The Psychoanalytic Perspective The Humanistic Perspective The Trait Perspective The SocialCognitive Perspective Exploring the Self INTRODUCTION Personality Expressed by ones traits and cultural situation ID: 932928
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Slide1
PERSONALITY
UNIT 10
Slide2UNIT OVERVIEW
The Psychoanalytic Perspective
The Humanistic Perspective
The Trait Perspective
The Social-Cognitive PerspectiveExploring the Self
Slide3INTRODUCTION
Personality
Expressed by one’s traits and cultural situation
Two perspectives helped establish field of personality psychology
PsychoanalyticHumanistic
Slide4Issues in Personality
1. Free will or determinism?
2.
Nature or nurture?
3. Past, present, or future? 4. Uniqueness or universality? 5. Equilibrium or growth? 6. Optimism or pessimism?
Slide5PSYCHOANALYTIC PERSPECTIVE
Slide6We are here
Unit 10
Personality
Freud’s
Theory
Triarchic
Theory
Neo-Freudians
Jung
Psycho-sexual
Stages
Adler
Horney
Maslow
Rogers
Bandura
Humanistic
Theories
Social Cognitive Theory
Trait Theory
(Big 5)
Psychodynamic
Slide7Psychodynamic
Theories
Behavior is the product of psychological
forces within the individual, often
outside of conscious awareness
Central Tenets
Much of mental life is unconscious. People may behave in ways they themselves don’t understand.
Mental processes act in parallel, leading to conflicting thoughts and feelings.
Personality patterns begin in childhood. Childhood experiences strongly affect personality development.
Mental representations of self, others, and relationships guide interactions with others.
The development of personality involves learning to regulate aggressive and sexual feelings as well as becoming socially independent rather than dependent.
Sigmund Freud
Neo-Freudians
Slide8SIGMUND FREUD
Specialized in nervous disordersDiscovery of the unconscious
Free association
Connection between
distant past and troubled present
Slide9PSYCHOANALYSIS
CONFLICTBehavior is a result of internal conflicts between id, ego and superego
→
anxiety→defense
mechanisms (ego) Led to theory of psychoanalysis Includes unconscious mind, psychosexual stages and defense mechanisms
Slide10UNCONSCIOUS
Slide11Id
Our baby-like self
“pleasure principle”
- Oriented toward immediate unconditional gratification of desires and avoidance of pain
LibidoIrrational
ID
Slide12ID HAS NO CONTACT WITH OUTSIDE WORLD
Pleasure through
Reflex action
Wish fulfillment - (fantasy) a mental image that satisfies the instinct
Slide13WISH FULFILLMENT
Slide14SUPEREGO
Moral center - “should”, “should not”
We internalize the moral code of our society
Guilt
Irrational striving for moral perfectionEgo Ideal – perfect standards of what one would like to be
Slide15LEARNED, NOT PRESENT AT BIRTH
Slide16EGO
Deals with reality -
“reality principle”
Has to negotiate demands of the id with the reality of living in society and with the demands of the super ego.
rational
Slide17ID HAS NO CONTACT WITH OUTSIDE WORLD
Slide18WHY CAN’T WE ALL GET ALONG??
The psychic energy has to go somewhere!Id won’t let it go
Super-ego won’t let it happen
To protect itself the organism employs defense mechanisms.
Slide19PSYCHOANALYTIC PERSPECTIVE – DEFENSE MECHANISMS
Denial
: refusal to acknowledge a painful or threatening reality.
Repression
: exclude painful thoughts or feelings without realizing
Projection
: attributing own feelings on others.
Identification
: taking on someone else’s characteristics
Regression
: revert to childlike behavior
Intellectualization
: detaching from feelings by thinking about them intellectually.
Reaction Formation
: exaggeratedly opposite ideas and emotions.Displacement: redirection of repressed motives or feelings onto substitute objects.Sublimation: transforming repressed motives or feelings into more socially accepted forms.
Slide20EXPLORING THE UNCONSCIOUS:
DEFENSE MECHANISMS
Defense mechanisms
Repression
RegressionReaction formationProjection
Slide21EXPLORING THE UNCONSCIOUS:
DEFENSE MECHANISMS
Rationalization
Displacement
SublimationDenial
Slide22THIN LINE BETWEEN CONSCIOUS AND UNCONSCIOUS
Sometimes our unconscious thoughts, etc slip into the conscious.
How?
“Freudian slips”
DreamsHumor
Slide23SO HOW DOES THIS ALL PLAY OUT?
Humans are driven by the desire for bodily sexual pleasure (libido)– it gets released from different centers at different times.
