personality...birth order • information from alfred adler (1920s) and frank sulloway (1996) born...

PERSONALITY

BIRTH ORDER• information from Alfred Adler (1920s) and Frank

Sulloway (1996) Born to Rebel: Birth Order, Family Dynamics, and Creative Lives (Vintage, New York).

• the most intimate relationships we ever have in life are with our families

• families are a child’s greatest influence

• parents tend to identify with the child closest to their own birth order

BIRTH ORDER• in any family, a person’s birth order may have a

lifetime effect on who and what the person turns out to be, BUT...

• there are many factors that can intervene and change things for an individual

FIRST BORN

•

FIRST BORN• everything about this child is a “big deal”


• either are compliant and wanting to please, OR are strong-willed and aggressive



• biggest problem is pressure--expected to do the most work



• biggest problem is pressure--expected to do the most work

• try to thrive in school

• have to grow up fast

• have fewer friends

ONLY CHILD

ONLY CHILD• tend to be critical of themselves and others


• can have difficulty relating to peers; get along better with older people



• have a strong current of repressed resentment because their life has been so structured



• has strong current of repressed resentment because their life has been so structured

• most first born qualities, but magnified



• has strong current of repressed resentment because their life has been so structured

• most first born qualities, but magnified

• strives for perfection

• often becomes cold blooded and objective OR everybody’s rescuer

MIDDLE BORN

MIDDLE BORN• second born will usually be opposite of first born


• most influenced by sibling directly older


• most influenced by sibling directly older

• very few pictures


• most influence by sibling directly older


• have many friends


• most influence by sibling directly older


• have many friends

• often feel misunderstood or like a 5th wheel in the family

• look for recognition and acceptance outside of the family

MIDDLE BORN• leave home the earliest

• often the leader in a teen group of friends

MIDDLE BORN• leave home the earliest

• often the leader in a teen group of friends

• considered the most monogamous

• tend to be more balanced later in life

LAST BORN

LAST BORN • treated with ambivalence--cuddled and spoiled but

also teased

LAST BORN• treated with ambivalence--cuddled and spoiled but

also teased

• the camera comes back out


also teased


• parents are “clingy” with this child; very protective


also teased



• less restrictions--gets away with more


also teased




• less is expected--small achievements considered big


also teased




• less is expected--small achievements considered big

• free spirit

BIRTH ORDER• in large families, there can be sub-units of these

relationships within the family

BIRTH ORDER• a male child who is not first born will assume this role

if older siblings are female

BIRTH ORDER• if you want better odds for a good marriage, marry

out of your birth order

BIRTH ORDER• if you want better odds for a good marriage, marry

out of your birth order

• best match is a first born female and a last born male

SIGMUND FREUD (1856-1939) PSYCHOANALYTICAL

PSYCHOLOGY

• focus on the unconscious and subconscious

• experiences in our childhood are stored away and effect behavior/personality throughout a person’s life

FREUD’S BELIEFS...• free association

• the patient says whatever comes to mind; if the person is talking without filtering, this creates a window into the unconscious

• dream analysis

• manifest content - what you remember from a dream

• latent content - your unconscious wishes and desires interpreted from the manifest content

FREUD’S BELIEFS (CONT’D)...• “Freudian slips”

• when we “accidentally” say the wrong thing, we are really expressing what is in our unconscious (repressed feelings)

• trying to get out of an exam by saying “My grandmother lied...I mean died.”

• George Bush senior

FREUD’S BELIEFS (CONT’D)...all people have powerful and aggressive urges

through acting on these urges, we discover what is “right” and “wrong” in our society

FREUD

• the human psyche (personality) has 3 parts

FREUD• Id - only concerned with immediate, personal

satisfaction

• operates on the “pleasure principle”

FREUD• Superego - conscience; ideal person

• follows the “morality principle”

• always wants to do what’s right and follow society’s rules

• makes you feel guilty

• Ego - mediates between the Id, reality and the Superego

• operates on the “reality principle”

• tries to satisfy the Id while keeping negative consequences to a minimum

• tries to avoid feelings of guilt from the Superego

FREUD’S STAGES• Stage 1 (0-18 mos.)

• pleasure principle/ID

• focus on the mouth (must eat to survive; exploration)

FREUD’S STAGES• Stage 2 (18 mos.-3yrs)

• bowel/bladder retention and relief become a major source of gratification

• child gains “control” and parents try to exhibit “power”

FREUD’S STAGES• Stage 3 (3-6 yrs.)

