components of self

7/31/2019 Components of Self

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COMPONENTS OF SELF-CONCEPT

Driever (1976a) defined self-conceptas:

The composite of beliefs and feelings that one holds about oneself at a given time, formedfrom perceptions particularly of others' reactions, and directing one's behavior.

Self-concept consists of the physical self, or body image; the personal self or personal

identity; and the self-esteem.

Physical Self or Body Image

An individual's body image is a personal appraisal of his oilier physical being and

includes physical attributes, functioning, sexuality, wellness-illness state, and appearance

(Driever. 1976a). It is an integrated collection of visual, auditor)-, tactile, and

proprioceptive information that combines with affective and cognitive processes to form

the image of one's physical self (Robertson. 1991).

An individuals body image may not necessarily coincide with his or her actual

appearance. For example, individuals who have been overweight for main- years and then

lose weight often have difficulty perceiving of themselves as thin. They may even continue

to choose clothing in the size they were before they lost weight.

A disturbance in one's body image may occur with changes in structure or function.

Examples of changes in bodily structure include amputations, mastectomy, and facial

disfigurements. Functional alterations are conditions such as colostomy, paralysis, and

impotence. Alterations in body image is often experienced as losses.

Personal Identity : Driever (1976a) identifies this component of the self-concept as the

persona] self and further divides it into the moral-ethical self, the self-consistency, and the

self-ideal/self-expectancy.


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The moral-ethical self is that aspect of the personal identity that functions as observer,

standard setter, dreamer, comparer, and,most of all, evaluator of whothe individual says

he or she is. This component of the personal self makes judgments that influence an

individual's self-evaluation.

Self-consistency is thecomponent of the personal identity that strives to maintain a stable

self-image. Even if the self-image is negative, because of this need forstability and self-

consistency, the individual resists letting go of the image from which he or she has

achieved measure 61 constancy.

Self-ideal/self-expectancyrelates to anindividual's perception of what he or she wants to

be, to do, or to be come. The concept ofthe ideal self arises out of the perception one has of

the expectations of others. Disturbances in self-concept can occur when individuals are

unable to achieve their ideals and expectancies.

Self-Esteem

Self-esteem refersto the degree of regard or respect that individuals havefor themselves

and is a measure of worth that they place on their abilities and judgments. Warren (1991),

states:

Self-esteem breaks down into two components: (1) the ability to say that I am

important. I matter," and (2) the ability to say I am competent. I have

something to offer to others and the world.

Maslow (1970) postulates that individuals must achieve; a positive self-esteem before they

can achieve self-actualization. On a day-to-day basis, one's self-value is challenged by

changes within the environment. With a positive self-worth, individuals are ableto adaptsuccessfully to the demands associated with situational and maturational crises that occur.

The ability to adapt to these environmental changes is impaired when individuals hold

themselves in low esteem (Driever. 1976b).


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Self-esteem is very closely related to the other components of the self-concept. Just as with

body image and personal identity, the development of self-esteem is largely influenced by

the perceptions of how one is viewed by significant others. It begins in early childhood

and vacillates throughout the life span.

THE DEVELOPMENT OF SELF-ESTEEM

How self-esteem is established has been the topic of investigation for a number of theorists

and clinicians. From a view of personality theories. Coopersmith (1981) identified the

following antecedent conditions of positive self-esteem.

1. Power: It is important for individuals to have a feeling or control over their own lifesituation and ability to claim some measure of influence over the behaviors ofothers.

2. Significance: Self-esteem is enhanced when individuals feel loved, respected, andcared for by significant others.

3. Virtue: Individuals feel good about themselves when their actions reflect a set ofpersonal, moral, and ethical values.

4. Competence: Positive self-esteem develops out of one's ability to performsuccessfully or achieve self-expectations and the expectations of others.

5. Consistently set limits: A structured lifestyle demonstrates acceptance and caringand provides a feeling of security.

Warren (1991) outlined the following focus areas to emphasize for parents and others who

work with children when encouraging the growth and development of positive self-

esteem:

1. A Sense of Competence: Everyone needs to feel skilled at something. Warren(1991) states, "Children do not necessarily need to be THE best at a skill in order to

have positive self-esteem; what they need to feel is that they have accomplished

their PERSONAL best effort."


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2. Unconditional Love: Children need to know that they are loved and accepted byfamily and friends regardless of success or failure. This is demonstrated by

expressive touch, realistic praise, and separation of criticism of the person from

criticism of the behavior.

3. A Sense of Survival. Everyone fails at something from time to time. Self-esteem isenhanced when individuals learn from failure and grow in the knowledge that they

are stronger for having experienced it.

4. Realistic Goals. Low self-esteem can be the result of not being able to achieveestablished goals. Individuals may ''set themselves up" for failure by setting goals

that are unattainable. Goals can be unrealistic when they are beyond a child's

capability to achieve, require an inordinate amount of effort to accomplish, and are

based on exaggerated fantasy.

5. A Sense of Responsibility: Children gain positive self-worth when they areassigned areas of responsibility or are expected to complete tasks that they perceive

are valued by others.

6. Reality Orientation: Personal limitations abound within our world, and it isimportant for children to recognize and achieve a healthy balance between what

they can possess and achieve and what is beyond their capability or control.

Driever (1976c) cites the following factors as influence inthe development of self-esteem:

1. The Perceptions of Responses by Others, Particular Significant Others: Thedevelopment of self-esteem can be positively or negatively influenced by the

responses of others and by how individuals perceive those responses.

2. Genetic Factors. Factors that are genetically determined, such as physicalappearance, size, or inherited infirmity, can have an effect on the development ofself-esteem.

3. Environmental Factors. The development of self-esteem can be influenced bydemands from the environment. For example, intellectual prowess may be

incorporated into the self-worth of an individual who is reared in an academic

environment.

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