Self-concept Chapter 37 Flashcards
A person’s unique dimensions, potentials, and purposes
self
The mental image a person has of oneself. How people THINK about themselves
self-concept
how a person explains behavior based on self- observation.
Has several dimensions: self-knowledge, self-expectations, social self, and self- evaluation
self-perception
or self-awareness involves basic understanding of oneself, a cognitive perception. It is consciousness of one’s abilities. It involves basic facts ( age, weight, sex) and quantities ( sincere, athletic, intelligent) related to oneself.
self- knowledge
involves the “ideal” self- the self a person wants to be. It is the setting of present and future goals.
self- expectation
how a person sees himself or herself in relation to social situations, including behavior and interaction with others.
social self
is the conscious assessment of the self, leading to self respect or self-worth.” Have I met my expectations? Do I like how I behave?”
self-evaluation
How a person pictures and feels about hit or her body. It includes the total conscious and unconscious disposition toward one’s body. It is the unifying concept behind feelings about one’s size, sex, and sexuality.
-Culture and social experience influence body image.
Body image
while self concept is how people THINK about themselves. self esteem refers to how people FEEL about themselves.
self esteem
- power
- meaning
- competence
- virtue
antecedents of high self-esteem
an organizing principle of self, the awareness that one is distinct individual separate from others.
identity
is defined as a person’s expected characteristic behavior in a social position. They can overlap.
Role
a role in which a person has no choice( being a daughter)
ascribed role
a role that a person selects ( choosing to be a nurse)
assumed role
have undifferentiated selves. They do not experience a separate existence from others. Infants begin to understand self as separate and that feelings (ex. hunger) are their own.
newborns and infants
have a rudimentary body image. Although they know the self as separate from others, they have no clear definition of where the body ends. Pre-shcoolers sense of self becomes more defined as they realize they are separate and unique.
toddler and pre-schooler
the school experience can strongly reinforce of alter a child’s body image, sense of self, and identity. Teachers and peers become important influences on self-concept. Children compare self to peers and measure looks, abilities, and social self against them.
school-age and adolescent
continue to modify self-concept. Young adults move away from the conforming peer group with a struggled-for personal identity modified through life experiences. In their 40’s-50’s adults may question the fit of their chose identity and experiences.
Adult
- Retirement requires extraordinary changes in role performance and self-esteem
- Changes in physical strength, skin turgor, and sense of acuity affect body image later in life
older adult
the degree of confidence a person has about the ability to perform specific activities
self-efficacy
occurs when the person lacks knowledge of role expectations, which fosters anxiety and confusion
role ambiguity
occurs when the person perceives himself or herself as inadequate or unsuited for a role
role strain
related to expectations concerning the role. It can be described as intrapersonal , interpersonal, or interrole.
Role conflict
exists when a person is expected to fulfill two or more roles simultaneously.
interrole role conflict
occurs when the person’s expectations differ from that of some significant other.
interpersonal role conflict
occurs when role expectations conflicts with a person’s values ex. nurse caring for pt who had an abortion.
intrapersonal role conflict
developmental interventions to promote self concept:
assist family in adapting to new roles by establishing therapeutic relationship and educating members.
Newborn
developmental interventions to promote self concept:
Teach family about the infants need for movement, stimulation, and safety. Encourage parents to help provide physical care and security for hospitalized infants.
infant
developmental interventions to promote self concept:
Allow toddler to develop skills through exploration. Support family and help toddler maintain-self control
toddler
developmental interventions to promote self concept:
teach preschooler and family health maintenance behaviors. Encourage family to stay with hospitalized child and let the child make some decisions about care.
preschooler
developmental interventions to promote self concept:
allow privacy. Teach parents of the need for socialization and belonging. Allow liberal visitation and age appropriate activities if hospitalized.
school-aged
developmental interventions to promote self concept:
educate about sexual health and drug and alcohol use. Educate family about identity and body-image changes. If hospitalized offer choices in care to maintain autonomy.
adolescent
developmental interventions to promote self concept:
Use therapeutic relationship to support adult and significant other. Support decisions adult makes in relationships and work roles.
Adult
developmental interventions to promote self concept:
Treat with respect and allow independence and individuality. Help older adult integrate loss of spouse, job, social support network, and health.
older adult