But the parents act as the social coercion to balance these desires. – ‘Super-ego givers’
Development is the resolution of a series of conflicts
Slide24SO HOW DOES THIS ALL PLAY OUT?
“Psychosexual” Stages of development
Oral: 0–18months
Sucking (Weaning)
Fixation – Gullible or CynicalAnal: 18months–3Defecation (Potty training)Fixation – Self Destructive vs. Anal Retentive
Phallic: 3-5/6
Genitals (Oedipus Complex / Castration Anxiety)
The Official Portrait of the Danish Royal Family by Newcastle painter James Brennan.
Photo:
Glen Mccurtayne
Slide25SO HOW DOES THIS ALL PLAY OUT?
Latency 5/6 – 12/13
all libidinal activity is suppressed
Genital Stage – To puberty and beyond!
genitals and orgasmFocused on reproduction
Slide26EXPLORING THE UNCONSCIOUS
PSYCHOSEXUAL STAGES
Slide27OEDIPUS COMPLEX
Phase One
Boy has a libidinal bond with the mother (breast feeding and mother as primary caregiver)
Parallel to this, the boy begins to identify with his father, the figure parallel to him in terms of biological sex. (Identification with the father's role as "lover" of mother.)
In this phase, these two relationship exist side-by-side and in relative harmony.
Slide28OEDIPUS COMPLEX
Boy’s feelings intensify
Sees the father as an
obstacle
and a rival who he desires to get rid of or to kill.Worries the father will castrate him.Boy is never 100% hostile. He keeps the identification so he is torn – ambivalence
Boy hopefully turns his psychic energy into full-on identification with the father. “Can’t
beat’em
,
join’em
.”
Boy is masculinized, eventually seeks his own sexual partner
Slide29CASTRATION ANXIETY
This fear or threat becomes
real
upon the observation of the female genitalia, which appear to be "castrated”
Sources of the castration complex:Punishment for affectionate feelings for MotherPunishment for masturbationPunishment for bed-wetting
Slide30FREUD’S CASE STUDY: LITTLE HANS
Would not go outside for fear of being bitten by a horse
Hans has said he wanted to sleep with his mother, “coax with” or caress her, be married to her, and have children “just like daddy.”
His parents warned that if he continued to play with his “
widdler” (penis), it would be cut off. He noticed that his sister had no “widdler.”Hans wanted his mother all to himself, was jealous of his father, and feared his mother would prefer his father’s bigger widdler
.
Hans was most afraid of horses with black muzzles,
The phobia started after Hans had “accidentally” knocked a statue of a horse from its stand.
Slide31THE ELECTRA COMPLEX
But what about girls?
During the phallic stage the daughter becomes attached to her father and more hostile towards her mother.
Believes that mom is responsible for her not having a penis.
This is due mostly to the idea that the girl is "envious" of her father's penis thus the term "penis-envy". This leads to resentment towards her mother, who the girl believes caused her castration.
Slide32EXPLORING THE UNCONSCIOUS:
PERSONALITY DEVELOPMENT
Erogenous zones
Oedipus complex
Electra complexIdentificationFixation
Slide33IMPLICATIONS
Girls seek compensation for the "lost" penisThey find this in the baby upon whom they can heap affection.
The sense of "motherhood" results from the castration complex, the sense of "loss" or "inadequacy" based on an "inferior" physical endowment in the genital region.
Slide34We are here
Unit 10
Personality
Freud’s
Theory
Triarchic
Theory
Neo-Freudians
Jung
Psycho-sexual
Stages
Adler
Horney
Maslow
Rogers
Bandura
Humanistic
Theories
Social Cognitive Theory
Trait Theory
(Big 5)
Psychodynamic
Slide35CARL JUNG
Shared Freud’s emphasis on unconscious processes
But libido is all life forces not just sexual ones
Unconscious is positive source of strength
Development comes to fruition by middle age
Slide36CARL JUNG
Personal unconsciousThat part of the unconscious mind containing an individuals repressed thoughts and feelings
Collective unconscious
The part of the unconscious that is inherited and common to all members of a species
Slide37ALFRED ADLER
Didn’t see the conflict between the id and superego
People have innate positive motives that make them strive for personal/social perfection
The unique mix of personal and social perfection creates unique directions and beliefs that become our
style of lifeThis emerges by 4 or 5
Slide38ALFRED ADLER
Compensation
Our efforts to overcome real or perceived weaknesses while we strive for that perfection.
