PERSONALITY WHAT IS PERSONALITY An individuals characteristic pattern

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PERSONALITY

PERSONALITY

WHAT IS PERSONALITY? • An individual’s characteristic pattern of thinking, feeling, and acting •

WHAT IS PERSONALITY? • An individual’s characteristic pattern of thinking, feeling, and acting • Both biological roots (nature) & environmental & cultural factors (nurture) play a role in developing a person’s personality

THE PSYCHOANALYTIC PERSPECTIVE • Mostly based on the ideas of Sigmund Freud. • Freud

THE PSYCHOANALYTIC PERSPECTIVE • Mostly based on the ideas of Sigmund Freud. • Freud argued that personality was mostly influenced by unconscious conflicts/motivations and early childhood sexuality/experiences. • 2 most basic motives were sex and aggression.

THE PSYCHOANALYTIC PERSPECTIVE • Psychoanalysis: specifically refers to Freud’s theory on unconscious motivations influence

THE PSYCHOANALYTIC PERSPECTIVE • Psychoanalysis: specifically refers to Freud’s theory on unconscious motivations influence on our personality and to the techniques used to uncover and interpret unconscious conflicts and tensions which may be causing a psychological disorder. • From his viewpoint, only through understanding your unconscious conflicts can you overcome psychological problems like depression, anxiety, etc.

UNCONSCIOUS VS. PRECONSCIOUS Unconscious: • According to Freud is a reservoir of mostly unacceptable

UNCONSCIOUS VS. PRECONSCIOUS Unconscious: • According to Freud is a reservoir of mostly unacceptable thoughts, wishes, feelings and memories we are unaware of. • Contemporary viewpoint- information processing of which we are unaware Preconscious: information that is not conscious, but is retrievable into conscious awareness. Ex: phone number, best friend’s last name, etc.

STRUCTURE OF OUR PERSONALITY ACCORDING TO FREUD Ego Conscious mind Unconscious mind Superego Id

STRUCTURE OF OUR PERSONALITY ACCORDING TO FREUD Ego Conscious mind Unconscious mind Superego Id • To Freud, Personality is like an iceberg. • We can only see a very small part of it (conscious) while most of it is unseen (unconscious)

PARTS OF PERSONALITY ACCORDING TO FREUD • Id: largest part of your personality that

PARTS OF PERSONALITY ACCORDING TO FREUD • Id: largest part of your personality that is unconscious, largely instinctual, and purely operates to satisfy biological, sexual, and aggressive drives. • Seeks immediate gratification and operates according to the pleasure principle.

PARTS OF PERSONALITY ACCORDING TO FREUD • Superego: part of personality that develops around

PARTS OF PERSONALITY ACCORDING TO FREUD • Superego: part of personality that develops around the age of 4 to 5. • It is your voice of conscience and focuses on the morality principle: how you should act according to ideals. • It provides standards for judgment and future aspirations; pushes you towards perfection.

PARTS OF PERSONALITY ACCORDING TO FREUD • Ego: the largely conscious part of your

PARTS OF PERSONALITY ACCORDING TO FREUD • Ego: the largely conscious part of your personality that mediates conflict between your id and superego. • Operates according to the reality principle satisfying the id’s desires in ways that will realistically bring pleasure rather than pain.

ID Superego

ID Superego

YOUR PERSONALITY ARISES FROM CONFLICT BETWEEN PLEASURE SEEKING IMPULSES (ID) AND INTERNALIZED SOCIAL RESTRAINTS

YOUR PERSONALITY ARISES FROM CONFLICT BETWEEN PLEASURE SEEKING IMPULSES (ID) AND INTERNALIZED SOCIAL RESTRAINTS (SUPEREGO) AGAINST THEM

PERSONALITY DEVELOPMENT • According to Freud, personality develops during the first few years of

PERSONALITY DEVELOPMENT • According to Freud, personality develops during the first few years of life. He believed that an adult’s conflicts are rooted in unresolved conflicts from early childhood which were often related to conflicts in psychosexual development. • Psychosexual Stages: childhood stages of development during which according to Freud, the id’s pleasure seeking energies are focused on distinct erogenous zones.

