GEC 11 – UNDERSTANDING THE SELF

A M A B E L L A A B I O N – D E L U N A , MM I PROFESSIONAL LECTURER

Module 1: THE SELF FROM VARIOUS PERSPECTIVES

INTENDED LEARNING OUTCOMES

At the end of this module, students will be able to:

 Acquire basic knowledge on the various conceptualization and representations of self and
identity from the different perspectives.
 Compare and contrast how the self has been represented across different disciplines and
perspectives.
 Learn and examine the different influences, factor or forces that shape the self
 Demonstrate critical or reflective thought in analyzing the development of one’s self and
identity by developing a theory of the self.

WHAT’S IN

Read and analyse the quote below.

“Knowing others in intelligence; knowing yourself is true wisdom. Mastering others is strength;
mastering yourself is true power. If you realise that you have enough, you are truly rich” And “The cost of
not following your heart, is spending the rest of your life wishing you had.”
- J. Paulsen
Introduction

How many times were you asked to describe yourself? Were your answers always the same or were
there changes? What are the changes? What factors affected those changes? The question may look
and sound easy and often times considered a cliché but it is one of the fundamental questions that a
human person needs to answer with reflection, courage, honesty and acceptance. In fact, for some
individuals it is a difficult question.

Are you still the same person when you were five years old? Did you notice the changes in yourself? Do
you still look the same? Do you still wear your hair like “Dora the Explorer”? Did you notice an
improvement to your vocabulary? You are now able to use words to specifically describe events,
experiences and feelings. You no longer want the same songs when you were younger. You now choose
your own clothes and call it fashion. You are changing. You changed because you are able to learn. You
learn to understand that you have to change because it is a must.

Now, reflect on the following questions:

 Who are you?
 How would you describe yourself?
 Do you love yourself? Why or why not?
 What are the biggest and most important things you have learned in life so far?

LET’S GET STARTED!

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GEC 11 – UNDERSTANDING THE SELF
A M A B E L L A A B I O N – D E L U N A , MM I PROFESSIONAL LECTURER

Activity 3: DO YOU TRULY KNOW YOURSELF?

Part I. Answer the following questions about yourself as fully and precisely as possible?

1. How would you characterize yourself?

2. What makes you special?

3. How are you connected to your body?

4. How are you related to others?

5. What will happen to you when you die?

Part II. Was it easy to answer all questions? Which questions were easiest to answer? Why? Which ones
are difficult? Why?

QUESTIONS EASY OR DIFFICULT WHY?

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GEC 11 – UNDERSTANDING THE SELF
A M A B E L L A A B I O N – D E L U N A , MM I PROFESSIONAL LECTURER

ABSTRACT

A. THE PHILOSOPHICAL VIEW OF SELF

SOCRATES. KNOW YOURSELF

Socrates is principally concerned with man. He considers man from the point of view of his inner life.
The famous line of Socrates, "Know yourself," tells each man to bring his inner self to light. A bad man is
not virtuous through ignorance; the man who does not follow the good fails to do so because he does
not recognize it.

The core of Socratic ethics is the concept of virtue and knowledge. Virtue is the deepest and most
basic propensity of man. Knowing one's own virtue is necessary and can be learned. Since virtue is
innate in the mind and self-knowledge is the source of all wisdom, an individual may gain possession of
oneself and be one's own master through knowledge.

PLATO. THE IDEAL SELF, THE PERFECT SELF

According to Plato, man was omniscient or all-knowing before he came to be born into this world. With
his separation from the paradise of truth and knowledge and his long exile on earth, he forgot most of
the knowledge he had. However, by constant remembering through contemplation and doing good, he
can regain his former perfections.

Man who is now an exile on earth has a guiding star, a model, or a divine exemplar which he must follow
to reach and attain his destiny. In practical terms, this means that man in this life should imitate his
former self; more specifically, he should live a life of virtue in which true human perfection exists.
Happiness, which is the fruit of virtue, is attained by the constant imitation of the divine exemplar of
virtue, embodied in man's former perfect self.

IMMANUEL KANT: RESPECT FOR SELF

Man is the only creature who governs and directs himself and his actions, who sets up ends for himself
and his purpose, and who freely orders means for the attainment of his aims. Every man is thus an end
in himself and should never be treated merely as a means-as per the order of the Creator and the
natural order of things. This rule is a plain dictum of reason and justice: Respect others as you would
respect yourself. A person should not be used as a tool, instrument, or device to accomplish another's
private ends. Thus, all men are persons gifted with the same basic rights and should treat each other as
equals.

