User talk:Eam263/Self-awareness

Self-Awareness Development
Individuals become conscious of themselves through the development of self-awareness. This particular type of self development pertains to becoming conscious of one's own body and mental state of mind including thoughts, actions, ideas, feelings and interactions with others. “Self-awareness does not occur suddenly through one particular behavior it develops gradually through a succession of different behaviors all of which relate to the self." It is developed through an early sense of non-self components using sensory and memory sources. In developing self –awareness through self-exploration and social experiences one can broaden their social world and become more familiar with the self. Several ideas in the development of self-awareness have been researched.  In babies self-awareness occurs in a predicted stages.  Ulric Neisser (1988 cited in ) states that self-awareness is built upon different resources of information including ecological, interpersonal, extended, private, and conceptual aspects of self. The ecological self is seen in early infancy it is the self in relation to the surrounding environment.  It is considered low level self-awareness based on only being aware of your surrounding space. Interpersonal self also emerges in early infancy. It supports the theory of unresponsive interpersonal interaction with the environment for instance a baby cooing. Even though the social world is not responding the infant is able to discover more about themselves. This leads to the extended self where one is able to reflect on itself generating thoughts of past and future. The private self pertains to internal thoughts, feelings, and intentions. Finally, the concept of self (Ulric's theory of self-concept) is the beliefs that we hold based on representations of human nature and the self. This level of self is essential because it enables and individual to portray who they are.

According to Emory University’s Phileppe Rochat. there are five levels of self-awareness which unfold in early development and six potential prospects ranging from “Level 0” (having no self-awareness) advancing complexity to “Level 5” (explicit self-awareness). At this level the individual has a degree of zero self-awareness. This person is unaware of any mirror reflection or the mirror itself. They perceive the mirror as an extension of their environment. Level 0 can also be displayed when an adult frightens themselves in a mirror mistaking their own reflection as another person just for a second. The individual realizes the mirror is able to reflect things. They see that what is in the mirror is different than what is surrounding them. At this level one can differentiate between their own movement in the mirror and the movement of the surrounding environment. At this point an individual can link the movements on the mirror to what is perceived within their own body. This is the first hint of self-exploration on a projected surface where what is visualized on the mirror is special to the self. The individual finds out that recognition takes effect. One can now see that what’s in the mirror is not another person but it is actually themselves. It is seen when a child refers to them self while looking in the mirror instead of referring to the mirror while referring to themselves. They have now identified self Once an individual reaches this level they can identify the self beyond the present mirror imagery. They are able to identify the self in previous pictures looking different or younger. A “permanent self” is now experienced. At this level not only is the self seen from a first person view but its realized that it’s also seen from a third person’s view. They begin to understand they can be in the mind of others. For instance, how the are seen from a public standpoint. Related to research stated above by the time an average toddler reaches 18 months they will discover themselves and recognize their own reflection in the mirror. By the age of 24 months the toddler will observe and relate their own actions to those actions of other people and the surrounding environment. As infants grow to familiarize themselves with their surround environment and a child will provide a self-description in terms of action and later in terms of qualities and traits of their environment (Damon & Hart, 1982). Around school age a child’s awareness of personal memory transitions into a sense of ones own self. At this stage, a child begins to develop interests along with likes and dislikes. This transition enables the awareness of an individual’s past, present, and future to grow as conscious experiences are remembered more often. School age children begin to seperate As a child’s self-awareness increases they tend to separate and become their own person. Their cognitive and social development allows “the taking of another's perspective and the accepting of inconsistencies.”  By adolescence, a coherent and integrated self-perception normally emerges. This very personal emerging perspective continues to direct and advance an individual’s self-awareness throughout their adult life. “A further and deeper development in self-awareness allows a person to become increasingly wise and coherent in the understanding of self.” The increase in awareness can ultimately lead to high levels of consciousness. This has been supported through research on enhanced self-actualization, increased attention in association with expanding ones self-concept, and a higher level of internal control and maintenance of self during stressful conditions.
 * Level 0: Confusion
 * Level 1: Differentiation
 * Level 2: Situation
 * Level 3: Identification
 * Level 4: Permanence
 * Level 5: self-consciousness or “meta” self-awareness

References

Alexander, C. N. Alexander, V. K. & Boyer, R. W. Higher States of Consciousness in the Vedic Psychology of Maharishi Mahesh Yogi: A Theoretical Introduction and Research Review. Modern Science and Vedic Science, 88-126 https://www.mum.edu/pdf_msvs/v01/alexander.pdf

Asendorpf, J. B. & Baudonniere, P. M. (1993). Self-Awareness and Other-Awareness: Mirror Self-Recognition and Synchronic Imitation Among Unfamiliar Peers. Developmental Psychology, 29(1), 88-95.

Bertenthal, B. & Fischer, K. W. (1978). Development of Self-Recognition in the Infant. Developmental Psychology, 14(1), 44-50.

Geangu, E. (2008). Notes on Self-Awareness Development in Early Infancy. Cognitie, Creier, Comportament, 12(1).

Glick, M., & Ziegler, E. (1985). Self-image: A cognitive-development approach. In R. L. Leahy (Ed.), The development of the self Orlando, FL: Academic Press.

Rochat, P. (2003). Five levels of self-awareness as they unfold early in life. Conscious and Cognition, 12(4), 717-731.

Rochat, P. (1998). Self-Perception and Action In Infancy. Exp Brain Res, 123, 102–109.