KNOW THE PSYCHOSEXUAL STAGES Freud’s Psychosexual Stages Stage Focus Oral (0 -18 months) Pleasure

KNOW THE PSYCHOSEXUAL STAGES Freud’s Psychosexual Stages Stage Focus Oral (0 -18 months) Pleasure centers on the mouth-sucking, biting, chewing Anal (18 -36 months) control Pleasure focuses on bowel and bladder elimination; coping with demands for Phallic (3 -6 years) Pleasure zone is the genitals; coping with incestuous sexual feelings Latency (6 to puberty) Dormant sexual feelings Genital (puberty on) Maturation of sexual interests

PERSONALITY DEVELOPMENT AND CONFLICT • Fixation: refers to a lingering focus of pleasure seeking

PERSONALITY DEVELOPMENT AND CONFLICT • Fixation: refers to a lingering focus of pleasure seeking energies at an earlier psychosexual stage. Occurs when those “sexual needs” are overindulged or deprived. • Ex: Anal Retentive, etc.

CONFLICT/FIXATION IN THE ORAL STAGE • Oral stage focuses on “sexual pleasure” infant gets

CONFLICT/FIXATION IN THE ORAL STAGE • Oral stage focuses on “sexual pleasure” infant gets from sucking, biting, and chewing. • Conflict arises when child is weaned off of breast or bottle, which in some cases causes traumatic separation anxiety. • Fixation in this stage leads to: 1. Oral dependent personality: gullible, passive, dependent or 2. Oral aggressive personality: sarcastic, argumentative personality. • Adults fixated may smoke, drink, chew pens, or have other oral habits when they get anxious.

CONFLICT/FIXATION IN THE ANAL STAGE • Anal stage focuses on “sexual pleasure” child receives

CONFLICT/FIXATION IN THE ANAL STAGE • Anal stage focuses on “sexual pleasure” child receives from being able to control defecation (pooping) at the anus. • Conflict arises during toilet training. Child may become fixated if training is too strict and inflexible or too lenient. • Fixation in this stage leads to: 1. Anal retentive personality: compulsive cleanliness, orderliness, etc. OR Anal Expulsive personality: disorganized, messy, hot temper.

CONFLICT/FIXATION DURING THE PHALLIC STAGE (FOCUS ON GENITALS) • The Oedipus Complex: boys develop

CONFLICT/FIXATION DURING THE PHALLIC STAGE (FOCUS ON GENITALS) • The Oedipus Complex: boys develop sexual desires towards their mothers and feelings of jealousy and hatred towards their father; Electra Complex, for girls. • Fear of punishment from their father leads to castration anxiety and eventual repression of feelings towards mother and identification with rival parent (father). • Identification: process by which children incorporate their parents’ values into their developing superegos.

LATENCY STAGE • From age 6 to 12, sexual feelings are repressed. • Freud

LATENCY STAGE • From age 6 to 12, sexual feelings are repressed. • Freud argued this was the stage in which children put energy into forming social relationships and learning new tasks. • If child does not fulfill their own expectations they may feel inferior.

GENITAL STAGE • Children enter this stage during adolescence. • When one develops warm

GENITAL STAGE • Children enter this stage during adolescence. • When one develops warm feelings toward others and sexual attraction and intimate relationships with others. • Freud viewed this as a smooth period for those with little energy fixated in previous stages.

PERSONALITY AND DEALING WITH ANXIETY • The ego has to deal with a variety

PERSONALITY AND DEALING WITH ANXIETY • The ego has to deal with a variety of forms of anxiety based on unconscious conflicts and the conflicting desires of id and superego. At times to avoid anxiety it looks to protect itself by using: • Defense Mechanisms: methods that the ego uses to reduce anxiety. Involves unconsciously distorting reality to make oneself feel better.

EXAMPLES OF DEFENSE MECHANISMS 1. Repression: banishes anxiety-arousing thoughts, feelings, and memories from consciousness.

EXAMPLES OF DEFENSE MECHANISMS 1. Repression: banishes anxiety-arousing thoughts, feelings, and memories from consciousness. Ex: Child Sexual Abuse is “forgotten. ” 2. Regression: when an individual retreats to an earlier more infantile psychosexual stage, where some oral energy remains fixated. Ex: When stressed someone may smoke or drink more (oral fixation).

