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Chapter 2: Theories of Personality

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Chapter 2: Theories of Personality Prof. M. Davis-Brantley Psychodynamic Theory Theory created by Sigmund Freud who was trained as a physician From Vienna, Austria ... – PowerPoint PPT presentation

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Title: Chapter 2: Theories of Personality


1
Chapter 2 Theories of Personality
  • Prof. M. Davis-Brantley

2
Psychodynamic Theory
  • Theory created by Sigmund Freud who was trained
    as a physician
  • From Vienna, Austria and conducted much of his
    work during the late 1800s and early 1900s
  • Primarily worked with upper-class, Viennese women
    who presented with physical difficulties with no
    organic cause
  • These symptoms would often disappear and return
    without explanation
  • He noticed that they would express strong
    emotions when hypnotized and was first to comment
    that the root of their difficulties were
    psychological

3
Psychodynamic Theory Psychosexual Stages of
Development
  • Oral Stage
  • Gratification is obtained through oral activities
    such as sucking or biting
  • This occurs during the 1st year of life and is
    how the child begins to learn about the world
  • Early weaning can result in frustration and
    result in indulgence later on in life and these
    individuals are likely to be dependent, overeat,
    smoke, use alcohol excessively, or nail bite
  • Anal Stage
  • Gratification is obtained through contraction and
    relaxation of the muscles that control bowel
    movements. Early on these muscle work
    involuntarily.
  • Toilet training is likely to take place during
    this time and the child is learning to
    distinguish between immediate gratification and
    self-control
  • Phallic Stage
  • Libidinal energy has moved to the genital area of
    the body (penis and clitoris)
  • Children may be reprimanded for masturbatory
    behaviors that arent socially acceptable
  • Children may begin to form affection for members
    of the opposite sex and the Oedipus/Electra
    complex may arise
  • Oedipus/Electra complex typically resolves itself
    by ages 5 6 where the child begins to identify
    with the member of their own gender and seeing
    that individual as someone to learn from and they
    begin to incorporate gender roles and demands
    into repertoire
  • Latency Stage
  • Resolution of the complex leads to the entering
    into the repression of all sexual feelings until
    they reemerge during the genital stage in
    adolescence
  • Genital Stage (Adolescence)

4
Psychodynamic Theory Structure of Personality
  • Psychic Structures are mental structures that
    represent aspects of behavior
  • Id is the structure that is present at birth and
    represents the physiological drives
  • Functions under the Pleasure Principle
  • Ego begins in the first year of life because a
    childs demands cannot be met immediately
  • Functions to under the Reality Principle and
    attempts to balance the Id and Superego
  • Superego functions as a moral guardian and sets
    forth high standards for behavior
  • Functions under the Moral Principle and acts as
    the conscience

5
Psychodynamic TheoryStructure of the Mind
  • Human mind is like an iceberg
  • Conscious
  • The clear and evident aspects of the personality
  • What is evident to others
  • Preconscious
  • Not in immediate awareness but is able to brought
    into awareness by focusing attention
  • Unconscious
  • Not at all in awareness
  • Can contain biological instincts such as sex and
    aggression

6
Psychodynamic TheoryDefense Mechanisms
  • Repression The ejection of anxiety-evoking ideas
    from awareness
  • Regression The return, under stress, to a form
    of behavior characteristic of an earlier stage of
    development
  • Rationalization The use of self-deceiving
    justifications for unacceptable behavior
  • Displacement The transfer of ideas and impulses
    from threatening or unsuitable objects to less
    threatening objects
  • Projection The thrusting of ones own
    unacceptable impulses onto others so that others
    are assumed to harbor them
  • Reaction Formation Assumption of behavior in
    opposition to ones genuine impulses in order to
    keep impulses repressed
  • Denial The refusal to accept the true nature of
    a threat
  • Sublimation The channeling of primitive sexual
    or aggressive impulses into positive,
    constructive efforts

