Download - Chapter 10 Personality PowerPoint from Morris & Maisto, as modified by Stephen Landman, Ph.D
chapter 10
What Is Personality?An individual’s unique patterns of:
thoughts, feelings, and behaviors
that persist over time and
across situations
Definition focuses on:
Unique differences
Stable, enduring differences
chapter 10
Psychodynamic TheoriesSee behavior as the result of psychological dynamics within the individual:
Much of mental life is unconscious
Mental processes can be in conflict
Personality patterns start in childhood experiences
How we think of others guides our interactions with them
Personality involves learning to self-regulate
chapter 10
IdPresent at birth
Wants immediate gratification, operating on the “Pleasure Principle”
Irrational
chapter 10
SuperegoInternalized standards of right and wrong – the conscience
Irrational – says always do what society wants you to do; never gratify yourself
chapter 10
EgoHas the job of reducing anxiety
Operates on the “Reality Principle”
Must meets the demands of the id, the demands of the superego, and the demands of reality
Has a bag of tools, all designed to reduce anxiety, called “defense mechanisms”, or “ego defense mechanisms”
View separate document on the defense mechanisms.
chapter 10
Ego Defense MechanismsRepression - Excluding uncomfortable thoughts from consciousness:
Acting Out – Expressing wishes, desires, impulses openly and directly, without regard to whether the behavior is socially acceptable
Suppression – Purposely putting a thought out of your mind, deciding to not think about it, because it makes you anxious
Denial - Refusing to acknowledge a painful or threatening reality
Projection - Attributing one's own undesirable repressed motives, feelings, or wishes to others
Identification - Taking on the characteristics of someone else to avoid feeling incompetent
chapter 10
Ego Defense Mechanisms IIRegression - Reverting to childlike behavior and defenses, psychologically returning to an earlier time, when one was not faced with anxiety-arousing reality.
Intellectualization - Thinking abstractly about stressful problems as a way of detaching oneself from them
Reaction Formation - Expression of exaggerated ideas and emotions that are the opposite of one's repressed beliefs or feelings
Displacement - Shifting repressed motives from an original object to a substitute object:
Sublimation - Redirecting repressed motives and feelings into more socially acceptable channels
Rationalization - The process of constructing a logical justification for an action that actually comes from a different, less worthy motivation; the process of finding a "good reason", to cover up the true reason, for an action.
chapter 10
LibidoLibido, the life energy which drives the entire development of personality development, is sexual energy.
At different stages of life, the libidinal energy is aimed at, and expressed through different body parts.
chapter 10
How Personality DevelopsFreud’s psychosexual stages:
Oral stage
Anal stage
Phallic stage
Latency stage
Genital stage
Overcoming fixation at each stage
chapter 10
Oral StageThe oral stage lasts from birth to about 18 months. The focus of pleasure is, of course, the mouth. Sucking and biting are favorite activities.
Task that must be accomplished: weaning
chapter 10
Anal StageThe anal stage lasts from about 18 months to three or four years old. The focus of pleasure is the anus. Holding it in and letting it go are greatly enjoyed.
Task that must be accomplished: toilet training
chapter 10
The Phallic StageThe phallic stage lasts from three or four to five, six, or seven years old. The focus of pleasure is the genitalia. Masturbation is common.
In the phallic stage the Oedipus Complex occurs.
Task that must be accomplished: resolution of the Oedipus Complex
chapter 10
The Oedipus Complex 1(taken from the Bouree article)
The first love-object for all of us is our mother. We want her attention, we want her affection, we want her caresses, we want her, in a broadly sexual way. The young boy, however, has a rival for his mother's charms: his father! His father is bigger, stronger, smarter, and he gets to sleep with mother, while junior pines away in his lonely little bed. Dad is the enemy.
chapter 10
Oedipus Complex 2About the time the little boy recognizes this archetypal situation, he has become aware of some of the more subtle differences between boys and girls, the ones other than hair length and clothing styles. From his naive perspective, the difference is that he has a penis, and girls do not. At this point in life, it seems to the child that having something is infinitely better than not having something, and so he is pleased with this state of affairs.
chapter 10
Oedipus Complex 3But the question arises: where is the girl's penis? Perhaps she has lost it somehow. Perhaps it was cut off. Perhaps this could happen to him! This is the beginning of castration anxiety, a slight misnomer for the fear of losing one's penis.
chapter 10
Oedipus Complex 4The boy, recognizing his father's superiority and fearing for his penis, engages some of his ego defenses: He represses his desire for his mother. He identifies with his dad, and attempts to become more and more like him, that is to say, a man. After a few years of latency, he enters adolescence and the world of mature heterosexuality, sublimating his desire for his mother by being attracted to other females; thus resolving the Oedipus Complex.