RENE DESCARTES: "I THINK, THEREFORE I AM"

Descartes states that the self is a thinking entity distinct from the body. His first famous principle was
"Cogito, ergo sum," which means "I think, therefore I am." Although the mind and the body are
independent from each other and serve their own function, man must use his own mind and thinking
abilities to investigate, analyze, experiment, and develop himself.

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GEC 11 – UNDERSTANDING THE SELF
A M A B E L L A A B I O N – D E L U N A , MM I PROFESSIONAL LECTURER

JOHN LOCKE: PERSONAL IDENTITY

John Locke holds that personal identity (the self) is a matter of psychological continuity. For him,
personal identity is founded on consciousness (memory), and not on the substance of either the soul or
the body.

Personal identity is the concept about oneself that evolves over the course of an individual's life. It may
include aspects of life that man has no control over, such as where he grew up or the color of his skin, as
well as the choices he makes, like how he spends his time and what he believes.

DAVID HUME: THE SELF IS THE BUNDLE THEORY OF MIND

Hume is skeptical about the existence of the self, specifically, on whether there is a simple, unified self
that exists over time. For him, man has no "clear and intelligible" idea of the self. He posits that no single
impression of the self exists; rather, the self is just the thing to which all perceptions of a man is
ascribed. Moreover, even if there were such an impression of the self, it would have to remain constant
over time to constitute identity. However, man's impressions vary and always change. Even attempts to
have impressions of the self must fail for all these attempts are really just occasions for one to notice
perceptions. Put simply, a person can never observe oneself without some other perceptions. Thus,
Hume asserts that what we call the "self" is really just "a bundle or collection of different perceptions
which succeed each other with an inconceivable rapidity."

ASSESSMENT

Explain how your concept of “SELF” is compatible with how each philosopher explained the concept and
nature of self.

1. Socrates

2. Plato

3. Kant

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GEC 11 – UNDERSTANDING THE SELF
A M A B E L L A A B I O N – D E L U N A , MM I PROFESSIONAL LECTURER

4. Hume

5. Descartes

B. THE SOCIOLOGICAL VIEW OF SELF

Activity 4. MYSELF THROUGH THE YEAR

Paste a picture of you when you were in elementary, high school, and now that you are in college. Below
the picture, list down your characteristics that you remember.
High School
Elementary

College

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GEC 11 – UNDERSTANDING THE SELF
A M A B E L L A A B I O N – D E L U N A , MM I PROFESSIONAL LECTURER

ANALYSIS

After having examined your “self” in its different stages, fill out the table below:

SIMILARITIES IN ALL “STAGES” DIFFERENCES IN MY “SELF” POSSIBLE REASONS FOR THE

OF MYSELF ACROSS THE THREE STAGES DIFFERENCES IN ME

ABSTRACTION

GEORGE HERBERT MEAD. SOCIAL BEHAVIORISM

(Lumen Learning), Mead studied the self, a person’s distinct identity that is developed through social
interaction. In order to engage in this process of “self,” an individual has to be able to view him or
herself through the eyes of others. That’s not an ability that we are born with. Through socialization we
learn to put ourselves in someone else’s shoes and look at the world through their perspective. This
assists us in becoming self-aware, as we look at ourselves from the perspective of the “other.” The case
of Danielle, for example, illustrates what happens when social interaction is absent from early
experience: Danielle had no ability to see herself as others would see her. From Mead’s point of view,
she had no “self.”

How do we go from being newborns to being humans with “selves?” Mead believed that there is a
specific path of development that all people go through. During the preparatory stage, children are only
capable of imitation: they have no ability to imagine how others see things. They copy the actions of
people with whom they regularly interact, such as their mothers and fathers. This is followed by the play
stage, during which children begin to take on the role that one other person might have. Thus, children
might try on a parent’s point of view by acting out “grownup” behavior, like playing “dress up” and
acting out the “mom” role, or talking on a toy telephone the way they see their father do.

During the game stage, children learn to consider several roles at the same time and how those roles
interact with each other. They learn to understand interactions involving different people with a variety
of purposes. For example, a child at this stage is likely to be aware of the different responsibilities of
people in a restaurant who together make for a smooth dining experience (someone seats you, another
takes your order, someone else cooks the food, while yet another clears away dirty dishes).