7
Neo-Freudian Psychosocial Stages
  • Trust vs. Mistrustbabies learn to trust others
    will care for their basic needs (birth to 1 year)
  • Autonomy vs. Shame Doubtchild learns that they
    can be self-sufficient (1-3 years)
  • Initiative vs. Guiltchildren learn to undertake
    many adult activities or be punished by parents
    and made to feel guilty (3-6 years)
  • Industry vs. Inferioritychild learns to be
    competent and productive or unable to do anything
    (6-11 years)
  • Identity vs. Role DiffusionBegin to
    understand/figure out Who am I? Or are confused
    about who they are (adolescence)
  • Intimacy vs. IsolationPerson seeks companionship
    and love or can become isolated because of fear
    of rejection or disappointment (Young adulthood)
  • Generativity vs. StagnationPerson explore
    contribution to next generation such as
    meaningful work, raising a family, etc(Middle
    Adulthood)
  • Integrity vs. DespairPerson tries to make sense
    of life and sees it as meaningful or not
    goal-directed (Older adulthood)

8
Learning Theories Behaviorism
  • Focus on humans capacity to learn from their
    environment and to manipulate the world
  • Learning-is the process that results in a
    relatively consistent change in behavior or
    behavior potential and is based on experience
  • John Watson is considered the father of
    behaviorism
  • He argued that previous use of introspection was
    not an acceptable means of studying behavior
  • This was too subjective means of studying human
    behavior
  • Observable behavior is key because states of
    consciousness are not verifiable and for that
    reason can never become data for science

9
Behaviorism Classical Conditioning
  • A basic form of learning in which one stimulus or
    event predicts the occurrence of another stimulus
  • Ivan Pavlov-Russian physiologist studied
    digestion in dogs (1904)
  • His experiment was interrupted when the dogs
    salivated randomly
  • Actually were salivating in response to lab
    assistants entering the room
  • Pavlov began experiments to demonstrate that the
    dogs salivated in response to stimuli that was
    associated with food

10
Behaviorism Classical Conditioning
  • Pavlov placed meat powder on the dogs tongue
    which led to the dog salivating
  • The he repeated this process while ringing a bell
  • After several pairings of the meat powder and the
    bell the two became associated
  • When Pavlov would ring the bell the dog learned
    salivate in response to the bell because the bell
    and meat powder were conditioned

11
Behaviorism Classical Conditioning
  • Meat powder was the stimulus which lead to
    conditioning
  • Unconditioned Stimulus (US) is the stimulus which
    elicits a response from an organism without
    learning (meat powder)
  • Unconditioned Response (UR) is an unlearned
    response (salivation)
  • Conditioned Stimulus (CS) the previously neutral
    stimulus that elicits a conditioned response
    (bell)
  • Conditioned Response (CR) the response to a
    conditioned stimulus (salivation to the bell)

12
Behaviorism Classical Conditioning
  • Conditioning of Fears
  • John Watson demonstrated ability to condition
    fears utilizing one year old Little Albert
  • Wanted to condition fear of a lab animal-used a
    small white laboratory rat and banged steel bars
    when Little Albert would reach out and attempt
    to play with him

13
Behaviorism Classical Conditioning
  • What happens to CRs-can become extinguished when
    CSs are presented repeatedly but not paired with
    US
  • Extinction is when the CS is presented but not
    paired with the US
  • Ex Ringing the bell but not pairing it with the
    meat powder
  • Spontaneous Recovery occurs when a previously
    extinguished behavior recurs after much time has
    elapsed

14
Behaviorism Operant Conditioning
  • In Classical Conditioning involuntary responses
    such as salivation are often conditioned whereas
    in Operant Conditioning voluntary responses such
    as pecking are conditioned
  • Operant Conditioning is a simple form of leaning
    in which behavior is altered based on
    reinforcements and punishments
  • B.F. Skinner demonstrated that hungry pigeons
    will learn to peck buttons to get food

