; self concept, self esteem and ideal self.
• Self-understanding provides us not only awareness but the ability to see what makes
us happy and satisfied.
B. Definition of Terms
• Self-concept- Self-concept is an overarching idea we have about who we are—physically,
emotionally, socially, spiritually, and in terms of any other aspects that make up
who we are (Neill, 2005).
- Self-concept is the perception that we have of ourselves, our answer when we
ask ourselves the question “Who am I?”
- Self –concept is about one’s own tendencies, thoughts, preferences and habits,
hobbies, skills, and areas of weakness. According to Carl Rogers, founder of
client-centered therapy, self-concept is an overarching construct that selfesteem is one of the components of it
• Self-esteem- Self esteem refers to the extent to which we like accept or approve of ourselves
or how much we value ourselves. Self esteem always involves a degree of
evaluation and we may have either a positive or a negative view of ourselves.
- High Self Esteem i.e. we have a positive view of ourselves. This tends to lead to:
Confidence in our own abilities, Self acceptance, Not worrying about what others
think, Optimism
•
Low Self Esteem i.e. we have a negative view of ourselves. This tends to lead to:
Lack of confidence, Want to be/look like someone else, Always worrying what
others might think, and Pessimism
Self-image vs. Ideal Self- How you see yourself (self image) and what you’d like to be (ideal self )
- If there is a mismatch between how you see yourself (e.g. your self-image) and
what you’d like to be (e.g. your ideal self) then this is likely to affect how much
you value yourself. Therefore, there is an intimate relationship between selfimage, ego-ideal and self-esteem.
- Humanistic psychologists study this using the Q-Sort Method.
A person’s ideal self may not be consistent with what actually happens in life and
experiences of the person. Hence, a difference may exist between a person’s
ideal self and actual experience. This is called incongruence.
Self
Image
Ideal
Self
Self
Image
Ideal
Self
Figure1: Ideal Self
•
Self-awareness:
- Refers to the capacity of becoming the object of one’s own attention (Duval &
Wicklund, 1972)
- Involves being aware of different aspects of the self including traits, behaviors,
and feelings.
- “When we focus our attention on ourselves, we evaluate and compare our
current behavior to our internal standards and values. We become self-conscious
as objective evaluators of ourselves.”
•
Self:
- The self is thinking and a feeling being within us and within ourselves
- It is a distinct identity which is a summation of the experiences of an individual.
- The totality of the individual, consisting of all characteristic attributes, conscious
and unconscious, mental and physical.
- According to William James, self can refer either to the person as the target of
appraisal (i.e., one introspectively evaluates how one is doing) or to the person
as the source of agency (i.e., one attributes the source of regulation of
perception, thought, and behavior to one’s body or mind).
- Carl Jung maintained that the self gradually develops by a process of
individuation, which is not complete until late maturity is reached.
- Alfred Adler identified the self with the individual’s lifestyle, the manner in which
he or she seeks fulfillment.
- Karen D. Horney held that one’s real self, as opposed to one’s idealized selfimage, and consists of one’s unique capacities for growth and development.
II. THE NATURE OF THE SELF:
A. Synonymous Terminologies- The self is thinking and a feeling being within us and within ourselves
- It is a distinct identity which is a summation of the experiences of an individual.
- The ‘self’ can be as diverse as self-awareness, consciousness, identity, self-esteem,
self-concept, ego and the like.
- All these terms and concepts direct us towards our ‘inner being’ and our ‘soul.’
- The essence of our humanity and meaning of our existence demand an appreciation
of who we are as a person, as a member of the community.
B. Process of Discovering the ‘Self’:
- Do you struggle in your search for your identity and your core being?
- The search for our true identity is a process of learning, re-learning and unlearning
the lessons that we acquire from the teachings of life.
- In order to find out genuine ‘SELF’ we need to discover and re-discover the self
- Everything that we embrace in this learning experience is part of our meaningful
evolution
C. The Johari Window: Getting to Know ‘The Self’
-
Developed by American psychologists Joseph Luft and Harry Ingham in the
1950's, calling it 'Johari' after combining their first names, Joe and Harry
-
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Increasing the open area, by reduction of the blind area, by asking for and then
receiving feedback. Can also be developed through the process of disclosure,
which reduces the hidden area.