EXAMPLES OF DEFENSE MECHANISMS 3. Reaction Formation: when the ego unconsciously switches unacceptable impulses

EXAMPLES OF DEFENSE MECHANISMS 3. Reaction Formation: when the ego unconsciously switches unacceptable impulses into their opposites. People will express opposite of their anxious feelings. Ex: “I hate dad” turns into “I love dad. ” 4. Projection: when people disguise their own threatening impulses by attributing them to others. Ex: . “He doesn’t trust me. ” turns into “I don’t trust him. ”

EXAMPLES OF DEFENSE MECHANISMS 5. Rationalization: offering self-justifying explanations in place of the real,

EXAMPLES OF DEFENSE MECHANISMS 5. Rationalization: offering self-justifying explanations in place of the real, more threatening, unconscious reasons for one’s actions. Ex: Justifying cheating on taxes by saying the government would only waste the money. 6. Displacement: shifting one’s sexual or aggressive impulses to a more acceptable or less threatening object or person…redirect anger at “safer outlet. ” Ex: Angry at boss or supervisor and you take it out by yelling at spouse, who might take it out on her child, who then might kick the dog.

EXAMPLES OF DEFENSE MECHANISMS 7. Sublimation: when people rechannel their unacceptable impulses into socially

EXAMPLES OF DEFENSE MECHANISMS 7. Sublimation: when people rechannel their unacceptable impulses into socially approved activities. Ex: Playing football to rechannel aggressive impulses. 8. Denial: when person denies threatening behavior or events are taking place. Ex: Person who is in a horrible accident states emphatically “I will walk again!”

OTHER SUPPORTERS OF THE PSYCHOANALYTIC APPROACH CARL JUNG • Carl Jung created a version

OTHER SUPPORTERS OF THE PSYCHOANALYTIC APPROACH CARL JUNG • Carl Jung created a version of Freud’s psychoanalytic theory known as analytic psychology • It had a stronger focus on mysticism & religion and how they impact human behavior • Jung believed that people have a both a personal unconscious as well as a collective unconscious • A store of human concepts share by all people across all cultures • Basic primitive concepts known as archetypes and they appear to us as figures in our dreams and unconscious • Ideas and images of the accumulated experience of all human beings • Examples: wicked witch, fairy godmothers, wise old man, young hero, fertile & nurturing mother, hostile brother • They influence our thoughts and feelings and help us form our foundation of our personality • He acknowledged that our conscious thoughts helped drive our personality and our “self” gives people direction and provides a sense of completeness

CARL JUNG • Four Functions of the mind of a person’s conscious sense of

CARL JUNG • Four Functions of the mind of a person’s conscious sense of self • Thinking • Feeling • Intuition • Sensation • Through individuation, people can develop healthy personalities • Bringing together the conscious elements with the collective unconscious archetypes • Criticism: • Unscientific and too mystical

OTHER SUPPORTERS OF THE PSYCHOANALYTIC APPROACH ALFRED ADLER • Alfred Adler believed that people

OTHER SUPPORTERS OF THE PSYCHOANALYTIC APPROACH ALFRED ADLER • Alfred Adler believed that people are motivated to overcome feelings of inferiority, thus creating an inferiority complex • Feelings of inferiority can be based on physical problems such as diseases, illnesses, deformities, or other “undesirable traits” • He also believed that since we were small as children we developed a need to drive for superiority • Having a sibling can lead to jealousy thus creating sibling rivalry • He agreed with Jung that self-awareness helps develop our personality through the creative self • Overcoming obstacles helps develop our personality

OTHER SUPPORTERS OF THE PSYCHOANALYTIC APPROACH KAREN HORNEY • Karen Horney believed that childhood

OTHER SUPPORTERS OF THE PSYCHOANALYTIC APPROACH KAREN HORNEY • Karen Horney believed that childhood experiences play a major role in the development of adult personality with the greatest influence coming from social relationships • Parent-child relationships play a large role because children are dependent • Treatment that is harsh or indifferent will lead to feelings of insecurity or inadequacy thus leading to basic anxiety • Neglect will then lead to hostility but children will repress these feeling out of fear of driving the parents further away from them • However, genuine and consistent love from parents can mend any negative effects for even the most painful childhoods

OTHER SUPPORTERS OF THE PSYCHOANALYTIC APPROACH ERIKSON • Erikson also believed that social relationships

OTHER SUPPORTERS OF THE PSYCHOANALYTIC APPROACH ERIKSON • Erikson also believed that social relationships are the most important factor in developing our personality • The emotional climate of a mother-child relationship plays a large role • Erikson disagreed with Freud and believed that people are capable of making real and meaningful choices thus giving much more credit to the Ego • Eight psychosocial stages move from infancy through adulthood is used to explain our ever growing personality • Although there are 8 stages, the first plays a critical role in setting the foundation of trust, however, most people are a blend of trust and mistrust

