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7 - I didn't get where I am today by reading stuff like this: explaining personality by the self-concept

from Part III - Below the surface 2: the phenomenal line

Published online by Cambridge University Press:  05 January 2013

Mark Cook
Affiliation:
University of Wales, Swansea
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Summary

C. J. knows dozens of ways in which he didn't get where he is today: by not knowing a real winner when he sees one, by waffling, by not knowing how to handle people, by having anonymous letters put through his letter box, by wearing underpants decorated with pictures of Beethoven. C. J. is a fictional character, invented by David Nobbs. C. J. is the over-bearing, pompous Managing Director of Sunshine Desserts, and boss of Reginald Perrin, from the BBC TV comedy series ‘The Fall and Rise of Reginald Perrin’. C. J. has a very well-defined self-concept; he knows exactly who he is, how he got there, and where he's going.

Humans have two gifts animals lack: one is language, the other is self-awareness. So far as anyone can tell, rats, dogs, or even monkeys do not stop to think ‘is this really me?’ before running down a maze, barking at an intruder, or mounting a receptive female. Humans, after the age of two or so start to have some idea of who they are and how they want others to see them. The self-concept affords the personality theorist a possible way of explaining behaviour. Personality is not an elusive set of traits or factors, nor a vast bundle of habits, nor the ever-shifting phenomenal field; it is, rather, how the person sees him/herself. Discover that the meek bank clerk really sees himself as James Bond, and you achieve understanding of his actions. Realise that the aggressive telephonist is trying to project the same image as Bette Midler and you can predict her reactions.

Type
Chapter
Information
Levels of Personality , pp. 175 - 202
Publisher: Cambridge University Press
Print publication year: 2012

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References

Baumeister, et al. (2003) sound a cautious note about the value of high self-esteem.
Baumeister, et al. (2006) describe research on self-regulation and how to develop it.
Cattell, and Child, (1975) describe Cattell's self-sentiment, and how to assess it.
Colvin, et al. (1995) describe the possible downside of high self-esteem.
Coopersmith, (1967) classic research on correlates of self-esteem in a large US sample.
Crocker, and Schwartz, (1985) suggest the link between self-esteem and racism may be positive, not negative as generally argued.
Hanley, and Durlak, (1998) present a meta-analysis of the effectiveness of various interventions intended to raise self-esteem.
Hepper, et al. (2010) describe self-protection strategies people can employ to help maintain a positive self-image.
Hy, and Loevinger, (1996) describe Loevinger's model of ego development.
Muraven, et al. (2002) describe the not thinking about white bears experiment on self-depletion.
Oyserman, et al. (2006) describe a programme to improve educational achievement in disadvantaged youth, based on alternative possible selves.
Pasupathi, et al. (2009) describe research on the narrative self, and how it is related to the experiences one shares with others.
Rogers, (1951) describes how the self develops, how development may go wrong, and how therapy can repair the damage.
Trautwein, et al. (2006) report a sophisticated analysis of self-esteem and academic achievement in West and East Germany.
Trzesniewski, et al. (2006) report a long-term follow-up linking self-esteem in adolescence with work, health, and anti-social behaviour at age 26.
Vernon, (1964) (Chapter 7) describes his four-level model of the self.

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