Finally, children develop, understand, and learn the idea of the generalized other, the common
behavioral expectations of general society. By this stage of development, an individual is able to imagine

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A M A B E L L A A B I O N – D E L U N A , MM I PROFESSIONAL LECTURER

how he or she is viewed by one or many others—and thus, from a sociological perspective, to have a
“self”.

KOHLBERG’S THEORY OF MORAL DEVELOPMENT

(Lumen Learning) Moral development is an important part of the socialization process. The term refers
to the way people learn what society considered to be “good” and “bad,” which is important for a
smoothly functioning society. Moral development prevents people from acting on unchecked urges,
instead considering what is right for society and good for others. Lawrence Kohlberg was interested in
how people learn to decide what is right and what is wrong. To understand this topic, he developed a
theory of moral development that includes three levels: preconventional, conventional, and
postconventional.

In the preconventional stage, young children, who lack a higher level of cognitive ability, experience the
world around them only through their senses. It isn’t until the teen years that the conventional theory
develops, when youngsters become increasingly aware of others’ feelings and take those into
consideration when determining what’s “good” and “bad.” The final stage, called postconventional, is
when people begin to think of morality in abstract terms, such as Americans believing that everyone has
the right to life, liberty, and the pursuit of happiness. At this stage, people also recognize that legality
and morality do not always match up evenly (Kohlberg 1981). When hundreds of thousands of Egyptians
turned out in 2011 to protest government corruption, they were using postconventional morality. They
understood that although their government was legal, it was not morally correct.

GILLIGAN’S THEORY OF MORAL DEVELOPMENT AND GENDER

(Lumen Learning) Another sociologist, Carol Gilligan, recognized that Kohlberg’s theory might show
gender bias since his research was only conducted on male subjects. Would females study subjects have
responded differently? Would a female social scientist notice different patterns when analyzing the
research? To answer the first question, she set out to study differences between how boys and girls
developed morality. Gilligan’s research demonstrated that boys and girls do, in fact, have different
understandings of morality. Boys tend to have a justice perspective, by placing emphasis on rules and
laws. Girls, on the other hand, have a care and responsibility perspective; they consider people’s reasons
behind behavior that seems morally wrong.

Gilligan also recognized that Kohlberg’s theory rested on the assumption that the justice perspective
was the right, or better, perspective. Gilligan, in contrast, theorized that neither perspective was
“better”: the two norms of justice served different purposes. Ultimately, she explained that boys are
socialized for a work environment where rules make operations run smoothly, while girls are socialized
for a home environment where flexibility allows for harmony in caretaking and nurturing

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GEC 11 – UNDERSTANDING THE SELF
A M A B E L L A A B I O N – D E L U N A , MM I PROFESSIONAL LECTURER

ASSESSMENT

Answer the following questions clearly and honestly. Write your answers in the space provided.

1. How would you describe yourself

2. What are the influences of the family in your development as an individual?

3. Think of the time when you felt you were your “true self”. What made you think you were truly who
you are during this time of your life?

4. Following the questions above, can you provide a time when you felt you were not living your “true
self”. Why did you have to live a life like that? What did you do about it?

5. What social pressures help shape your “self”? Would you have wanted it otherwise?

6. What aspects of your self do you think may be changed or you would like to change?

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GEC 11 – UNDERSTANDING THE SELF
A M A B E L L A A B I O N – D E L U N A , MM I PROFESSIONAL LECTURER

C. THE PSYCHOLOGICAL VIEW OF SELF

Activity 5. “YOU” THROUGH OTHER’S EYES

Part I. List to 10-15 qualities or things that you think define who you are around the human figure
representing you.

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A M A B E L L A A B I O N – D E L U N A , MM I PROFESSIONAL LECTURER

Part II. In the space below, write “I am _____________________________ (your name). Who do you
think I am based on what you see me or do or hear me say? Let the members of your family respond by
letting them write on the same paper.

ANALYSIS

Compare what you wrote about yourself to those written by your family members. And answer the
matrix below.

What aspects are What aspects are What aspects are What aspects are What aspects do
similar? not similar? always true? circumstantial? you think are not
really part of your
personality?

ABSTRACTION

SIGMUND FREUD: THE PSYCHOANALYTIC THEORY OF SELF

Freud's asserts that the human psyche (personality) is structured into three parts (tripartite). These
structures - the id, ego, and superego-all develop at different stages in a person's life.

These three structures are systems and not physical parts of the brain. Although each part comprises
unique features and contributes to an individual's behavior, they interact to form a whole.