• focus on gender differences

• Oedipus Complex -- gender identity; learn morals and how to behave

• (others believed in Electra complex for girls; Freud seemed unsure)

FREUD’S STAGES• Stage 4 (6 years to puberty)

• sublimation -- redirecting energy towards productive endeavors

FREUD’S STAGES• Stage 5 (puberty to death)

• begin to experience feelings of intimacy towards others

• forming important loving and caring relationships outside of the family

• finding interests and activities related to being productive and altruistic

FREUD• “Fixation” - caused by unresolved conflicts during one

of the first 3 stages (0-6 years)

• anal retentive (overly neat)

• hoarders (messy, disorganized)

• bedwetting

• issues with relationships (dominant or submissive in a relationship)

• thumb sucking, overeating, biting nails

FREUD • Defense Mechanisms

• ways to reduce or redirect stress, anxiety, and deficiencies

• we do these subconsciously

DEFENSE MECHANISMS• denial - to refuse to accept the reality of something

that makes you anxious/upset

DEFENSE MECHANISMS• denial - to refuse to accept the reality of something

that makes you anxious/upset

• refuse to admit an addiction or see the signs of a cheating partner

DEFENSE MECHANISMS• *projection - when we see our own undesirable traits

or motives in other people

• *projection - when we see our own undesirable traits or motives in other people

• an impolite person may accuse someone else of being rude

• the feeling “I can’t trust her” may be a projection of the actual feeling “I haven’t been completely trustworthy either”

DEFENSE MECHANISMS• compensation - an attempt to make up for a lack in

one area by putting forth extra effort and energy in another area

• compensation - an attempt to make up for a lack in one area by putting forth extra effort and energy in another area

• not good at academics, so try extra hard at sports or art

• someone who is illiterate becomes expert at avoiding reading

DEFENSE MECHANISMS• overcompensation - when people go even further than

just balancing their feelings of inferiority or inadequacy into unhealthy or destructive behaviors

• overcompensation - when people go even further than just balancing their feelings of inferiority or inadequacy into unhealthy or destructive behaviors

• shy student only studies and gives up what little social life she had

• working out or dieting too much

DEFENSE MECHANISMS• *regression - to return to earlier ways of behaving to

avoid present problems

• *regression - to return to earlier ways of behaving to avoid present problems

• temper tantrums from a 4 year old

• slamming a door

• saying mean things like an immature child

DEFENSE MECHANISMS• *repression - selective forgetting

• *repression - selective forgetting

• childhood abuse (according to Freud)

• forgetting to set your alarm the night before the ACT

DEFENSE MECHANISMS• procrastination - putting off a task due to stress/

anxiety

• procrastination - putting off a task due to stress/anxiety

• not telling your parents bad news

• avoiding doing a big assignment for school

DEFENSE MECHANISMS• stereotyped behavior - behavior that is not changed

by circumstances

• stereotyped behavior - behavior that is not changed by circumstances

• the “silent treatment” when you’re mad at your boyfriend/girlfriend

DEFENSE MECHANISMS• displaced aggression/*displacement - transfer of anger

from the source of the frustration to some innocent person or object

• displaced aggression/*displacement - transfer of anger from the source of the frustration to some innocent person or object

• yelling at your younger sibling when you are mad at your mom

• punching a wall

DEFENSE MECHANISMS• *reaction formation - the ego unconsciously switches

unacceptable impulses into their opposites (do the opposite of what you are feeling inside)

• *reaction formation - switching unacceptable feelings and impulses into their opposites

• feeling low self-esteem leads to bragging

• feel afraid so you do something daring like drive 100 miles an hour or jump off a bridge

DEFENSE MECHANISMS• *rationalization - to use socially approved reasons

instead of real reasons to explain behavior

• *rationalization - to use self-justifying reasons instead of the real reasons to explain behavior

• shoplift because the store overcharges

• I can have one more drink before I drive because I had a really stressful day at work

PSYCHOANALYTIC ASSESSMENTS

• projective - personality test that provides ambiguous stimuli designed to trigger projection of one’s inner dynamics


• Thematic Apperception Test (TAT)

• Test that asks individuals to make up a story from an ambiguous picture. It is assumed that their story projects their innermost feelings, thoughts and goals.


• Rorschach Inkblot Test

• Test that asks individuals what they see in 10 different inkblots. Again, it is assumed that their interpretations of the inkblots project their innermost feelings, thoughts and goals.


• miscellaneous tests

• have people draw pictures, finish a sentence or do free association

THE DE-BUNKING OF FREUD• development is a lifelong process

• he overestimated parental influence

• children don’t need a same-sex parent to form gender identity

• not scientific

• repression is highly controversial today

THE NEO-FREUDIANS...• they learned from Freud’s teachings and followed the

psychoanalytic perspective, but branched out and changed some of Freud’s ideas

• Karen Horney (1885-1952)

• Alfred Adler (1870-1937)

• Carl Jung (1875-1961)

HORNEY PERSONALITY ASSESSMENT

• It’s quiz time! I am going to ask you 9 multiple choice questions. Write your answers in the margin of your notes or on a scratch sheet of paper. Answer as honestly as you can.

