‭Three Dimensions of Self-Concept‬ ‭●‬ ‭Self-knowledge:‬‭“Who am I?”‬ ‭●‬ ‭Self-expectation:‬‭“Who or what do I want to be?”‬ ‭●‬ ‭Self-evaluation:‬‭“How well do I like myself?”‬ ‭Maslow’s Hierarchy of Human Needs‬ ‭●‬ ‭Self-esteem:‬‭People have to‬‭feel good about themselves‬‭and to believe that others hold‬ ‭them in high regard‬ ‭●‬ ‭Self-actualization:‬‭People reach their full potential‬‭through development of their‬‭unique‬ ‭capabilities‬ ‭Self-Esteem vs. Respect Needs‬ ‭●‬ ‭Self-esteem:‬‭Strength,‬‭achievement‬‭, mastery and competence,‬‭confidence‬‭in the face of‬ ‭the world, independence, freedom‬ ‭●‬ ‭Respect needs: Status‬‭, dominance, recognition, attention,‬‭importance‬‭, appreciation‬ ‭ uestion:‬‭Which term best describes a person’s need‬‭to reach one’s potential by pursuing a‬ Q ‭career in nursing?‬ ‭a.‬ ‭Self-esteem‬ ‭b.‬ ‭Self-concept‬ ‭c.‬ ‭Self-actualization‬ ‭d.‬ ‭Self-knowledge‬ ‭Formation of Self-Concept‬ ‭●‬ ‭Infant learns their physical self is different from the environment‬ ‭●‬ ‭If basic needs are met, child has positive feelings of self‬ ‭●‬ ‭Child internalizes‬‭other people’s attitudes‬‭toward‬‭self‬ ‭●‬ ‭Child or adult internalizes‬‭standards‬‭of society‬ ‭ uestion:‬‭A false self might develop in individuals‬‭who have the emotional need to respond to‬ Q ‭the needs and ambitions that significant people, such as parents, have for them.‬ ‭a.‬ ‭True‬ ‭b.‬ ‭False‬ ‭Question:‬‭People are born with a self-concept.‬ ‭a.‬ ‭True‬ ‭b.‬ ‭False‬ ‭Factors Affecting Self-Concept‬ ‭●‬ ‭Developmental considerations‬ ‭‬ ● ‭●‬ ‭●‬ ‭●‬ ‭●‬ ‭●‬ ‭●‬ ‭ ulture‬ C ‭Internal and external resources‬ ‭History of success and failure‬ ‭Crisis of life stressors‬ ‭Aging‬ ‭Illness‬ ‭Trauma‬ ‭Stages in Development of Self‬ ‭●‬ ‭Infancy:‬‭No self-concept at birth‬ ‭●‬ ‭Childhood:‬‭Self-concept is developed‬ ‭●‬ ‭Adolescence:‬‭Sexual identity‬ ‭●‬ ‭Adulthood:‬‭Role expectations‬ ‭●‬ ‭Later adult years:‬‭Increasing dependency‬ ‭Assessing Self-Concept‬ ‭●‬ ‭Personal identity‬ ‭●‬ ‭Personal strengths‬ ‭●‬ ‭Body image‬ ‭●‬ ‭Self-esteem‬ ‭●‬ ‭Role performance‬ ‭Assessing Self-Esteem‬ ‭●‬ ‭Socialization and communication‬ ‭●‬ ‭Significance‬ ‭●‬ ‭Competence‬ ‭●‬ ‭Virtue‬ ‭●‬ ‭Power‬ ‭Helping Patients Maintain Sense of Self‬ ‭●‬ ‭Communicate worth with looks, speech, and judicious touch‬ ‭●‬ ‭Acknowledge patient status, role, and individuality‬ ‭●‬ ‭Offer simple explanations for procedures‬ ‭●‬ ‭Speak to the patient respectfully‬ ‭●‬ ‭Move the patient’s body respectfully, if necessary‬ ‭●‬ ‭Respect the patient’s privacy and sensibilities‬ ‭●‬ ‭Acknowledge and allow the expression of negative feelings‬ ‭●‬ ‭Help the patient recognize strengths and explore alternatives‬ ‭Nursing Strategies to Identify Personal Strengths‬ ‭‬ ● ‭●‬ ‭●‬ ‭●‬ ‭●‬ ‭ elping patients identify and use personal strengths‬ H ‭Helping at-risk patients maintain a sense of self‬ ‭Enhancing/modifying the self-concept‬ ‭Developing a positive body image‬ ‭Working in parents and educators to develop self-esteem in children, adolescents, and‬ ‭older adults‬

Chapter 42 - Self-Concept

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