PERSONALITY DEVELOPMENT THEORIES

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PERSONALITY DEVELOPMENTTHEORIES

• A. Cowan

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INTERACTIONIST THEORY

• 1. Cooley (early 1900s) The Looking-Glass
  Self
• the self is a product of our social interactions
  with others
• how we imagine others perceive us
• (ie the instructor criticized me
• he/she thinks I am stupid I am stupid

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Note on this slide, please put Figure 3.1 from
page 71
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Charles Horton Cooley(American) (1864-1929)
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2. Mead (1930) expanded on Cooleys research

• Model Self emerges as 3 distinct stages
• I Preparatory Stage
• children imitate people around them
• especially parents (lawnmowers, watering cans)
• II Play Stage
• imitates actions of others
• superheroes, doctor, parent
• III Game Stage
• 8-9 years old
• child knows own social position as well as those
  of others
• can now respond to numerous members of the
  social environment
• generalized others when a person
  acts he/she takes into account an entire group of
  people
• know what is expected of them
• as they mature, self is influenced by
  significant others

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George Herbert Mead(American) (1863-1961)
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PSYCHOANALYST THEORY

• 3. Freud 1856- 1939
• -our sexual drives/libido motivate our behaviour
• -inborn drives which fight with each other
• -by interacting with others, we learn the
  expectations of society and then select the most
  appropriate behaviour

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Sigmund Freud(German)(1856-1939)
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Psychosexual Stages of development

• different areas of the body in each stage become
  the focus of pleasure.
• Conflicts at each stage that if are not resolved
  will carry on through adulthood
• 5 stages
• I Oral Stage
• II Anal Stage
• III Phallic Stage
• IV Latency Stage
• V Genital

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I Oral Stage

• 0-1.5 years
• child pre-occupies himself with nursing and
  accepting things in the mouth
• child who isnt nursed- pessimistic, envious,
  suspicious
• child who is nursed on every whim- optimistic,
  gullible

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II Anal Stage

• 1.5 3 years
• toilet training
• id get rid of bodily fluids, superego ego
  societal pressures to withhold them

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III Phallic Stage

• 3- 6 years
• most crucial sexual conflict
• Oedipus Stage (boys)
• -unconscious sexual desires for mother
• -becomes rival with dad/competition
• -castration anxiety-fear will be caught
  masterbating and will cut penis off
• -eventually identifies with father
• Electra complex (girls)
• -opposite of boys love for dad
• -penis envy-realize dont have same genitals as
  boys and becomes envious
• this stage is where Freud says homosexual
  tendencies may stem from if these issues are not
  resolved

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IV Latency Stage

• 6 years to puberty
• sexual drive lies dormant
• put energy into other things (school,
  friendships, athletics)

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V Genital

• puberty
• genitals are primary focus again
• heterosexual relationships to resolve desires

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COGNITIVE THEORY

• 4. Piaget (1896 1980)
• There is no self in terms of a looking glass self
• self-centered no you and me, just me
• demand attention towards themselves
• 1954 Cognitive Theory of Development

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4 Stages I Sensorimotor Stage Birth 2
years -young children use their five senses to
make discoveries II Operational Stage 2 7
years -use words and symbols to distinguish ideas
and objects III Concrete Operational Stage 7
11 years -logical thinking (clay molded is same
clay but shape has changed) IV Formal
Operational Stage 11 up -sophisticated
abstract thought and can deal with ideas and
values in a logical manner.
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Jean Piaget (Swiss)(1896 1980)
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• 5. Kohlberg 1970s
• Moral Development Theory
• 1) avoid punishments and receive rewards
• 2) impress others, respect authority
• 3) maintain social order and uphold universal
  ethics

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Lawrence Kohlberg(American)(1927-1988)
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Carol Gilligan (American)1936- present
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7. Gilligan -criticized Kohlbergs model because
it was developed only on males -compassion and
care must be a component of moral
reasoning -women and men have different views on
morality Men law and order Women social
relationships and consequences Her Theory of
Womens Moral Development Stage 1 Selfish I
want.I need. Stage 2 recognizes
responsibility Stage 3 Makes decisions based on
greatest good for all.
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• 6. Erikson (1904 1994)
• Psychosocial Stages of Development
• each stage consists of a crisis that must be
  faced
• more an individual resolves crises successfully
  the healthier he/she will be
• social development continues throughout a
  persons entire life until death

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Erik Erikson(German/American)(1902-1994)
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First Year of Life

• Infancy Trust versus mistrust
• If significant others provide for basic physical
  and emotional needs, infant develops a sense of
  trust. If basic needs are not met, an attitude of
  mistrust toward the world, especially toward
  interpersonal relationships, is the result.

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Ages 1-3

• Early Childhood Autonomy versus shame and doubt
• A time for developing autonomy. Basic struggle is
  between a sense of self-reliance and a sense of
  self-doubt. Child needs to explore and
  experiment, to make mistakes, and to test limits.
  If parents promote dependency, child's autonomy
  is inhibited, and capacity to deal with world
  successfully is hampered.

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Ages 3-6

• Preschool age Initiative versus guilt
• Basic task is to achieve a sense of competence
  and initiative. If children are given freedom to
  select personally meaningful activities, they
  tend to develop a positive view of self and
  follow through with their projects. If they are
  not allowed to make own decisions, they tend to
  develop guilt over taking initiative. They then
  refrain from taking an active stance and allow
  others to choose for them.

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Ages 6-12

• School age Industry versus inferiority
• Child needs to expand understanding of world,
  continue to develop appropriate sex-role
  identity, and learn the basic skills required for
  school success. Basic task is to achieve a sense
  of industry, which refers to setting and
  attaining personal goals. Failure to do so
  results in a sense of inadequacy.

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Ages 12-18

• Adolescence Identity versus role confusion
• A time of transition between childhood and
  adulthood. A time for testing limits, for
  breaking dependent ties, and for establishing a
  new identity. major conflicts center on
  clarification of self-identity, life goals, and
  life's meaning. Failure to achieve a sense of
  identity results in role confusion.

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Ages 18-35

• Young Adulthood Intimacy versus isolation
• Developmental task at this time is to form
  intimate relationships. Failure to achieve
  intimacy can lead to alienation and isolation

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Ages 35-60

• Middle age Generativity versus stagnation
• There is a need to go beyond self and family and
  be involved in helping the next generation. This
  is a time of adjusting to the discrepancy between
  one's dreams and one's actual accomplishments.
  Failure to achieve a sense of productivity often
  leads to psychological stagnation.

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Ages 60

• Later life Integrity versus despair
• If one looks back on life with few regrets and
  feels personally worth-while, ego integrity
  results. Failure to achieve ego integrity can
  lead to feelings of despair, hopelessness, guilt,
  resentment, and self-rejection.