chapter 10
Carl JungTwo levels of unconsciousness:
Personal unconscious: • Individual’s repressed thoughts, forgotten
experiences, and undeveloped ideas
Collective unconscious: • The part of the unconscious that is inherited
and common to all members of a species• “Archetypes”
chapter 10
Jung’s Personality TypesGeneral attitudes
Extrovert• Focuses on external
world
Introvert• Focuses more on
own thoughts, feelings
Individual types
Rational• Regulates self
based on thinking, feeling
Irrational• Bases actions on
perceptions, even if only intuited
chapter 10
Androgyny
Today most people in the USA believe that it is not a good thing to force children into strict gender roles, the stereotypic masculine and feminine behaviors. Most people allow their children to develop naturally, and to express interests which they are attracted to. So it is okay for a girl to excel in sports or for a boy to like to cook or to like babies. This recognizes that real people are androgynous. Androgyny means a mixture of typically masculine and feminine aspects within a personality.
chapter 10
Jung – Anima and Animus
Jung proved himself to be ahead of his time when he recognized that real people did not fit the stereotypic masculine and feminine gender roles. He called the female aspects of a personality in a male the anima, and he called males aspects of personality in a female the animus.
His explanation for this is that all males have had female ancestors and all females have had male ancestors, and people inherited the experiences of their ancestors, which are stored as archetypes in the collective unconscious.
chapter 10
Differences Between Freud and Jung
Freud
Stressed the primacy of sexual instincts
Development is shaped in childhood
Jung
Stressed people’s rational & spiritual qualities
Development only comes to fruition during middle adulthood
chapter 10
Alfred AdlerCompensation
One’s effort to overcome imagined or real personal weaknesses
Inferiority complex
Fixation on feelings of personal inferiority that results in emotional and social paralysis
chapter 10
Karen HorneyNonsexual factors play a larger role than sexual ones
Anxiety as a driving force Reaction to real or imagined threats
Neurotic trendsSubmissionAggressionDetachment
chapter 10
Humanistic Personality TheoriesHumanistic theories stress the potential for growth and change.
Focus on here and now, rather than the past
We are responsible for our own lives.
Given reasonable conditions, people develop in socially desirable directions.• Rooted in Adler’s concept of striving for
perfection
chapter 10
Abraham Masow
See document on Maslow at http://landman-psychology.com
Maslow was a humanistic personality theorist.
chapter 10
Carl RogersSelf-actualizing tendency
The drive of human beings to fulfill their conceptions of themselves (self-concepts)
Fully functioning person
An individual whose self-concept closely resembles his/her inborn potentials• Helped along with unconditional positive
regard, instead of • Conditional positive regard
chapter 10
Trait TheoriesPeople differ according to the degree to which they possess certain personality traits.
Use of factor analysis to cluster traits
Research confirms the value of the five-factor model, referred to as the “Big Five”.
chapter 10
The Big Five DimensionsExtroversion
Agreeableness
Conscientiousness/dependability
Emotional stability
Openness to experience/culture/intellect
chapter 10
Cognitive-Social Learning Theories
People organize their expectancies and values:
To guide their own behavior
Our set of standards is unique to each of us
Result of our past history
Our behavior is a result of the interaction of:
Our cognitions, learning, and environment
chapter 10
Albert BanduraExpectancies guide our evaluation of a situation.
We then act according to our own performance standards.
When we meet our own standards, we develop our self-efficacy.• An attitude that our effort will be successful
chapter 10
Rotter’s Locus of ControlLocus of control
An expectancy about whether reinforcement is under internal or external control
Internal
One can control his/her own fate.
External
One’s fate is determined by chance, luck, or the behavior of others.
chapter 10
Explanatory StylesGeneral explanatory style
Two kinds• Optimistic explanatory style
– Appear to be more careful in their choices• Pessimistic explanatory style
– Higher risk-taking behavior
chapter 10
Personality AssessmentInterviews
Unstructured• The interviewer asks questions about any
material that comes up.
Structured• The order and content of the questions are
fixed; set format.
chapter 10
Personality AssessmentDirect Observation
Systematic observation• Issues of observer bias• Time consuming and expensive• People may alter their behavior when
observed
chapter 10
Psychological AssessmentPsychologists always use a combination ofinterviews and tests; always given in a battery (more than one test), culminating in a written report. The report describes the reason for the assessment, the behavioral observations, the information received through the interview, names the tests given, describes test results and interpretations, and finishes with conclusions and/or recommendations.
chapter 10
Objective TestsStandardized testsForced-choice or multiple choice formats
LimitationsRely entirely on self-reportFamiliarity with the test affects responses
Common in trait researchSixteen Personality Factor QuestionnaireNEO-PI-RMinnesota Multiphasic Personality Inventory,
(originally published in 1943 to diagnose mental illnesses)
chapter 10
MMPI – Minnesota Multiphasic Personality Inventory
Originally published in 1943, to help diagnose mental illness. Has been revised several times, and is research based. It has changed and become more useful over the years.
The most widely used personality assessment tool used by psychologists today.
chapter 10
Projective TestsPresent subject with a standard ambiguous, unstructured stimulus, and ask subject to interpret it.•Sentence CompletionI like _____________________________
•Kinetic Family DrawingsDraw a picture of your family in which everybody is doing something.
•Rorschach Inkbots (1921)•Thematic Apperception Test (TAT) (1935)