KAREN HORNEY• influenced by Freud---emphasis on parent/child

relationship

• Horney’s ideas:

• children seek security

• if child does not feel secure, it leads to hostility against parents which must be repressed

• child feels anxiety due to lack of security

• by trial and error, child tries to resolve hostility and anxiety through 3 coping strategies

HORNEY’S 3 COPING STRATEGIES

• “moving towards people”

• extreme compliance

• “moving against people”

• aggression and domination

• “moving away from people”

• detachment and withdrawal

HORNEY’S 3 COPING STRATEGIES

• habitual use of only one of the strategies leads to neurotic tendencies and/or insecurity

• a healthy person will balance the 3 strategies and recognize which is appropriate for each situation

ALFRED ADLER• feelings of inferiority--normal feelings of inadequacy

brought on by childhood dependence, which set off the striving for superiority

• striving for superiority--the basic motivation in human life, a drive for perfection and power

• this leads to a “style of life”

• style of life is the unique way each individual expresses the striving for superiority

ADLER’S “STYLE OF LIFE”

• social interest

• contribution to society that the normal individual makes in the personal striving for superiority

• inferiority/superiority complex

• the inability to overcome feelings of inferiority; leads to self-centered and selfish goals

*you are basically a “giver” or a “taker”

OR

CARL JUNG• collective unconscious

• a shared inherited reservoir of memory traced from our species’ history

• archetype

CARL JUNG• archetype

• unlearned--we are born with them (babies are not a “blank slate”)

• universal thought - forms or mental images that influence an individual’s feelings and action

• help to organize how we experience certain things

• see them over and over in literature (mother figure, “trickster”, wise old man)

HUMANISTIC PERSPECTIVE• Abraham Maslow

• hierarchy of needs

HIERARCHY OF NEEDS7. self-actualization+

6. aesthetic* 5. need to know and understand

4. self-esteem 3. love and belongingness

2. safety 1. physiological (food and water)

---a need must be met before moving up to the next one

*truth, perfection, justice, art

+accept themselves and others as they are +good sense of humor +creative +concerned for the welfare of others +problem-centered rather than self-centered +objective

• Activity Time!

• What would you want if you were on a deserted island?

• Carl Rogers:

• people will grow and achieve if nurtured by the proper environment which includes--

• being genuine

• being accepting (unconditional positive regard)

• being empathetic

CARL ROGERS• self-concept is key

• negative vs. positive

• real vs. ideal

HUMANISTIC CRITICS:• too subjective

• psychologists’ viewpoint of how people “should” be (are you interested in being self-actualized?)

• too much focus on how everyone is basically good and strives to achieve (is everyone really like that?)

• self-centered -- people worrying about themselves

TRAIT PERSPECTIVE• created by looking at clusters -- factor analysis

• personality is defined by looking at stable and enduring behavior patterns

• anti-Freudian; anti-humanistic

• similar to when BF Skinner started behaviorism

• place people in categories based on their common traits

THE BIG 5 (TRAIT THEORY)•openness

• imaginative, preference for variety, independent, curious

•conscientiousness

• organized, careful, disciplined, punctual

•extraversion

• sociable, fun-loving, outgoing, affectionate

THE BIG 5•agreeableness

• soft-hearted, trusting, easy-going, helpful

•neuroticism/emotional stability

• anxious, insecure, moody, high anxiety level

*based on observable behaviors that are consistent over time

PERSONALITY TRAIT ASSESSMENTS:

• Myers-Briggs Type Indicator (4 letter code)

• “feeling” or “thinking” type

personality inventory: a questionnaire used to assess selected personality traits

• Eysenck Personality Questionnaire

• introvert/extrovert and stable/unstable

• Minnesota Multiphasic Personality Inventory (MMPI) (most widely used and researched)

• looked at traits of people with psych. disorders vs. “normal” people

• empirically derived test - use a pool of items and then figured out which responses are common for specific groups (derived from or guided by experience or experiment — dictionary.com)

• i.e. people who answered “true” to “ my favorite ice cream is vanilla” also reported being shy

WHAT’S WRONG WITH THE TRAIT PERSPECTIVE?

• people’s behavior changes situationally (a shy person is not always shy)

• simply describes behavior, does not explain

• only 5 traits

SOCIAL-COGNITIVE PERSPECTIVE

• Albert Bandura:

• behavior occurs largely from modeling and conditioning

• we also think about each situation and that affects how we behave

• *reciprocal determinism - interaction between person and their environment

• Albert Bandura (cont’d)

• *research on link between violence on TV and aggressive behavior (and sharing candy)

• *Bobo doll (video)

• Big Ideas of S-C Perspective:

• Personal Control

• internal vs. external locus of control

• being ready for opportunities and seizing/acting upon them versus fate and destiny

• learned helplessness (shocked dogs) -- can come from a strong feeling of external locus of control

• *these are big factors in stress, health and morale

• Big Ideas of S-C Perspective (cont’d):

• Attributional Style

• how you explain why things happen the way they do

• optimism versus pessimism

• students with positive attribution (I know I can do well on this test if I study hard) get better grades than students with negative attribution (it’s just too difficult for me)

• BUT excessive optimism can lead to a feeling of invincibility and may move someone too far from reality

• focuses too much on the situation, not enough on a person’s individual traits

personality...birth order • information from alfred adler (1920s) and frank sulloway (1996) born...

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