Self In The Social World And The Running Head

The Self in the Social World and the running head

This assignment allows you to explore the effects of social influences on personal development. Write a 1,050- to 1,400-word paper in which you examine the concept of the self. Address the following:

• Identify who was in the radius of significant others that shaped your development through your toddler, child, and adolescent years.
• Identify verbal messages you recall that suggested situational or dispositional attributions about you.
• Describe how you developed your current attitudes toward authority, competitors, subordinates, the opposite sex, or another generation.
• Explore the effects your social world has had on your developing professional identity.

Cite at least 2 scholarly references. Format your paper according to APA guidelines. The paper should reflect on your low self-esteem development influenced primarily by your mother.

Paper For Above instruction

The concept of the self is profoundly shaped by social influences experienced throughout various developmental stages. For individuals with low self-esteem, understanding these influences can provide insight into their self-perception, attitudes, and professional identity. This paper explores how significant others, verbal messages, social attitudes, and the social environment contributed to the formation of self, particularly through the lens of personal experiences with low self-esteem influenced predominantly by maternal interactions.

During toddler, childhood, and adolescent years, significant others in an individual’s social sphere play a pivotal role in shaping their self-concept. In my case, my mother was the central figure, acting both as a nurturing yet critical presence that impacted my self-esteem. Research indicates that parental attachment and feedback significantly influence self-esteem development (Mikulincer & Shaver, 2019). Growing up, my mother’s verbal messages often centered around inadequacies and shortcomings, reinforcing a sense of low self-worth. For example, she would frequently comment on my appearance or abilities in ways that suggested I was not good enough or incapable of success. Such messages subtly conveyed that my shortcomings were attributed to my dispositional qualities rather than external circumstances, fostering a negative self-view.

Verbal communications within family settings often serve as powerful attributions—either situational or dispositional—that influence emerging self-perceptions (Lent & Brown, 2019). In my case, my mother’s persistent criticism created attributions that my problems stemmed from inherent personal flaws. For instance, she would say, “You’re just not smart enough,” which people interpret as a dispositional attribution, reinforcing feelings of inferiority. This dynamic significantly contributed to my developing low self-esteem by internalizing these messages as defining truths about my personality and abilities.

Developing attitudes toward authority figures, competitors, subordinates, and gender relationships are also deeply rooted in social experiences. My societal worldview, influenced by my mother’s comments and the social environment, led me to view authority with suspicion or fear, believing that authority figures were generally critical or unkind. Such perceptions hindered my confidence in asserting myself in professional settings. My attitude toward competitors was similarly shaped, viewing others as threats rather than opportunities for growth, which hampered my motivation and self-efficacy. Regarding gender interactions, my low self-esteem, compounded by familial messages, caused me to feel insecure in relationships, often doubting my worth or desirability. These attitudes are reflective of social learning, where repeated messages and experiences influence behavior and beliefs (Bandura, 1986).

The social world’s influence extends to the development of professional identity. My low self-esteem, rooted in childhood experiences with my mother, affected my confidence in workplace interactions and leadership roles. I often doubted my capabilities and was hesitant to seek promotions or assert authority, fearing rejection or failure. Internally, I believed that I lacked the competence to handle professional responsibilities, which was reinforced by societal stereotypes and familial messages. Such social influences hindered my ability to develop a resilient professional identity and projected self-doubt into my career progression.

Addressing these developmental influences involves acknowledging the formative role of significant others, verbal messages, and social attitudes. Recognizing that my low self-esteem originated from familial interactions, particularly my mother's critical messages, is essential for personal growth. Therapeutic interventions and self-awareness practices can help reframe these internalized messages, fostering a healthier self-concept. Additionally, exposing oneself to positive social and professional experiences can gradually reshape attitudes toward authority, others, and oneself, encouraging a more confident and resilient professional identity.

In conclusion, the social influences encountered throughout various life stages—especially those from significant others like parents—play a crucial role in shaping the concept of the self. For individuals with low self-esteem, understanding the origins and impacts of these influences is vital for personal development and professional growth. By critically examining and challenging negative attributions and beliefs, one can foster a more positive self-view and develop a resilient professional identity rooted in socially supported self-acceptance.

References

• Bandura, A. (1986). Social Foundations of Thought and Action: A Social Cognitive Theory. Prentice-Hall.
• Lent, R. W., & Brown, S. D. (2019). Social Cognitive Career Theory. In D. Brown (Ed.), Career development and counseling: Putting theory and research to work (2nd ed., pp. 101-129). Wiley.
• Mikulincer, M., & Shaver, P. R. (2019). Attached to God: The Development of Religious Attachments. Guilford Publications.
• Rogers, C. R. (1961). On Becoming a Person: A Therapist’s View of Psychotherapy. Houghton Mifflin.
• Rosenberg, M. (1965). Society and the Adolescent Self-Image. Princeton University Press.
• Hattie, J., & Timperley, H. (2007). The Power of Feedback. Review of Educational Research, 77(1), 81–112.
• Deci, E. L., & Ryan, R. M. (2000). The "What" and "Why" of Goal Pursuits: Human Needs and the Self-Determination of Behavior. Psychological Inquiry, 11(4), 227–268.
• Baumeister, R. F., & Vohs, K. D. (2016). Handbook of Self-Regulation: Research, Theory, and Applications. Guilford Publications.
• Harter, S. (1999). The Construction of the Self: Developmental and Sociocultural Foundations. Guilford Press.
• Harre, R., & Secord, P. F. (1972). The Explanation of Social Behaviour. Blackwell Scientific Publications.