The unknown area can be reduced in different ways: by others' observation
(which increases the blind area); by self-discovery (which increases the hidden
area), or by mutual enlightenment - via group experiences and discussion -which
increases the open area as the unknown area reduces
Quadrant 1:
- ‘Open self/area‘, 'free area‘, 'public area', 'arena‘
- Also known as the 'area of free activity‘
- Information about the person - behaviour, attitude, feelings, emotion,
knowledge, experience, skills, views, etc -knownby the person ('the self') and
knownby the team ('others').
- The aim in any team is to develop the 'open area' for every person, because
when we work in this area with others we are at our most effective and
productive and the team is at its most productive too.
- The open free area, or 'the arena‘ - the space where good communications and
cooperation occur, free from distractions, mistrust, confusion, conflict and
misunderstanding
Quadrant 2:
- ‘Blind self' or 'blind area' or 'blind spot‘: what is known about a person by others
in the group, but is unknown by the person him/herself„
- Could also be referred to as ignorance about oneself, or issues in which one is
deluded
- Not an effective or productive space for individuals or groups„
- Also include issues that others are deliberately withholding from a person„
- The aim is to reduce this area by seeking or soliciting feedback from others and
thereby to increase the open area, i.e., to increase self-awareness„
- Team members and managers take responsibility for reducing the blind area - in
turn increasing the open area - by giving sensitive feedback and encouraging
disclosure„
- Managers promote a climate of non-judgemental feedback, and group response
to individual disclosure, and reduce fear
Quadrant 3:
- ‘Hidden self' or 'hidden area' or 'avoided self/area' or 'facade'„
- What is known to ourselves but kept hidden from, and therefore unknown, to
others„
- Represents information, feelings, etc, anything that a person knows about
him/self, but which is not revealed or is kept hidden from others„
- Also include sensitivities, fears, hidden agendas, manipulative intentions, secrets
- anything that a person knows but does not reveal„
-
Relevant hidden information and feelings, etc, should be moved into the open
area through the process of 'self-disclosure' and 'exposure process'„
Organizational culture and working atmosphere have a major influence on team
members' preparedness to disclose their hidden selves„
The extent to which an individual discloses personal feelings and information,
and the issues which are disclosed, and to whom, must always be at the
individual's own discretion
Quadrant 4:
- ‘Unknown self‘, 'area of unknown activity‘, 'unknown area'„
- Information, feelings, latent abilities, aptitudes, experiences etc, that are
unknown to the person him/herself and unknown to others in the group„
- Can be prompted through self-discovery or observation by others, or through
collective or mutual discovery„
- Counseling can also uncover unknown issues „
- Again as with disclosure and soliciting feedback, the process of self discovery is a
sensitive one„
- Uncovering 'hidden talents' - that is unknown aptitudes and skills, not to be
confused with developing the Johari 'hidden area' - is another aspect of
developing the unknown area, and is not so sensitive as unknown feelings„
- Managers and leaders can create an environment that encourages selfdiscovery, and to promote the processes of self discovery, constructive
observation and feedback among team members„
- The unknown area could also include repressed or subconscious feelings rooted
in formative events and traumatic past experiences, which can stay unknown for
a lifetime
Activity 1
Name: _____________________________________________
Course & Year: ______________________________________
Score: ____________
Date: _____________
1. What are your strengths?
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2. What are your abilities?
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3. How are you different from others of same age?
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4. What do you wish to change in your traits? Why?
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5. What do you want to achieve for yourself?
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Activity 2
Name: _____________________________________________
Course & Year: ______________________________________
Score: ____________
Date: _____________
Self-esteem Test
Direction: Express how you feel for every given item below. This will test your level of selfesteem by assigning the appropriate experience with the rate of 1 to 5. The scale is provided
below.
1 Very rare do I feel that
2 Sometimes I do feel that
3 I often have that feeling
4 I am frequently experiencing that
5 I usually have that feeling
______ I am quickly bored with things I do
______ I do not comply with school requirements
______ I am in conflict with people around me
______ I find it hard to communicate my thoughts
______ I find it difficult to attend my classes
______ People think I am failure and a mess
______ I feel weak
______ I am never an achiever
______ I have a hard time focusing
______ I easily forget
______ I easily give up
______ I am ugly
______ I am never on time
______ I hate grooming