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The self-discrepancy theory states that individuals compare their "actual" self to internalized standards or the "ideal/ought self". Inconsistencies between "actual", "ideal" (idealized version of yourself created from life experiences) and "ought" (who persons feel they should be or should become) are associated with emotional discomforts (e.g., fear, threat, restlessness).
In 1987, Tory Higgins developed the self-discrepancy theory, and described three main forms of self: actual self, ideal self, and ought self. Actual self is the set of qualities and characteristics that a person actually possesses, the ideal self contains the attributes that a person hopes to someday achieve, and the ought self contains the ...
Karen Horney, in her 1950 book, Neurosis and Human Growth, based her idea of "true self" and "false self" through the view of self-improvement, interpreting it as real self and ideal self, with the real self being what one currently is and the ideal self being what one could become. [17] (See also Karen Horney § Theory of the self).
Freud. Ego ideal—Ego—Object—Outer Object. In Freudian psychoanalysis, the ego ideal (German: Ichideal) is the inner image of oneself as one wants to become. [1] It consists of "the individual's conscious and unconscious images of what he would like to be, patterned after certain people whom ... he regards as ideal."
When the child cannot bear ambivalence between the real self and the ego ideal and defenses are used too often, it is called pathologic. Freud called this situation secondary narcissism, because the ego itself is idealized. Explanations of the idealization of others besides the self are sought in drive theory as well as in object relations theory.
For younger kids, self-affirmations can be simple and straightforward, such as “I’m doing great” or “I feel good about myself.” Teens, on the other hand, can have a harder time.
There are three levels of self-evaluation development in relation to the real self, ideal self, and the dreaded self. The real, ideal, and dreaded selves develop in children in a sequential pattern on cognitive levels. [55] Moral judgment stages: Individuals describe their real, ideal, and dreaded selves with stereotypical labels, such as "nice ...
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