Parts of Personality

1. ID (internal desires). Also called internal drives or instinctive drives, it consists of the body's
primitive biological drives and urges which are concerned only with achieving pleasure and self-
satisfaction. Id lives completely in the unconscious.

2. EGO (reality). It is the “I" part of the individual that gives him/ her sense of his/her own identity. The
ego is the rational part of the personality.

3. SUPEREGO (conscience). It is the part of the personality concerned with morals, precepts,
standards, and ideas. The superego is also the critical faculty of the personality.

FREUDIAN STAGES OF PSYCHOSEXUAL DEVELOPMENT

Freud also argues that the development of an individual can be divided into distinct stages characterized
by sexual drives. As a person grows, certain areas become sources of pleasure, frustration or both

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A M A B E L L A A B I O N – D E L U N A , MM I PROFESSIONAL LECTURER

1. ORAL. From birth to the end of the first year, the mouth becomes the part of the body through
which gratification is secured.
2. ANAL (expulsive phase). From the age of 2 to 3 years, the child derives the feelings of pleasure or
pain from defecating. It covers the toilet-training period.
3. PHALLIC. From the age of 3 to 6 years, the child gets curious about his/her genitals and becomes
attached to the parent of the opposite sex. The attraction of a boy to his mother is called Oedipus
complex, while that of a girl to her father is called Electra complex.
4. LATENCY. From the age of 10 to 12 years, sexual motivations presumably recede in importance as
the child becomes preoccupied with developing skills and other activities.
5. GENITAL. After puberty, the deepest feelings of pleasure presumably come from heterosexual
relations.

ERIK ERIKSON: THE PSYCHOSOCIAL STAGES OF SELF-DEVELOPMENT

Erikson was primarily concerned with how both psychological and social factors affect the development
of individuals. He has formulated eight major stages of development, each posing a unique
developmental task and simultaneously presenting the individual with a crisis that he/she must
overcome.

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A M A B E L L A A B I O N – D E L U N A , MM I PROFESSIONAL LECTURER

As defined by Erikson, a crisis is not "a threat of catastrophe but a turning point, a crucial period of
increased vulnerability and heightened potential". Accordingly, individuals develop a healthy
personality by mastering "life's outer and inner dangers.
PSYCHOLOGICAL STAGES: A SUMMARY CHART

AGE CONFLICT IMPORTANT EVENTS OUTCOME

INFANCY
Trust vs. Mistrust Feeding Hope
(birth to 18 months)
EARLY CHILDHOOD Autonomy vs.
Toilet Training Will
(2 years to 3 years) Shame and Doubt
PRESCHOOL
Initiative vs. Guilt Exploration Purpose
(3-5 years old)
SCHOOL AGE
Industry vs. Inferiority School Confidence
(6-11 years)
ADOLESCENCE Identity vs.
Social Relationships Fidelity
(12-18 years) Role Confusion
YOUNG ADULTHOOD
Intimacy vs. Isolation Relationships Love
(19-40 years)
MIDDLE ADULTHOOD Generativity vs. Work and
Care
(40-65 years) Stagnation Parenthood
MATURITY
Ego Integrity vs. Despair Reflection on Life Wisdom
(65 – death)
(Cherry, 2020)

ERIK ERIKSON'S STAGES OF PSYCHOSOCIAL DEVELOPMENT

STAGE 1: TRUST VS. MISTRUST
The first stage of Erikson's theory of psychosocial development occurs between birth and 1 year of age
and is the most fundamental stage in life. Because an infant is utterly dependent, developing trust is
based on the dependability and quality of the child's caregivers.

At this point in development, the child is utterly dependent upon adult caregivers for everything they
need to survive including food, love, warmth, safety, and nurturing. If a caregiver fails to provide
adequate care and love, the child will come to feel that they cannot trust or depend upon the adults in
their life.

OUTCOMES
If a child successfully develops trust, the child will feel safe and secure in the world.2 Caregivers who are
inconsistent, emotionally unavailable, or rejecting contribute to feelings of mistrust in the children
under their care. Failure to develop trust will result in fear and a belief that the world is inconsistent and
unpredictable.

During the first stage of psychosocial development, children develop a sense of trust
when caregivers provide reliability, care, and affection. A lack of this will lead to mistrust.

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A M A B E L L A A B I O N – D E L U N A , MM I PROFESSIONAL LECTURER

No child is going to develop a sense of 100% trust or 100% doubt. Erikson believed that successful
development was all about striking a balance between the two opposing sides. When this happens,
children acquire hope, which Erikson described as openness to experience tempered by some wariness
that danger may be present.

