Modules 19 & 20: Theories of Personality - PowerPoint Presentation

Slide1

Modules 19 & 20: Theories of PersonalitySlide2

Freud’s Psychodynamic Theory

Developed in 1800s

emphasizes the importance of early childhood experiences, unconscious or repressed thoughts that we cannot voluntarily access, and the conflicts between conscious and unconscious forces that influence our feelings, thoughts, and behaviorsSlide3

Conscious vs. Unconscious Forces

Conscious

thought

: wishes

, desires, or thoughts that we are aware of, or can recall, at any given moment

Unconscious

forces

: wishes

, desires, or thoughts that, because of their disturbing or threatening content, we automatically repress and cannot voluntarily access

Unconscious

motivation

: the

influence of repressed thoughts, desires, or impulses on our conscious thoughts and behaviorsSlide4
Slide5

Techniques to Discover the Unconscious

Free association

: technique in which clients are encouraged to talk about any thoughts or images that enter their head;

assumption: free-flowing, uncensored talking will provide clues to unconscious material

Dream interpretation

: technique of analyzing dreams;

Assumption: dreams contain underlying, hidden meanings and symbols that provide clues to unconscious thoughts and desires (latent content)Slide6

Techniques to Discover the

Unconscious cont.

Freudian slip

: mistakes or slips of the tongue that we make in everyday speech; such mistakes, which are often embarrassing, are thought to reflect unconscious thoughts or wishesSlide7
Slide8

Divisions of the Mind

Freud divided the mind into three separate

processes; each

has a different function

interactions among the id, ego, and superego result in conflicts

Id

:

first

division of the mind to develop (aka pleasure seeker)contains two biological drives: sex and aggressionId operates according to the pleasure principle: satisfy drives and avoid pain, without concern for moral restrictions or society’s regulations Slide9

Divisions of the Mind- Ego

Ego

: second division of the mind, develops from the id during infancy (Negotiator)

goal is to find safe and socially acceptable ways of satisfying the id’s desires and to negotiate between the id’s wants and the superego’s prohibitions

large part of ego is conscious; smaller part is unconscious

follows

reality principle

: policy of satisfying a wish or desire only if there is a socially acceptable outlet available. Slide10

Divisions of the

Mind-Superego

Superego

: third division of the

mind (aka regulator)

develops from the ego during early

childhood

goal: apply

the moral values and standards of one’s parents or caregivers and society in satisfying one’s wishesmoral standards of which we are conscious or aware and moral standards that are unconscious or outside our awarenessSlide11

Anxiety in Freudian Theory

Anxiety

: uncomfortable

feeling that results from inner conflicts between the primitive desires of the id and the moral goals of the superego

ego’s

continuous negotiations to resolve conflict causes anxious feelings

ego uses defense mechanisms to reduce the anxious feelingsSlide12

Defense Mechanisms

Defense mechanisms

: Freudian processes that operate at unconscious levels and that use self-deception or untrue explanations to protect the ego from being overwhelmed by anxiety

Two

ways to reduce anxiety:

can take realistic steps for reducing anxiety

use defense mechanisms to reduce anxietySlide13

Defense Mechanisms cont.

Rationalization

: covering

up the true reasons for actions, thoughts, or feelings by making up excuses and incorrect explanations

Denial

: refusing

to recognize some anxiety-provoking event or piece of information that is clear to others

Repression

: involves blocking and pushing unacceptable or threatening feelings, wishes, or experiences into the unconsciousSlide14

Defense Mechanisms cont.

Projection

: falsely

and unconsciously attributes your own unacceptable feelings, traits, or thoughts to individuals or objects

Reaction

formation

: involves

substituting behaviors, thoughts, or feelings that are the direct opposite of unacceptable ones

Displacement: involves transferring feelings about, or response to, an object that causes anxiety to another person or object that is less threateningSlide15

Defense Mechanisms cont.

Sublimation

: involves

redirecting a threatening or forbidden desire, usually sexual, into a socially acceptable one

Overuse of defense mechanisms may prevent us from recognizing or working on the real causes of our anxiety.

Growing scientific evidence that we use defense mechanisms

Many of us have a dominant or most-often-used one, but only effective in reducing short-term anxietySlide16

Freud’s Developmental Stages

Psychosexual stages

five developmental

periods, each

marked by a potential conflict between parent and child

conflicts arise as a child seeks pleasure from different body areas that are associated with sexual feelings

(erogenous zones)Slide17

Developmental Stages

Fixation

: potential personality problems

occur during any

the oral, anal, or phallic stages

process

through which an individual may be locked into a particular psychosexual stage because his or her wishes were either overgratified or undergratifiedSlide18

Developmental Stages cont.

Oral stage

; early infancy-first 18 months

-Potential conflict: infant’s pleasure is centered around the mouth; pleasure-seeking activities: sucking, chewing, biting

-Fixation at this stage: oral wishes gratified too much or little, continue to seek oral gratification as an adult Slide19

Developmental Stages cont.

