a conscious understanding of one’s cognitive, effective, and physical abilities
consists of the following information about a person:
basic facts that usually are typically objective and unchangeable
e.g., age, race, height
qualities or traits that are typically subjective and changeable
e.g., generous, hot-headed, sexy
ideal self (self-expectation)
"who or what do I want to be?"
a conscious understanding of the self one wants to be
closely related to goal-setting for the present and future
setting realistic goals can be healthy
e.g., maintaining a normal body weight
setting unrealistic goals can be unhealthy
e.g., being as thin as a fashion model
other self (social self)
"how do I perceive others perceiving me?"
a conscious understanding of how one sees oneself in relation to social situations
self-evaluation
"how well do I like me?"
a conscious assessment of one’s overall worth
closely related to self-esteem
a positive assessment can lead to high self-esteem
e.g., liking how one looks in the mirror
a negative assessment can lead to low self-esteem
e.g., disliking how one looks in the mirror
components of self-concept
body image
how an individual perceives the size, appearance, and functioning of the body and its parts
includes the following:
functioning of the body and its parts
e.g., gait, elimination, sexual response
things intimately connected to the body
e.g., make-up, clothing, hairstyle
devices required for functioning of the body
e.g., wheelchairs, canes, eyeglasses
develops in two ways
others attitudes and responses towards one’s body
e.g., people may exhibit disgust when looking at a badly burned individual
one’s own exploration of one’s body
e.g., finding enjoyment in touching one’s body, the ability to become sexually aroused when stimulating oneself
influenced by cultural and societal values
e.g., tall and thin considered physical beauty in American society whereas short and obese is not
self-esteem
how much an individual likes oneself
the fundamental criteria by which one determines how much an individual likes oneself:
power; the ability to influence people and events - the sense that my opinion counts and will be listened to
meaning; the sense of being valued and worthwhile - my existence matters to others
competence; the ability to achieve personal goals - personal success
virtue; behaving in a manner consistent with personal values - adherence to a moral or ethical standard
types of self-esteem
global self-esteem
how much one likes oneself as a whole
specific self-esteem
how much on likes a certain part of oneself
core self-esteem
one’s consistent, overall appraisal of self
functional or situational self-esteem
one’s changing appraisal of self in response to stressors
defensive self-esteem
protective self-esteem in which one reports high self-esteem in order to deny negative information
personal identity
conscious sense of individuality and uniqueness that is continually evolving throughout life
concept of boundaries central to personal identity
body boundaries
e.g., that is your hand, this is my hand
ego boundaries
e.g., those are your thoughts or feelings, these are my thoughts and feelings
role performance
what an individual does in a particular position in relation to the behaviors expected of that position
concept of choice important to role performance
ascribed roles do not allow one a choice as to whether or not to adopt a particular role
e.g., when a male or female child is born, he/she automatically has the role of son or daughter
assumed roles do allow one a choice as to whether or not to adopt a particular role
e.g., when a male or female decides to become a nurse
common problems associated with role
role ambiguity; occurs when an individual lacks knowledge of role expectations
role strain; occurs when an individual perceives him/herself as inadequate or unsuited for a role
role conflict; related to expectations concerning the role
intrapersonal role conflict; occurs when role expectations conflict with the individual’s personal values
e.g., a nurse who opposes abortion being asked to care for a client undergoing an abortion
interpersonal role conflict; occurs when an individual’s expectations differ from some significant other’s
e.g., an adolescent male wants to play in a rock band, but his parents value intellectual pursuits
interrole conflict; occurs when an individual is expected to fulfill two or more roles simultaneously
e.g., a working mother is told to leave work and get her sick child at school
factors influencing self-concept
biologic make-up
e.g., an individual whose biologic make-up is different than that of the predominant society (e.g., black, obese, short, unattractive) may have difficulty securing or maintaining a positive self-concept
culture, values, and beliefs
e.g., an individual who does not integrate American cultural practices, values, and beliefs, but those of another culture, may have difficulty securing or maintaining a positive self-concept
coping and stress tolerance
