CHAPTER II
Self Concept & Self-Esteem
I.
II.
III.
Self-Concept
Self-Esteem
3 Ways to develop your Self-Concept
Reflected Appraisal
Social Comparisons
Cultural Expectations
Self-fulfilling Prophecies
IV.
Activity: “WHO AM I?”
1.
2.
3.
4.
Take out a sheet of paper and # it from 1-7.
I want you to answer the question “Who Am I?”
You will list at least 7 I AM’s.
Try to include all the characteristics that describe you.
1.
2.
3.
4.
5.
6.
7.
Your moods/feelings. (I am a happy person, depressed, sad)
Your appearance & physical condition. (I am pretty/ ugly, thin/fat)
Your social traits. (outgoing, shy)
Talents you possess or lack. (not a good baseball player, good tennis
player)
Your intellectual capacity. (above avg., slow learner)
Your strong beliefs. (values)
Your social roles. (I am a parent, student, daughter)
5.
Take about 3-5 minutes to do this. Then tell them to prioritize the 1st 3 .
6.
Ask students to share their first 3 on the list.
7.
After let them know they have just given a partial description of their selfconcept.
ASK WHAT IS THE SELF-CONCEPT?
I.
Self-Concept:
A.
Def: Self-concept- is a set of relatively stable perceptions that
each of us holds about ourselves. The self-concept includes our
conception about what is unique about us and what makes and
what makes us both similar/different from others.
1.
Why would a communication class focus on the selfconcept???
a.
The self-concept affects every aspect of our lives.
b.
Who you are and how you view your self
influences the way you communicate with others and
influences the way others will communicate with you.
Now there is much more to you then just those items we discussed at the beginning of the
class.
2.
The point is that, the concept of self is perhaps our most
fundamental/vital possession. Knowing who we are is
essential.
Without a self-concept it would be impossible to relate to the world.
B.
How does the self-concept develop (are we born with it)?
1.
example:
An infant lying in his/her crib has no notion of who
they are. But at about 6-7 mo. the child begins to
recognize the “self” as distinct form
surroundings/others. They look at their hands and
somehow the connection is made that that hand is
mine. At this early stage the self-concept is mostly physical.
2.
II.
The self-concept is extremely subjective being almost
totally a product of interacting with others. So your selfconcept is shaped by those around you.
Self-Esteem
A.
Def: Our evaluations of our self-worth.
B.
It is shaped by how he/she felt about their qualities (tall).
C.
III.
Most researchers agree that we are not born with a selfconcept.
How does this effect the way we communicate (defend ones self).
Our self-concept is developed in 3 ways:
1. (Def.) Reflected Appraisals: It metaphorically describes the
fact that we develop an image of ourselves from the way we
think others view us. (H. S. Sullivan)
*** The Looking Glass: (Cooley) We put ourselves in the position of
other people and then, in our mind’s eye, view ourselves as we imagine
they see us.
a.
We are a reflection of how others have revealed to
us, who we are. By the way they treat us, react to
you, talk to you, look at us, etc...
b.
In other words we are likely to feel less lovable,
valuable, & capable to the degree that others have
communicated a negative message about ourselves.
c.
In contrast, we will probably feel good about
ourselves to the extent that others have
communicated positive messages about ourselves.
Your list may reflect some positive/negative messages that you have received throughout
your life.
These messages come from significant others such as your parents, siblings and teachers.
And come early in our lives. These messages are delivered through both
verbal/nonverbal messages.
*
Nonverbally:
Do they look at us if they are glad to see us or hug us when
they see us. Ignore us, how they look at us, facial
expressions.
*
Verbally:
Positive: your so cute, I love you, what a good girl/boy you
are.
Negative: can’t you do anything right, what is the matter
with you now? your a bad boy/girl, leave me alone, go
away, you drive me crazy.
*
It takes 7 positive messages to erase 1 negative
(keep in mind when communicating with others/children)
MovieThe second process regarding how our self-concepts are shaped is called:
2.
Social Comparisons; that is, the conclusions (positive,
negative, neutral) we reach when we compare ourselves to
other people. Evaluating ourselves in terms of how we
compare with others.
*
a.
We decide if we are superior or inferior by
comparing ourselves to others.
Are we attractive or ugly
A success or failure
intelligent or dumb
b.
Social comparison depends on whom we compare
ourselves with
We may never look like Cindy Crawford, or
play basketball like Michael Jordan.
Many of us judge ourselves against
unreasonable standards and suffer
accordingly.
So it is important to recognize that the reference groups against which we
compare ourselves play an important role in shaping our self-concept.
3.
Cultural Expectations: Our whole notion of the self is
shaped by the culture in which we have been reared.
Examples:
III.
Language/out-group and collectivistic vs.
individualistic cultures (pg. 51)
Self-Fulfilling Prophecies
A.
Def: Occurs when a person’s expectation of an outcome makes the
outcome more likely to occur than would otherwise have been true..
B.
TWO types of Self-fulfilling prophecies: self-created or other-imposed
1.
Self created prophecies: are those predictions you make
about yourself. We often talk ourselves into success or failure.
Examples:
a. Going to a party. You expect to have a good/bad time
and you do.
b. Failing a test and then you do.
In each case there was a good chance that the event occurred because it was predicted to
occur - you set yourself up for the end results.
2.
Other-imposed prophecies: Occurs when the expectations of one
person govern another’s action.
Example:
If a teacher tells John, “I can see that you have a terrific
ability to remember details; I know that you will be an
outstanding member of the debate team,” John is likely to
believe this prophecy and will come to act in ways that are
consistent with it.
When teachers act as if their students are able, students
buy into that expectation and succeed. And the opposite
can occur as well, tell students they are not able.
* WE SHOULD TAKE CARE IN WHAT WE SAY TO OTHERS*
IV.
4 general rules to change self-concept
1.
Have realistic expectations of ourselves: do not expect to be perfect
2.
Have a realistic perception of yourself: combine weakness with strengths
3.
Have the will to change: this is key
4.
Have the skill to change: seek good role models, seek advice from books,
couns.
ACTIVITY: Group Brag!