We try to overcome feelings of inferiority
Inferiority complexFixation on feelings of personal inferiority that can lead to emotional and social paralysisWould focus on our drive toward superiority and perfection
Slide39KAREN HORNEY
Environmental and social factors important, especially those we experience as childrenViewed anxiety (reaction to real or imagined dangers) as a powerful motivating force
seen as being as important as unconscious sexual conflict
Slide40KAREN HORNEY
Neurotic trendsIrrational strategies for coping with emotional problems and thus minimizing anxiety
Submission (Moving toward people)
Feels the need to give in to other and only feels safe when receiving protection and guidance.
Friendliness is superficial and masks true resentmentAggression (Moving against people)Hides inner feelings of insecurity while they lash outDetachment (Moving away from people)If I withdraw nothing can hurt me
Slide41ASSESSING UNCONSCIOUS PROCESSES
Evaluating personality from an unconscious mind’s perspective would require a psychological instrument
(projective tests)
that would reveal the hidden unconscious mind.
Slide42THEMATIC APPERCEPTION TEST (TAT)
Developed by Henry Murray, the TAT is a projective test in which people express their inner feelings and interests through the stories they make up about ambiguous scenes.
Slide43Slide44Slide45ASSESSING UNCONSCIOUS PROCESSES
Projective Test
Thematic Apperception Test
(TAT)
Rorschach Inkblot Test
Slide46The most widely used projective test uses a set of 10 inkblots and was designed by Hermann Rorschach. It seeks to identify people’s inner feelings by analyzing their interpretations of the blots.
RORSHACH INKBLOT TEST
Slide47RORSHACH INKBLOT TEST
Slide48RORSHACH INKBLOT TEST
Slide49RORSHACH INKBLOT TEST
Slide50RORSHACH INKBLOT TEST
Slide51RORSHACH INKBLOT TEST
Slide52RORSHACH INKBLOT TEST
Slide53RORSHACH INKBLOT TEST
Slide54RORSHACH INKBLOT TEST
Slide55RORSHACH INKBLOT TEST
Slide56RORSHACH INKBLOT TEST
Slide57PROJECTIVE TESTS: CRITICISMS
Critics argue that projective tests lack both
reliability
(consistency of results) and
validity (predicting what it is supposed to).When evaluating the same patient, even trained raters come up with different interpretations (reliability).
2. Projective tests may misdiagnose a normal individual as pathological (validity).
Slide58EVALUATING PSYCHODYNAMIC THEORIES
Culture-bound ideas
Freud made no connection between women’s subordinate status in society and their sense of inferiority
Psychodymanic
theories are largely untestable in any scientific wayMost of its concepts arise out of clinical practice, which are the after-the-fact explanation.
Slide59EVALUATING THE PSYCHOANALYTIC PERSPECTIVE
Personality develops throughout life and is not fixed in childhood.
Freud underemphasized peer influence on the individual, which may be as powerful as parental influence.
Gender identity may develop before 5-6 years of age.
Modern Research
Slide60EVALUATING THE PSYCHOANALYTIC PERSPECTIVE
There may be other reasons for dreams besides wish fulfillment.
Verbal
slips
can be explained on the basis of cognitive processing of verbal choices. If suppressed sexuality leads to psychological disorders. Sexual inhibition has decreased, but psychological disorders have not.
Modern Research
Slide61EVALUATING THE PSYCHOANALYTIC PERSPECTIVE
Freud's psychoanalytic theory rests on the
repression
of painful experiences into the unconscious mind.
The majority of children, death camp survivors, and battle-scarred veterans are unable to repress painful experiences into their unconscious mind.
Slide62FREUD AND THE UNCONSCIOUS MIND
Modern research shows the existence of
non-conscious information processing.
Schemas that automatically control perceptions and interpretations
Parallel processing during vision and thinking
Implicit memories
Emotions that activate instantly without consciousness
Slide63THE HUMANISTIC PERSPECTIVE
Slide64We are here
Unit 10
Personality
Freud’s
Theory
Triarchic
Theory
Neo-Freudians
Jung
Psycho-sexual
Stages
Adler
Horney
Maslow
Rogers
Bandura
Humanistic
Theories
Social Cognitive Theory
Trait Theory
(Big 5)
Psychodynamic
Slide65HUMANISITIC PERSPECTIVE
By the 1960s, psychologists became discontent with Freud’s negativity and the mechanistic psychology of the behaviorists.
Abraham Maslow
(1908-1970)
Carl Rogers
(1902-1987)
Slide66SELF-ACTUALIZING PERSON
Maslow proposed that we as individuals are motivated by a hierarchy of needs. Beginning with physiological needs, we try to reach the state of
self-actualization
—fulfilling our potential.
