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ATI Module
Self- Concept (Exam 2)
| Question | Answer |
|---|---|
| Carl Rogers’ theory of self-concept proposes | that self-concept encompasses three components: self-image, self-esteem, and the ideal self. |
| self-concept is a learned behavior. In other words | self-concept or self-perception is a dynamic process that is developed as a person grows, and is shaped and altered by environmental factors, socialization processes, and cultural considerations. |
| Rogers’ theory of personality primarily centers on | self-concept is described as an individual’s inclination to behave in ways that fulfill their potential and promote their personal growth. |
| Self-image refers to | he way an individual views their unique qualities such as genetic and physical characteristics (eye color, hair color, height, weight). |
| Self-concept involves a combination of many factors | self-image, self-esteem, and the ideal self, other factors that influence the development of self-concept include emotional intelligence (EI), self-awareness, body image, self-efficacy, culture, and role performance. |
| Emotional Intelligence (EI) develops when an individual is able to | perceive, understand, control, manage, and evaluate emotions |
| EI includes five key elements: | self-awareness, self-regulation, motivation, empathy, and social skills. Individuals with a high level of EI demonstrate a strong sense of self-understanding and an ability to discern the emotions of others. |
| EI has five competencies: | self-regulation, motivation, empathy, social skill, and self-awareness |
| identified four domains of EI | self-awareness, self-management, social awareness, and relationship management—and 12 competencies of EI in action. |
| Self-awareness is the | ability to know one’s emotions, strengths, weaknesses, and drives, as well as their effect on others. |
| Self-regulation is the | capacity to manage one’s emotional state, or more simply the ability to think before acting |
| Motivation refers to the | passion and persistence that guides and facilitates reaching one’s goals |
| Empathy is the | ability to understand and appreciate emotions, needs, and concerns others. It includes using this knowledge to guide our behavior |
| Social skill is the | ability to manage relationships, find common ground, and build rapport. |
| A self-concept stressor is | an event or perception that has a negative impact on how a person perceives themself. |
| Identity formation is a complex process influenced by | one’s gender, race, ethnicity, birth order, family status, occupation, culture, religion, and environment. |
| body image | A person's perceptions, feelings, and thoughts about their body, usually conceptualized by perceptions related to body shape, size, and physical attractiveness. |
| body image stressors | Societal attitudes about physical attributes, appearance, and performance that can impact a client's self perception of their body image. |
| culture | Shared beliefs, attitudes, values, traditions, and goals; a way of thinking or behaving; or societal characteristics common to a group or individual. |
| emotional intelligence (EI) | When an individual is able to perceive, understand, control, manage, and evaluate emotions. |
| ideal self | What a person desires to be (strong, intelligent, respected, appreciated) |
| identity confusion | An unclear sense of self, individuality, and personality resulting from an inability to adapt to identity stressors. |
| identity formation | A complex, lifelong process whereby an individual develops an understanding about themselves within the context of family, cultural, and social norms. |
| identity stressors | Life events that can threaten self-concept including gender dysphoria, a feeling of incongruity between one's gender identity and assigned sex at birth |
| role ambiguity | Refers to the lack of clarity in understanding the actions that need to be taken to achieve proposed goals. |
| role conflict | Occurs when individuals are faced with two or more role expectations and find themselves unable to meet these expectations at the same time. |
| role overload | Occurs when the roles and responsibilities placed upon an individual are greater than their ability to effectively manage them or when they find themselves pressured to respond to the many roles they hold. |
| role performance | Taking relevant actions to effectively execute the tasks of a specific role. |
| role strain | Occurs when an individual has difficulty meeting the responsibilities of a particular life role or when incompatible demands are placed upon an individual. |
| self-awareness | The ability to see oneself clearly and objectively through reflection and introspection. |
| self-concept | The beliefs one holds regarding their qualities and attributes. |
| self-concept congruence | Occurs when a person's ideal self is consistent with their actual life experiences. |
| self-concept incongruence | Occurs when a person's ideal self is not consistent with their actual life experiences. |
| self-efficacy | Refers to a person's perceived ability and aptitude to successfully complete a task. |
| self-esteem | An individual's generalized sense of self-worth measured by how much value a person places on themselves |
| self-esteem stressors | Life events such as disability, chronic illness, loss of career, change in financial status, feeling irrelevant due to retirement, and loss of social support when a spouse is deceased that can impact a client's self-esteem |
| identity status is foreclosure | have adopted beliefs and values without question, which are often imposed upon them by authority figures. Their belief system is generally carried forward from childhood into adulthood without challenge. |
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