ANSWER ON A SEPARATE SHEET OF PAPER TURN INTO 2 N D BLOCK TRAY

ANSWER ON A SEPARATE SHEET OF PAPER TURN INTO 2 N D BLOCK TRAY WHEN FINISHED • Using your notes, you are to rank the psychoanalytic theories from 1 (agree with the most) to 5 (don’t agree with) and justify why you placed them in that order. Be sure to provide personal examples for each theory based on your personality. Each response should be at least 3 thoughtful sentences with justification for your rank. Be sure to explain WHY you agree/disagree with each theory • • • Sigmund Freud Carl Jung Alfred Adler Karen Horney Erikson

PERSONALITY: THE LEARNING APPROACH SOCIAL-LEARNING THEORY BEHAVIORISM • John B. Watson believed that external

PERSONALITY: THE LEARNING APPROACH SOCIAL-LEARNING THEORY BEHAVIORISM • John B. Watson believed that external factors (not internal such as traits or inner conflict) shape our personality • Skinner also agreed and believed we should analyze behaviors as opposed to trying to “see” inside peoples’ minds • He also believed reinforcement had a large impact on behaviors and creating our personality • Watson and Skinner refuted the ideas of personal freedom, choice and self-direction but rather we want what is good for society • Socialization: the process by which people learn the socially desirable behaviors of their particular culture and adopt them as part of their behavior • Parental approval & social customs • Albert Bandura believed that through observing others we develop personality characteristics • People can act intentionally to influence the environment • People engage in purposeful learning of behaviors • Media has a large influence on behaviors • Internal Factors that influence learning: • Skills (physical and social abilities) • Values (value placed on the outcome of certain behaviors affect how we act) • Goals (set a goal and plan the most effective way to achieve it) • Expectations (predictions of what will happen in certain situations) • Self-efficacy expectations (beliefs people have about

PERSONALITY: HUMANISTIC APPROACH • Self-awareness is the core of humanity • Focuses on pursuits

PERSONALITY: HUMANISTIC APPROACH • Self-awareness is the core of humanity • Focuses on pursuits of self-fulfillment & ethical conduct and how those shape our personality • People are free to do as they choose with their lives, therefore they are responsible for the choices that we make • Abraham Maslow believed that humans recognize their desire to reach their full potential through self-actualization • Since people are unique, everyone’s path to self-actualization is different • However with this desire to reach our full potential comes with risks • Maslow believed that people that don’t take risks lead boring and unsatisfactory lives

PERSONALITY: HUMANISTIC APPROACH • According to Carl Rogers, personality is shaped through free choice

PERSONALITY: HUMANISTIC APPROACH • According to Carl Rogers, personality is shaped through free choice and action • People create a view of oneself as individual which is known as self-concept • Made up of our impressions of ourselves and our evaluations of our adequacy • It is the center of each person's experience, an ongoing sense of who and what one is and we are concerned with recognizing personal values and establishing a sense of one’s relationships to other people • Rogers believed the key to happiness and healthy adjustment is congruence which is the consistency between one’s self-concept and one’s experiences • He also believed we all develop a need for self-esteem • Belief in oneself or self-respect • Self-esteem is first influenced by our parents through unconditional positive regard (accepting children as they are regardless of the children’s behavior at the moment) • However, conditional positive regard is when parents only accept children when they behave in a desired manner which can lead children to believe they are only worthwhile if they behave in certain ways which can lead to disappointment • Rogers believed that we only hurt others or act in antisocial ways when we are frustrated in our efforts to develop our potential

ADDITIONAL THOUGHTS ACCORDING TO ROGERS • Rebellious personalities are developed when children learn that

ADDITIONAL THOUGHTS ACCORDING TO ROGERS • Rebellious personalities are developed when children learn that is bad to have ideas of their own, especially about politics, sexual behaviors, and religious matters • Children then label their feelings as selfish, wrong, or evil • In order to retain a consistent self-concept & self-esteem, they may have to deny many of their genuine feelings thus disowning parts of themselves • According to Rogers, the path to self-actualization requires us to get in touch with our genuine feelings and acting on them