Slide67CARL ROGERS
Goal of every organism is to fulfill the capabilities of our genetic blueprint – actualizing tendency
Human beings form images of themselves – called
self-concepts
Drive to fulfill self-concepts – self actualizing tendency
Slide68HOW TO BECOME FULLY FUNCTIONING?
…early childhood matters!!!
Unconditional positive reward
Full acceptance and love of another regardless of our behavior
GenuinenessAcceptingEmpathyConditional positive rewardAcceptance and love contingent on certain behaviors and fulfilling certain conditions.
Slide69PERCEIVED SELF vs. IDEAL SELF
Perceived SelfIn a Stream of consciousness manner . . . . Describe yourself
Ideal Self
In a Stream of consciousness manner . . . how would you like to be?
Slide70PERCEIVED SELF vs. IDEAL SELF
Did you write the same thing for each prompt?
From a humanistic perspective, a fully functioning, self-actualized person finds the perceived self as completely congruent with the ideal self.
Rogers suggests that if our self-concept is negative, that is, if we fall far short of our ideal self, we feel dissatisfied and unhappy. It follows that parents, teachers, and friends should help others know, accept, and be true to themselves
Slide71ASSESSING THE SELF
All of our thoughts and feelings about ourselves, in an answer to the question, “Who am I?” refers to
Self-Concept.
In an effort to assess personality, Rogers asked people to describe themselves as they would like to be (ideal) and as they actually are (real). If the two descriptions were close the individual if a fully functioning person
Slide72ASSESSING THE SELF
Self-report tests
Ideal
versus
actual self
Slide73EVALUATING THE HUMANISTIC PERSPECTIVE
Renewed interest in self-concept
Criticisms
Vague and subjective
Individualistic and Western biasedNaïve, overly optimistic and ignore the nature of human evil
Slide74THE TRAIT PERSPECTIVE
Slide75We are here
Unit 10
Personality
Freud’s
Theory
Triarchic
Theory
Neo-Freudians
Jung
Psycho-sexual
Stages
Adler
Horney
Maslow
Rogers
Bandura
Humanistic
Theories
Social Cognitive Theory
Trait Theory
(Big 5)
Psychodynamic
Slide76THE TRAIT PERSPECTIVE:
NOT WHY BUT WHAT
An individual’s unique makeup of durable dispositions and consistent ways of behaving (traits) constitutes his or her personality.
Examples of Traits
Honest
Dependable
Moody
Impulsive
Slide77EXPLORING TRAITS
Factor analysis is a statistical approach used to describe and relate personality traits.
Cattell used this approach to develop a 16 Personality Factor (16PF) inventory.
Raymond Cattell
(1905-1998)
Slide78FACTOR ANALYSIS
Cattell found that large groups of traits could be reduced down to 16 core personality traits based on statistical correlations.
Impulsive
Excitement
Impatient
Irritable
Boisterous
Basic
trait
Superficial
traits
Slide79PERSONALITY DIMENSIONS
Hans and Sybil Eysenck suggested that personality could be reduced down to three polar dimensions,
extraversion-introversion
emotional stability-instability, and psychoticism
Slide80EXPLORING TRAITS
FACTOR ANALYSIS
Slide81EXPLORING TRAITS:
FACTOR ANALYSIS
Factor analysis
Eysenck and Eysenck
Extroversion versus introversionEmotional stability versus instabilityEysenck Personality Questionnaire
Slide82Today’s trait researchers believe that
Eysencks’ personality dimensions are too narrow and Cattell’s 16PF too large. So, a middle range (five factors) of traits does a better job of assessment.
O
penness/Culture
C
onscientiousness
E
xtroversion/Introversion
A
greeableness
N
euroticism/ Emotional Stability
THE BIG FIVE FACTORS
Slide83Slide84QUESTIONS ABOUT THE BIG FIVE
Yes. Conscientious people are morning type and extraverted are evening type.
4. Can they predict other personal attributes?
These traits are common across cultures.
3. How about other cultures?
Fifty percent or so for each trait.
2. How heritable are they?
Quite stable in adulthood. However, they change over development.
1. How stable are these traits?
Slide85The Person-Situation Controversy
Walter
Mischel
points out that traits may be enduring, but the resulting behavior in various situations is different. Therefore, traits are not good predictors of behavior.
Are traits consistent?Can traits predict behavior?
EVALUATING THE TRAIT PERSPECTIVE:
THE PERSON-SITUATION CONTROVERSY
Slide86Trait theorists argue that behaviors from a situation may be different, but average behavior remains the same. Therefore, traits matter.