15
Behaviorism Operant Conditioning
  • Reinforcement is a stimulus that increases the
    frequency of a behavior
  • Different from a reward in that by contrast a
    reward is a pleasant stimulus that increases the
    frequency of a behavior
  • Positive Reinforcement increases the frequency of
    behavior when presented
  • Ex Laughter Sr Joke telling
  • Negative Reinforcement is a reinforcer that
    increases the frequency of a behavior when it is
    removed
  • Ex Umbrella prevents getting wet in a rainstorm
  • Ex Seat belt buzzer serves a Sr- function the
    annoying sound is terminated when the driver
    buckles up

16
Behaviorism Operant Conditioning
  • Reinforcements
  • Primary Reinforcers are unlearned reinforcers
    such as food, water, warmth, pain, affection,
    etc
  • Secondary Reinforcer is a stimulus that gains
    reinforcement value as a result of association
    with established reinforcers.
  • Ex Money, tokens, etc

17
Behaviorism Operant Conditioning
  • Punishment is an unpleasant or aversive stimulus
    that decreases the frequency of behavior
  • Many theorists dont recommend the use of
    punishment especially in rearing children
  • These theorists assert that punishment by nature
    does not suggest an alternate more desirable form
    of behavior
  • Punishment is warranted in the case of
    emergencies such as teaching a child not to run
    out into the street

18
Behaviorism Operant Conditioning
  • It is considered preferable to focus on rewarding
    individuals for desirable behavior vs. punishing
    them for undesirable behavior
  • Consider everyday use of Operant Conditioning
    Socialization
  • Children are punished for fighting and rewarded
    for sharing or getting good grades

19
Social Learning Theory or Social-Cognitive
Theory
20
Cognitive Social-Learning Theory
  • Developed by Albert Bandura
  • (Research on aggressive behavior BoBo Doll
    Study)
  • Focus is on the importance of environmental
    influences on behavior and the cognitive
    processes that accompany
  • Combines the principles of learning with an
    emphasis on human interactions in social settings

21
Cognitive Social-Learning Theory
  • Reciprocal Determinism
  • Complex interaction of individual factors (person
    variables), behavior, and environment stimuli
  • Person Variables
  • Factors within the person that influence behavior
    such as expectancies, competencies, attitudes,
    beliefs, or prior Sr history
  • These variables are in addition to your effect on
    the environment and the environments effect on
    you
  • Ex Beginning an exercise regimen
  • Reciprocal Determinism
  • PersonEnvironmentBehavior

22
Cognitive Social-Learning Theory
  • Theorists believe that individuals are not just a
    result of their environments but they are
    self-aware and purposefully engage in learning
    and attempt to alter their environment in order
    to make Sr available
  • Individuals do this through Observational Learning

23
Cognitive Social-Learning Theory
  • Observational Learning- the process by which a
    person alters their own behavior based on
    observations of another persons behavior
  • Operant Conditioning Stimulus Sr results in
    learning
  • With Social-learning observation individuals
    learn what behaviors are appropriate and get
    rewarded and which behaviors are not and get
    ignored or punished through direct observation
  • Direct Sr are not necessary
  • Learner can observe others through reading or
    seeing on TV or in movies
  • Ex Style or interacting with others

24
Cognitive Social-Learning Theory
  • Self-efficacy is the belief that one can perform
    adequately in a particular situation
  • Self-efficacy influences your perceptions,
    motivation, and performance in many ways
  • Do we attempt to do things we think we perform
    poorly? We avoid situations in which we will feel
    inadequate.
  • Self-efficacy expectations are beliefs that we
    can accomplish certain things, such as speaking
    before a group or swimming
  • Those with positive self-efficacy expectations
    have higher self-esteem

25
Humanistic-Existential Theory
26
Humanism
  • Foundation Philosophers Humanists and
    Existentialists
  • Focus on the meaning of life and self-awareness
  • Adopted by Psychologists in the 1950s who wanted
    to respond the predominant Psychodynamic and
    Behavioral model
  • Places individuals and self-awareness at the
    center of consideration
  • Believe that people are capable of free choice,
    self-fulfillment, and ethical behavior
  • Argue that humans are not as automatic as other
    theories assert