Subsequent work by researchers including John Bowlby and Mary Ainsworth demonstrated the
importance of trust in forming healthy attachments during childhood and adulthood.

STAGE 2: AUTONOMY VS. SHAME AND DOUBT

The second stage of Erikson's theory of psychosocial development takes place during early childhood
and is focused on children developing a greater sense of personal control.

The Role of Independence

At this point in development, children are just starting to gain a little independence. They are starting to
perform basic actions on their own and making simple decisions about what they prefer. By allowing
kids to make choices and gain control, parents and caregivers can help children develop a sense of
autonomy.

Potty Training
The essential theme of this stage is that children need to develop a sense of personal control over
physical skills and a sense of independence. Potty training plays an important role in helping children
develop this sense of autonomy.

Like Freud, Erikson believed that toilet training was a vital part of this process. However, Erikson's
reasoning was quite different than that of Freud's. Erikson believed that learning to control one's bodily
functions leads to a feeling of control and a sense of independence. Other important events include
gaining more control over food choices, toy preferences, and clothing selection.

OUTCOMES
Children who struggle and who are shamed for their accidents may be left without a sense of personal
control. Success during this stage of psychosocial development leads to feelings of autonomy; failure
results in feelings of shame and doubt.

Finding Balance
Children who successfully complete this stage feel secure and confident, while those who
do not are left with a sense of inadequacy and self-doubt. Erikson believed that achieving
a balance between autonomy and shame and doubt would lead to will, which is the belief
that children can act with intention, within reason and limits.

STAGE 3: INITIATIVE VS. GUILT

The third stage of psychosocial development takes place during the preschool years. At this point in
psychosocial development, children begin to assert their power and control over the world through
directing play and other social interactions.

Children who are successful at this stage feel capable and able to lead others. Those who fail to acquire
these skills are left with a sense of guilt, self-doubt, and lack of initiative.

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A M A B E L L A A B I O N – D E L U N A , MM I PROFESSIONAL LECTURER

OUTCOMES
The major theme of the third stage of psychosocial development is that children need to begin asserting
control and power over the environment. Success in this stage leads to a sense of purpose. Children who
try to exert too much power experience disapproval, resulting in a sense of guilt.

When an ideal balance of individual initiative and a willingness to work with others is
achieved, the ego quality known as purpose emerges.

STAGE 4: INDUSTRY VS. INFERIORITY

The fourth psychosocial stage takes place during the early school years from approximately ages 5 to 11.
Through social interactions, children begin to develop a sense of pride in their accomplishments and
abilities.

Children need to cope with new social and academic demands. Success leads to a sense of competence,
while failure results in feelings of inferiority.

OUTCOMES
Children who are encouraged and commended by parents and teachers develop a feeling of
competence and belief in their skills. Those who receive little or no encouragement from parents,
teachers, or peers will doubt their abilities to be successful.

Successfully finding a balance at this stage of psychosocial development leads to the

strength known as competence, in which children develop a belief in their abilities to
handle the tasks set before them.

STAGE 5: IDENTITY VS. CONFUSION

The fifth psychosocial stage takes place during the often turbulent teenage years. This stage plays an
essential role in developing a sense of personal identity which will continue to influence behavior and
development for the rest of a person's life. Teens need to develop a sense of self and personal identity.
Success leads to an ability to stay true to yourself, while failure leads to role confusion and a weak sense
of self.

During adolescence, children explore their independence and develop a sense of self.2 Those who
receive proper encouragement and reinforcement through personal exploration will emerge from this
stage with a strong sense of self and feelings of independence and control. Those who remain unsure of
their beliefs and desires will feel insecure and confused about themselves and the future.

WHAT IS IDENTITY?
When psychologists talk about identity, they are referring to all of the beliefs, ideals, and values that
help shape and guide a person's behavior. Completing this stage successfully leads to fidelity, which
Erikson described as an ability to live by society's standards and expectations.

While Erikson believed that each stage of psychosocial development was important, he placed a
particular emphasis on the development of ego identity. Ego identity is the conscious sense of self that

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A M A B E L L A A B I O N – D E L U N A , MM I PROFESSIONAL LECTURER

we develop through social interaction and becomes a central focus during the identity versus confusion
stage of psychosocial development.

According to Erikson, our ego identity constantly changes due to new experiences and information we
acquire in our daily interactions with others. As we have new experiences, we also take on challenges
that can help or hinder the development of identity.