Anal stage

; late infancy-1 ½-3 years

Potential conflict: infant’s pleasure seeking is centered on the anus & its functions of elimination

Fixation at this stage: continue to engage in activities related to retention or elimination, such as being stingy or being rigid; for elimination, being generous or messy Slide20

Developmental Stages cont.

Phallic stage

; early childhood-3-6 years

Potential conflict: when the infant’s pleasure seeking is centered on the genitals.

Oedipus Complex

: Competes

with parent of the same sex for the affections & pleasure of the parent of the opposite

sex; girls have penis envy

Problems in resolving: Electra complex-feelings of inferiority for women & something to prove for menSlide21

Developmental Stages cont

Latency stage

; 6 years-puberty

Potential conflict: child represses sexual thoughts & engages in nonsexual activities, developing social & intellectual skills

Genital stage

; puberty through adulthood

Potential conflict: individual has renewed sexual desires he/she seeks to fulfill through relationships with members of the opposite sex

If conflicts resolved in first 3 stages, develops loving relationships & healthy & mature personalitySlide22

Freud’s Followers & Critics

Vienna Psychoanalytic Society: followers of Freud

Carl Jung

Believed

collective unconscious

, not sex is the basic force in the development of personality

Collective unconscious: ancient memory traces & symbols passed on my birth & shared by all people in all cultures

his theory-analytical psychology Slide23

Freud’s Followers & Critics cont.

Alfred Adler

Adler disagreed with Freud’s theory that humans are governed by biological and sexual urges

Adler proposed that humans are motivated by social urges

each person is a social being with a unique personality

Philosophy: “individual psychology”

we are aware of our motives and goals & have the capacity to guide and plan our futuresSlide24

Freud’s Followers & Critics cont.

Karen Horney

trained as a psychoanalyst

objected to Freud’s view of women being dependent, vain, and submissive because of biological forces and childhood sexual experiences

took Issue with Freud’s idea of penis envy

personality development, (women or men) can be found in child-parent social “interactions”Slide25

Freud’s Followers & Critics cont.

Karen Horney cont.

theorized that:

m

ajor influence on personality development: child-parent interaction; conflicts are avoidable if the child is raised in a loving, trusting, and secure environment

founded the psychology of women, considered feminist

Was a Neo-Freudian

Neo-Freudians

turned the emphasis of the Freud’s psychodynamic theory away from biological drives toward psychosocial & cultural influencesSlide26

Neo-Freudian Theory Today

Issue 1: How valid is Freud’s theory?

Too comprehensive; can explain almost any behavior

Difficult to test; some components have been experimentally tested & supported

Must be updated; needs to include genetic factors

Issue 2: How important are the first five years?

Research has shown that the first five years are not as significant as he proposedSlide27

Neo-Freudian Theory Today

Issue 3: Are there unconscious forces?

Neuroscientists have developed a different concept:

implicit or nondeclarative memory: learning without awareness, such as occurs in experiencing emotional situations or acquiring motor habits. We are unaware of such learning, but it can influence our conscious thoughts, feelings & behavior; part of cognitive-emotional systemSlide28

Neo-Freudian Theory Today

Issue 4: What was Freud’s impact?

Widespread use of Freudian terms

His concepts have been incorporated into many fields of psychologySlide29

Humanistic Theories

Official beginning: Early 1960s

Major figure:

Abraham Maslow

Emphasize our capacity for personal growth, development of our potential, and freedom to choose our destiny.

Humanistic theories emphasize our capacity for personal growth, development of our potential & freedom to choose our destinySlide30

Humanistic Theories cont.

Three characteristics:

Phenomenological perspective

: your perception of the world, whether or not it is accurate, becomes your reality

Holistic view

: individual parts of personality form a unique and total entity that functions as a unit

Self-actualization

: our inherent tendency to develop and reach our true potentialsSlide31

Maslow

Maslow’s hierarchy of needs:

Divides

needs into two categories:

deficiency needs

:

growth needs

: Physiological & needs at higher psychological needs levels, such as That we try to fulfill if beauty & justice

They are not metSlide32
Slide33

Maslow cont.

Goal: work toward self-actualization

Based on characteristics of self-actualized individuals

Albert Einstein Abraham LincolnSlide34

Rogers: Self Theory

also called

self-actualization theory

based on two major assumptions:

personality development is guided by each person’s unique self-actualization tendency

each of us has a personal need for

positive regardSlide35

Rogers: Self Theory

Roger’s self-actualization tendency:

refers to an inborn tendency for us to develop all of our capacities in ways that best maintain and benefit our lives

relates to biological functions & psychological functions

guides us toward positive or healthful behaviors rather than negative or harmful onesSlide36

Rogers: Self Theory cont.

Self or self-concept

refers to how we see our describe ourselves

positive

negative

tend to act, feel, tend to act, feel &

think optimistically & think pessimistically Constructively & destructively Slide37

Rogers: Self Theory cont.