27
Existentialism
  • The view that people are completely free and
    responsible for their own behavior
  • Existentialists believe that the focus is on
    higher mental processes that interpret current
    experiences and enable individuals to meet or be
    overwhelmed by the everyday challenges of
    existence

28
Humanistic-Existential Theory
  • Primary Humanistic Theorists Abraham Maslow and
    Carl Rogers
  • Believed that the motivation for behavior comes
    from a persons unique tendencies, both innate
    and learned
  • The motivation for behavior is to develop and
    change in positive directions toward the goal of
    self-actualization

29
Humanistic-Existential Theory
  • Self-Actualization is the constant striving to
    realize ones inherent potential to fully develop
    ones capacities and talents
  • Since people are unique they must follow unique
    paths to reach self-actualization
  • Drive for self-actualization at times comes into
    conflict with the need for approval from the self
    and others, especially when the person feels that
    certain obligations or conditions must be met in
    order to gain approvalThis is one of the main
    threats to personality development

30
Humanistic-Existential Theory
  • Maslows Hierarchy of Needs
  • In order to progress towards the higher
    psychological need of self-actualization we must
    progress through other needs first starting with
    our most basic survival needs

31
Self-Actualization
  • Esteem needs- achievement, competence, approval,
    prestige, status
  • Love and belonginglove and acceptance through
    intimate relationships, social groups, and
    friends
  • Safety needsprotection from physical and social
    environment by means of clothing, housing, and
    security
  • Biological needswater, food, elimination,
    warmth, rest, avoidance of pain, sexual release

32
Humanistic-Existential Theory
  • Where are you on the Hierarchy or Needs?

33
Humanistic-Existential Theory
  • Carl Rogerss Self Theory
  • Defines the self as the center of life experience
  • Self is an ongoing sense of who and what you are,
    your sense of how and why you react to the
    environment, and how you choose to act on the
    environment
  • Choices are made based on your values and morals

34
Humanistic-Existential Theory
  • Rogers viewed people as unique and with
    completely different perspectives
  • Self-concepts consist of our impressions of
    ourselves and our evaluations of our adequacy
  • We view ourselves in terms of frames of reference
    which are our unique perceptions and attitudes of
    ourselves
  • This is how we organize and understand our world,
    our perceptions, our experiences
  • Every situation that occurs you eventually put a
    frame of reference around it so that it makes
    sense to you
  • When we are confused it takes us longer to place
    a frame around the situation
  • Ex Men arrive at your door with masks on

35
Humanistic-Existential Theory
  • In addition to self-concept, Rogers stated we
    develop self-esteem(self-regard)
  • Development of self-esteem starts during
    childhood
  • Children are said to develop high self-esteem
    when parents show them Unconditional positive
    regard
  • U.P.R. refers to acceptance of the child
    regardless of their behavior at the moment
  • Those who are shown Conditional positive regard
    are said to develop low self-esteem or conditions
    of worth
  • Child is shown affection only when they behave in
    the desired manner. Child believes they are only
    worthy of love if the behave in certain ways or
    meet certain standards

36
Humanistic-Existential Theory Healthy Personality
  • Experience life here and now
  • Must be open to new experience
  • Be able to express their feelings and ideas
  • Are their own person
  • Trust their intuitive feelings
  • Engage in meaningful activities to enhance life
  • Capable of major change in their lives

37
Personality and Human Diversity
  • Sociocultural Theory

38
Sociocultural Theory
  • View that focuses on the roles of ethnicity,
    gender, culture, and socioeconomic status in the
    development of personality, behavior, and
    adjustment
  • EX Here now vs. there then
  • Hannah, the Korean American teenager

39
Sociocultural Theory
  • Individualist is a person who defines her/himself
    in terms of personal traits and gives priority to
    her/his own goals
  • Tend to be those from the US or northern European
    nations
  • Collectivist is a person who defines her/himself
    in terms of relationships to other people and
    groups and gives priority to group goals
  • Cultures in Africa, Asia, and Central and South
    America tend to be more group oriented and comply
    with group norms and demands
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