e.g., an individual who utilizes inadequate coping patterns to adapt to stress or resolve conflict (e.g., excessive use of denial, destructive behavior [overeating, excessive smoking/drinking, overuse of over-the-counter medications, illicit drug use], projection of blame/responsibility, hypersensitivity to criticism, grandiosity, rationalizing failures, high illness rate [high blood pressure, ulcers, irritable bowel syndrome, frequent headaches/neckaches] may have difficulty securing or maintaining a positive self-concept
previous experience
e.g., an individual whose past experiences have resulted in failure, rather than success, may have difficulty securing or maintaining a positive self-concept
locus of control
e.g., an individual who has an external locus of control, which attributes success to luck, chance, or the influence of powerful others rather than personal behavior, may have difficulty securing or maintaining a positive self-concept
stressful life events
e.g., an individual experiencing stressful life events (e.g., financial difficulties, problems on the job, change or loss of a job, relationship concerns, sexuality concerns, divorce, moving), particularly if cumulative, may have difficulty securing or maintaining a positive self-concept
incomplete crises of psychosocial development
e.g., an individual in the early adulthood years who has not completed the psychosocial developmental task of this age group, Intimacy vs. Isolation, (e.g., remains alone and/or avoids close interpersonal relationships) may have difficulty securing or maintaining a positive self-concept
role transition
e.g., an individual who has experienced a developmental role transition (one commonly associated with aging and growth), such as the transition from student to wage earner, may have difficulty securing or maintaining a positive self-concept
e.g., an individual who has experienced a situational role transition (one commonly associated with change in a relationship), such as death of a spouse, may have difficulty securing or maintaining a positive self-concept
illness, trauma, surgery
e.g., an individual who has had an amputation of his/her extremity may experience alterations in self-esteem, body image, personal identity, and role and, consequently, have difficulty securing or maintaining a positive self-concept
common alteration in self-concept: body image disturbance
the state in which one experiences or is at risk of experiencing a disruption in the perceptions, beliefs, and knowledge possessed about one’s own body structure, function, appearance, and limits
defining characteristics
negative verbal or behavioral response to actual or perceived change in body structure and/or function
inability to look at or touch altered body site
avoidance or refusal of social contacts
verbalization of feelings of helplessness, hopelessness, powerlessness
lack of self-care
depersonalization or excessive personalization of altered body part
interventions
provide privacy and assist the client to express feelings
support the client in expressing feelings of grief or anger relating to changed body image
spend time with client
provide reliable information about altered appearance and its effect on physical functioning
provide information about appropriate supportive devices or prostheses
clarify any misunderstanding the client may have regarding appearance
support the client in efforts to view and touch changes in body appearance
support client in efforts to adapt to changes in physical functioning
teach significant others necessary skills for assisting the client
offer praise and encouragement to the client and significant others
teach client new self-care necessary for adaptation
reinforce instruction on occupational and vocational skills necessary for adaptation
provide information on resources available for assistance
encourage the client to participate in social activities
praise and encourage the client and significant others
common alteration in self-concept: self-esteem disturbance
the state in which one experiences a disruption in self-perception or the unrealistic self-evaluation or feelings about self or one’s capabilities
defining characteristics
self-deprecating verbalizations
expressions of shame or guilt
rejection of positive feedback and/or exaggeration of negative feedback
social withdrawal
verbalizations of or behaviors indicating lack of self-confidence
avoidance of new situations
inability to perform self-care
interventions
encourage client to identify personal strengths
recognize client’s past accomplishments and knowledge
discourage client from focusing on past weaknesses and/or failures
maintain a caring and nonjudgmental attitude
provide information about activities and support groups that promote self-esteem
assist the client to choose satisfying and rewarding activities
encourage participation in activities to promote self-esteem, e.g.:
exercise
support groups
social, creative, and recreational activities
self-help groups
community service
self-care activities
when prescribed, encourage client’s participation in individual or group psychotherapy
help the client determine factors that interfere with positive interpersonal relationships
teach the client appropriate interaction techniques