Two kinds of selves:

ideal self

real self

based in our hopes & based on actual

wishes; how we would like experiences;

to see ourselves how we really

see ourselvesPositive regard

:

love, sympathy, warmth, acceptance, and respect, which we crave from family, friends, and people important to usSlide38

Rogers: Self Theory cont.:

Conditional positive regard:

positive regard we receive if we behave in certain acceptable ways

Unconditional positive regard:

warmth, acceptance & love that others show you regardless of your behaviorSlide39

Application: Shyness

Psychodynamic approach:

-unresolved conflict at one or more of Freud’s psychosexual stages

-conscious & unconscious fears & use of defense mechanisms

Social Cognitive Theory:

-breaks shyness down into 3 observable components- cognitive, behavioral & environmental

-therapies based on this theory have helped shy people reduce shy behavior

Shyness

: feeling of distress that comes from being tense, stressed, or awkward in social situations & worrying about fear & rejection. Slide40

Assessment: Tests

Psychological assessment

: use of various tools to measure various characteristics, traits, or abilities in order to understand & predict behaviors Slide41

Assessment: Tests

Personality tests

: measure observable & unobservable behaviors or characteristics; Used to identify personality problems & psychological disorders & to predict behavior.

Ability tests

: measure what we have learned (achievement), our potential for learning or a specific skill (aptitude), potential to solve problems (intelligence)Slide42

Assessment: Tests

Projective tests

: require individuals to look at some meaningless object/ambiguous photo & describe what they see; through interpretation, they project their conscious & unconscious feelings, needs & motives

Examples:

Rorshach inkblot

test showing an inkblot & asking what the image is

Thematic Apperception Test

(TAT): showing 20 pictures & asking what people are doing or thinking

Handwriting analysisSlide43

Assessment: Tests

validity

: the test measures what it is supposed to measure

reliability

: having a consistent score at different times

Barnum principle

: method of listing many general traits so that almost everyone who reads the horoscope thinks that these traits apply specifically to him & her; these traits are so general they apply to almost everyoneSlide44

Assessment: Tests

Objective personality tests, or self-report questionnaires

: consist of specific, written statements that require individuals to indicate whether the statements do or do not apply to them. Slide45

Assessment: Tests

Examples of objective test:

Integrity tests

Minnesota Multiphasic Personality Inventory 2: a true-false self-report questionnaire that consists of 567 statements describing a wide range of normal & abnormal behaviors; intended to measure personality style & emotional adjustment in individuals with mental illnessSlide46

Self-Esteem

How much an individual likes him/herself; includes feelings of self-worth, attractiveness & social competence-Slide47

Optimism vs. Pessimism

Optimism: relatively stable personality traits that lead to believing & expecting that good things will happen.

Pessimism: relatively stable personality trait that leads to believing & expecting bad things will happen. Slide48

Module 20

Social Cognitive & Trait TheoriesSlide49

Social Cognitive Theory

Says personality development shaped by 3 forces:

Environmental conditions

: social, political & cultural influences & learning experiences

Cognitive-personal factors

Cognitive: includes beliefs, expectations, values, intentions & social roles

Personal: emotional makeup & biological/genetic influences

Behavior Slide50

Bandura’s Social Cognitive Theory

Created by Albert Bandura

Personality development, growth & change are influenced by 4 human cognitive processes:

1. language ability

2. observational learning

3. purposeful behavior

4. self-analysis Slide51

Bandura’s Social Cognitive Theory cont.

Locus of control:

our beliefs about how much control we have over situations of rewards.

Internal

locus of control: we believe that we have control (over situations & rewards)

Externa

l locus of control: we don’t have control; events outside ourselves determine what happens

*People with internal

l.o.c –high achievers, take preventive health measures, report less stress than those with external l.o.cSlide52

Bandura’s Social Cognitive Theory cont.

Delay of gratification

: not taking an immediate but desirable reward & waiting & pursuing an object or completing a task that promises a better reward in the future. Slide53

Bandura’s Social Cognitive Theory cont.

Self-efficacy

: confidence in your ability to organize & execute a given course of action to solve a problem or accomplish a task Slide54

Trait Theory

An approach to analyzing the structure of personality by measuring, identifying & classifying similarities & differences in personality characteristics or traits.

Trait: relatively stable & enduring tendency to behave in a particular way Slide55

Trait Theory cont.

Factor analysis: statistical method that finds relationships among many different or diverse items & allows them to be grouped together Slide56

Trait Theory cont.Slide57

Trait Theory cont.

Openness

Conscientiousness

Extraversion

Agreeableness

NeuroticismSlide58

Trait Theory cont.

Big 5

Where do you fit on the scale for each trait? Slide59

Trait Theory cont.

Person-situation interaction: person’s behavior results from interaction between his/her traits & situations Slide60

Genetic Influences on Traits

Behavioral genetics: study of how genetic factors influence & interact with psychological factors to shape our personality, intelligence, emotions & motivation & how we behave, adapt & adjust to our environments Slide61

Genetic Influences on Traits cont.

Heritability: statistical measure that estimates how much of cognitive, personality, or behavioral trait is influenced by genetic factors.

What shapes personality?

40% genetic factors

27% nonshared environmental factors

26% error

7% shared environmental factors