EVALUATING THE TRAIT PERSPECTIVE:
THE PERSON-SITUATION CONTROVERSY
Slide87PERSONALITY TYPE
Personality types, assessed by measures such as the
Myers-Briggs Type Indicator,
consist of a number of traits. For example, a feeling type personality is sympathetic, appreciative, and tactful. More research is needed on this popular test’s validity.
Sympathetic
Appreciative
Tactful
Feeling Type Personality
Slide88Personality inventories
are questionnaires (often with true-false or agree-disagree items) designed to gauge a wide range of feelings and behaviors assessing several traits at once.
ASSESSING TRAITS
Slide89MMPI
The
Minnesota Multiphasic Personality Inventory (MMPI)
is the most widely researched and clinically used of all personality tests. It was originally developed to identify emotional disorders.
The MMPI was developed by empirically testing a pool of items and then selecting those that discriminated between diagnostic groups.
Slide90MMPI TEST PROFILE
Slide91EXPLORING TRAITS:
BIOLOGY AND PERSONALITY
Brain scans
Brain arousal
GeneticsAutonomic nervous system reactivity
Slide92THE SOCIAL-COGNITIVE PERSPECTIVE
Slide93We are here
Unit 10
Personality
Freud’s
Theory
Triarchic
Theory
Neo-Freudians
Jung
Psycho-sexual
Stages
Adler
Horney
Maslow
Rogers
Bandura
Humanistic
Theories
Social Cognitive Theory
Trait Theory
(Big 5)
Psychodynamic
Slide94SOCIAL-COGNTIVE LEARNING THEORIES IN PERSONALITY
Albert
Bandura
We each have a set of personal standards that grew out of our own life history and thus shape our behavior.
In this light, behavior is seen as the interaction of cognition, learning, and the current environment.
Slide95SOCIAL-COGNTIVE LEARNING THEORIES IN PERSONALITY
Slide96EXPECTANCIES
What a person expects from a situation or from their own behaviorpeople evaluate situations based on these
Expectancies are formed from personal preferences/past experiences
The actual feedback will in turn mold future expectancies
Slide97RECIPROCAL INFLUENCES
Reciprocal determinism
Slide98RECIPROCAL INFLUENCES
Ways individuals and the environment interact
Different people choose different environments
Our personalities shape how we interpret and react to events
Our personalities help create situations to which we react
Slide99THE BIOPSYCHOSOCIAL APPROACH TO THE STUDY OF PERSONALITY
Slide100PERSONAL CONTROL
Personal control
Two ways to study personal control
Correlate people’s feelings of control with their behaviors and achievements
Experiment by raising and lowering people’s sense of control and noting the effects
Slide101SELF-EFFICACY
The expectancy that your efforts will be successful
Slide102LOCUS OF CONTROL
a common expectancy (Julian Rotter
) by which people view a situation
Internal locus of control –
they can control their own fate. Through hard work, skill, and training, they can find reinforcements and avoid punishmentsExternal locus of control – do not believe they control their own fate. Instead they are convinced that chance, luck, and the behavior of others determines their destiny and that they are helpless to change the course of their lives. – learned helplessness
Slide103PERSONAL CONTROL
DEPLETING AND STRENGTHENING SELF-CONTROL
Self-control
Requires control and
energyWeakens after exertionReplenishes after rest
Slide104PERSONAL CONTROL:
BENEFITS OF PERSONAL CONTROL
Learned helplessness
Slide105PERSONAL CONTROL:
BENEFITS OF PERSONAL CONTROL
Learned helplessness
Tyranny of choice
Slide106PERSONAL CONTROL:
OPTIMISM VERSUS PESSIMISM
Optimism and Health
Excessive Optimism
Blindness to one’s own incompetencePositive psychology
Slide107ASSESSING BEHAVIOR IN SITUATIONS
US Army spy
training
Student teaching
Business use of simulations
Slide108EVALUATING THE SOCIAL-COGNITIVE PERSPECTIVE
Based on research
Criticism: focuses
too much on the
situationFails to appreciate inner traits
Slide109COMPARING RESEARCH METHODS
Slide110EXPLORING THE SELF
Slide111INTRODUCTION
Self
Possible selves
Spotlight
effectOverestimating others’ noticing and evaluating our appearance and performance – assuming the spotlight is put onto us
Slide112THE BENEFITS OF SELF ESTEEM
Self-esteem
Feeling of self-worth
Low self-esteem = feelings of insecurity, excessive criticism of others
Slide113SELF-SERVING BIAS
Self-serving bias
People accept more responsibility for good deeds than for bad, successes than failures
Most people see themselves as better than average
Defensive self-esteem
Slide114CULTURE AND THE SELF
Individualism
Collectivism
Slide115INDIVIDUALISM VERSUS COLLECTIVISM