Introduction to George Herbert Mead
George Herbert Mead (1863–1931) was an American philosopher, sociologist, and psychologist, widely regarded as a founding father of symbolic interactionism. Although he published relatively little during his lifetime, his lectures were posthumously compiled into the seminal work Mind, Self, and Society (1934). Mead’s central thesis posits that the human mind and self-awareness are not innate biological certainties but are products of social experience and symbolic communication. In the context of modern social care, Mead’s work provides a critical lens through which to view professional identity, person-centered practice, and the internalisation of statutory frameworks.
The Architecture of the Self: The ‘I’ and the ‘Me’
Mead (1934) argues that the self is a social process rather than a static entity. It is characterized by reflexivity—the capacity of an individual to stand outside themselves and view their own actions as an object. This process is managed through two distinct phases of the self: the ‘I’ and the ‘Me’.
The ‘I’ represents the spontaneous, impulsive, and unorganized aspect of the individual. It is the subject that acts in the present moment. Conversely, the ‘Me’ is the socialized self, comprised of the internalised attitudes, expectations, and norms of the community. Within social care practice, this dualism is evident when a practitioner experiences a personal emotional reaction to a challenging situation (the ‘I’) but tempers that reaction through their professional training and adherence to the SSSC Codes of Practice (the ‘Me’).
The Development of the Self and the ‘Generalized Other’
Mead outlined a developmental trajectory through which individuals acquire a self. This begins with the Preparatory Stage, where infants mimic gestures without understanding. This evolves into the Play Stage, where children take on the roles of “significant others” (e.g., a parent or a nurse), learning to see the world from a single alternative perspective.
The final phase is the Game Stage, where an individual must understand the simultaneous roles of all participants in a social system. This leads to the internalisation of the ‘Generalized Other’—the collective attitude of the entire social group. In a professional setting, the ‘generalized other’ represents the broader societal and legal expectations, such as those found in the Equality Act 2010 or Data Protection Act 2018. A social care worker functions effectively because they have internalised these collective standards as part of their professional ‘Me’.
Application to Social Care Services
Mead’s theories are particularly salient when applied to the statutory and ethical requirements of Scottish social care.
Person-Centered Care and Role-Taking
Under the Social Care (Self-directed Support) (Scotland) Act 2013, practitioners are legally required to empower service users. Mead’s concept of “taking the role of the other” is the cognitive mechanism that allows this. To provide person-centered support, a worker must move beyond their own ‘Me’ (their professional bias) to imagine the service user’s perspective, ensuring that care is not just a clinical transaction but a social interaction that respects the individual’s identity.
Statutory Compliance as Socialization
Legislation such as the Health and Safety at Work etc. Act 1974 and the Adult Support and Protection (Scotland) Act 2007 acts as a framework for the ‘generalized other’. When a practitioner follows safeguarding protocols, they are not merely obeying a rulebook; they are acting out a socialized identity that values the collective safety of the vulnerable. Their ‘Me’ has internalised the legal reality of the Scottish devolved landscape, ensuring that their ‘I’ (their immediate actions) remains within the bounds of professional and legal safety.
Reflective Practice
Social care requires constant “reflexivity.” When a practitioner engages in supervision, they are effectively allowing their ‘I’ to reflect upon the actions of their ‘Me’. This internal dialogue allows for the correction of biases and the refinement of practice, ensuring that the professional self remains aligned with evolving human rights standards and the National Health and Social Care Standards.
Reference List
Legislation.gov.uk (1974) Health and Safety at Work etc. Act 1974. [Online]. Available at: https://www.legislation.gov.uk/ukpga/1974/37/contents (Accessed: 20 February 2026).
Legislation.gov.uk (2013) Social Care (Self-directed Support) (Scotland) Act 2013. [Online]. Available at: https://www.legislation.gov.uk/asp/2013/1/contents (Accessed: 20 February 2026).
Mead, G.H. (1934) Mind, Self, and Society. Chicago: University of Chicago Press.
Miller, D.L. (1973) George Herbert Mead: Self, Language, and the World. Chicago: University of Chicago Press.
Scottish Human Rights Commission (2025) Social Care and Human Rights. [Online]. Available at: https://www.scottishhumanrights.com/our-law-and-policy-work/social-care/ (Accessed: 20 February 2026).
Silva, F.C. (2007) G.H. Mead: A Contemporary Re-examination. Cambridge: Polity Press.
SSSC (2024) Codes of Practice for Social Service Workers and Employers. Dundee: Scottish Social Services Council.