Why Identity Is Important

Our personal identity gives each of us an integrated and cohesive sense of self that
endures through our lives. Our sense of personal identity is shaped by our experiences
and interactions with others, and it is this identity that helps guide our actions, beliefs,
and behaviors as we age.

STAGE 6: INTIMACY VS. ISOLATION

Young adults need to form intimate, loving relationships with other people. Success leads to strong
relationships, while failure results in loneliness and isolation. This stage covers the period of early
adulthood when people are exploring personal relationships.

Erikson believed it was vital that people develop close, committed relationships with other people.
Those who are successful at this step will form relationships that are enduring and secure.

Building On Earlier Stages

Remember that each step builds on skills learned in previous steps. Erikson believed that a strong sense
of personal identity was important for developing intimate relationships. Studies have demonstrated
that those with a poor sense of self tend to have less committed relationships and are more likely to
struggler with emotional isolation, loneliness, and depression.

Successful resolution of this stage results in the virtue known as love. It is marked by the
ability to form lasting, meaningful relationships with other people.

STAGE 7: GENERATIVITY VS. STAGNATION

Adults need to create or nurture things that will outlast them, often by having children or creating a
positive change that benefits other people. Success leads to feelings of usefulness and accomplishment,
while failure results in shallow involvement in the world.

During adulthood, we continue to build our lives, focusing on our career and family. Those who are
successful during this phase will feel that they are contributing to the world by being active in their
home and community.2 Those who fail to attain this skill will feel unproductive and uninvolved in the
world.

Care is the virtue achieved when this stage is handled successfully. Being proud of your
accomplishments, watching your children grow into adults, and developing a sense of
unity with your life partner are important accomplishments of this stage.

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A M A B E L L A A B I O N – D E L U N A , MM I PROFESSIONAL LECTURER

STAGE 8: INTEGRITY VS. DESPAIR

The final psychosocial stage occurs during old age and is focused on reflecting back on life.2 At this point
in development, people look back on the events of their lives and determine if they are happy with the
life that they lived or if they regret the things they did or didn't do.

Erikson's theory differed from many others because it addressed development throughout the entire
lifespan, including old age. Older adults need to look back on life and feel a sense of fulfillment. Success
at this stage leads to feelings of wisdom, while failure results in regret, bitterness, and despair.

At this stage, people reflect back on the events of their lives and take stock. Those who look back on a
life they feel was well-lived will feel satisfied and ready to face the end of their lives with a sense of
peace. Those who look back and only feel regret will instead feel fearful that their lives will end without
accomplishing the things they feel they should have.

OUTCOMES
Those who are unsuccessful during this stage will feel that their life has been wasted and may
experience many regrets. The person will be left with feelings of bitterness and despair.

Those who feel proud of their accomplishments will feel a sense of integrity. Successfully
completing this phase means looking back with few regrets and a general feeling of
satisfaction. These individuals will attain wisdom, even when confronting death.

STRENGTHS AND WEAKNESSES OF ERIKSON'S THEORY

Erikson's theory also has its limitations and attracts valid criticisms. What kinds of experiences are
necessary to successfully complete each stage? How does a person move from one stage to the next?

Criticism
One major weakness of psychosocial theory is that the exact mechanisms for resolving conflicts and
moving from one stage to the next are not well described or developed. The theory fails to detail exactly
what type of experiences are necessary at each stage in order to successfully resolve the conflicts and
move to the next stage.

Support
One of the strengths of psychosocial theory is that it provides a broad framework from which to view
development throughout the entire lifespan. It also allows us to emphasize the social nature of human
beings and the important influence that social relationships have on development.

Researchers have found evidence supporting Erikson's ideas about identity and have further identified
different sub-stages of identity formation.4 Some research also suggests that people who form strong
personal identities during adolescence are better capable of forming intimate relationships during early
adulthood. Other research suggests, however, that identity formation and development continues well
into adulthood.5

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ASSESSMENT

Do a research and list 10 things to boost your self-esteem or improve your self-concept. Cite your
sources. Analyze which of those tips are more likely to backfire and make someone conceited,
narcissistic and revise them to make the statements both helpful to the individual as well as society in
general.

WORK CITED
Cherry, K. (2020, June 26). very well mind. Retrieved August 23, 2020, from
https://www.verywellmind.com/erik-eriksons-stages-of-psychosocial-development-2795740

Lumen Learning. (n.d.). Retrieved August 23, 2020, from https://courses.lumenlearning.com/sociology/

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