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Naikan (Japanese: 内観, lit. ' introspection ') is a structured method of self-reflection developed by Yoshimoto Ishin (1916–1988) in the 1940s. [1] The practice is based around asking oneself three questions about a person in one's life: [2]
Self-reflection is the ability to witness and evaluate one's own cognitive, emotional, and behavioural processes. In psychology , other terms used for this self-observation include "reflective awareness" and "reflective consciousness", which originate from the work of William James .
Level 5—Self-consciousness or "meta" self-awareness: At this level not only is the self seen from a first person view but it is realized that it is also seen from a third person's view. A person who develops self consciousness begins to understand they can be in the mind of others: for instance, how they are seen from a public standpoint.
According to the looking-glass self, how you see yourself depends on how you think others perceive you. The term looking-glass self was created by American sociologist Charles Horton Cooley in 1902, [1] and introduced into his work Human Nature and the Social Order. It is described as our reflection of how we think we appear to others. [2]
Objective Self-awareness (OSA) theory [2] described a self-system in which the locus of conscious attention automatically influenced one's levels of self-evaluation. In this original conceptualization, the scientists viewed the system as consisting of a self (a person's knowledge of themselves) and standards.
Self-criticism as a trait characteristic therefore persists throughout a person's entire life. This means a person can display persistent, long term levels of self-criticism as a personality trait, but levels of self-criticism can vary from moment to moment depending on the person's current mental state. [6]
Self-image is the mental picture, generally of a kind that is quite resistant to change, that depicts not only details that are potentially available to an objective investigation by others (height, weight, hair color, etc.), but also items that have been learned by persons about themselves, either from personal experiences or by internalizing the judgments of others.
They are trained in mental health and activity analysis to assess the needs of their clients. OTs and students work together to create meaningful and healthy habits for stress management, social skills, emotional labeling, coping strategies, awareness, problem-solving, self-monitoring, judgment, emotional control, and others in the school and ...