Personality Theorist

1. Personality Theorist What makes you –YOU?

2. What makes you – You? • 4 Perspectives: • Psychoanalytic theory-consciousdrives, hidden motives, you act the way you do from unconscious habits. • Traits- Biological traits, you have personality traits from your mother, father, relatives, its in your genetic code. • Humanistic theory-How do you perceive life? Are you an optimistic individual ( see the good in everything)or a pessimistic (see the bad/negative in everything) individual. • Social/culture- How people treat you? Culture beliefs, traditions or where you live? School you attend? Rich or poor?

3. Freud’s Theory of personality • 3 conflicting forces (iceberg): Personality Structure- • Id: Needs, instincts, wants, biological urges, childlike, selfish, fun loving, egocentric • Superego: Morals, ethics, values, conscience, rule follower, adult like, “should”, purity • Ego: logical, balanced, orderly, realistic, directs the id, unemotional

4. Rorschach Inkblot Test • Named after Herman Rorschach – detect personality characteristics hidden. 1960’s, today 2nd used in forensic cases. Still ? Validity today.

5. Carl jung • Psychoanalytic Perspective • Theory: Personality is balanced by conscious and unconscious forces: 2 Levels of conscious: • 1. Personal –Repressed or forgotten memories • 2. Collective – contains archetypes (instincts- unlearned tendency to experience things in a certain way) • Mother, shadow, persona, Anima … • (Freud and Jung disagreed with collective unconscious and never spoke to each other again)

6. Collective archetypes • Mother – All ancestors had mothers. We have evolved in an environment that included a mother or mother substitute. We would never have survived without our connection with a nurturing – one during our times as helpless infants. • We come into this world already wanting a mother, to seek her, recognize her and to deal with her. • *Built in ability to recognize a certain relationship, that of mothering.

7. Collective Archetypes Shadow – It derives from our pre-human, animal past, when our concerns were limited to survival and reproduction and when we weren’t self conscious. It is the dark side of the ego and the evil that we are capable of is often stored there. Symbols of this include, snake in Adam and Eve tale, dragon, monsters, and demons. Guards the entrance to a cave.

8. Carl Jung -Collective Archetypes • Collective – contains archetypes (instincts- unlearned tendency to experience things in a certain way) • Persona represents your public image. Its’ the mask you put on before you show yourself to the outside world. • Good impression or false impression we put on for others. • And, at its worst, it can be mistaken, even by ourselves, for our true nature: sometimes we believe we really are what we pretend to be.

9. Anima • Female- masculine characteristics • Male – Feminine characteristics • Because a man's sensitivity must often be repressed, the anima is one of the most significant complexes of all. It is said to manifest itself by appearing in dreams. It also influences a man's interactions with women and his attitudes toward them and vice versa for females and the animus.

10. Jung’s Theory – Write on blank paper • Introversion • Directed inward toward idea, thoughts, feelings • Extraversion • Directed outward toward people, objects • Ambiverts are both

11. Oral • Birth to 18 months • Pleasure centers on the mouth (sucking, biting, chewing.) Oral fixation can happen like drinking from a beer bottle, nail biters and smokers

12. Anal • 18 – 36 months – pleasure focuses on elimination; coping with demands for control. Anal fixation can happen; control freak, someone who needs to boss others around, be in charge, up tight behavior.

13. Phallic • 3- 6 years – pleasure zone is the genitals; coping with incestuous sexual feelings: Oedipus complex/Elektra complex.

14. Latency • 6 years to puberty – repressed sexual feelings; latent part of dreams

15. Genital • Puberty on – Maturation of sexual interests; relationships, marriage, etc..

16. Defense Mechanismhttp://www.youtube.com/watch?v=iRA68kgG1DA&list=TLYdt_94VUawZXL74XFI91phE49atO7dPE To help cope with anxiety. It’s normal to use most defense mechanisms, in a limited manner.

17. Repression • Banishes Anxiety, Arousing wishes from consciousness. Forgotten, repressed memories. Actions are based on those repressed memories. • Example childhood trauma

18. Regression • Childlike behavior; acting like a child again. • Example when child who is toilet trained may regress when mom has new baby. • Example when a teenager needs money from parents. How do you ask?

19. Reaction Formation • Developing ways of behaving which are opposite to what is causing the anxiety. • Example; Person who has negative tendencies towards others may become a priest.

20. Sublimation • Finding a socially acceptable, substitute goal for something that is creating anxiety/problems. • Example ; former drug user becomes a narcotic officer.

21. Intellectualization • Analyzing emotionally charged issues in an intellectual manner, without feeling. • Example: Not crying at a close family members funeral .

22. Compensation • Substituting something we do well for something we do poorly. • Example: someone with no athletic ability chooses art/drama classes.

23. Identification • Achieving satisfaction through identification with a successful group, team, or person. • Example: clubs, sports teams, music stars, etc..

24. Projection • Attributing our faults to others. We do this most with friends/close family members. • Example: blame others for your failures

25. Displacement • Taking our frustrations/stress on someone who didn’t cause them, usually the people we love the most. • Example: parent comes home from a bad day of work and start yelling at teen son/daughter to turn off TV and do something productive like HW!

26. Procrastination • Putting off completing tasks until the last minute. • Examples: HW, chores, studying for tests, etc…

27. Acting OUT • Getting attention through negative behaviors. • Examples: Class clown, juvenile offenders, etc… • Class too hard or I the teacher doesn’t like me so student acts out.

28. Rationalization • Excusing/explaining behaviors using socially approved, but not legitimate, reasons. • Example: Student stays home from school because she’s tired, claims she was sick and didn’t want to infect other students. • Example: Senior ditch day. “I guess I must ditch since everyone else is and its okay to ditch today.”

29. Extraverts vs. introverts • E – 75% population: • Strengths: Action oriented, interacts well, is open, well understood • Weakness: independent, needs variety & change, impulsive, impatient w/routine • I – 25% population: • Independent, diligent, works w/ideas, reflects • Loses opportunities to act. Dislikes being interrupted, avoids others, needs quiet to work.

30. Carl Rogers-Humanismunconditional positive regard • Theory- As infants, we strive for love and approval because it feels good. But we run the risk of becoming “people pleasers.” • Self Theory- Focused on our need to become who we want to be, not who others want us to be • He taught “self-love” –choosing to do what we want and need for ourselves. • Client centered therapy-1on1therapy, helping patients get in tough with their emotions.

31. Abraham Maslow- HumanistMaslow Hierarchy of Needs

32. Alfred Adler-Psychoanalytic • Disagreed with Freud’s emphasis on sexual interpretations of dreams. • Focused on humans as social beings, as opposed to emphasizing the individual. • Believed our support system(social community) helps us stay mentally healthy. • Coined the term “inferiority complex”, which comes from comparing ourselves to others. • Goal setting & achieving our goals helps us overcome this sense of inferiority. • Birth order position also cause feelings of inferiority ONLY – OLDEST – MIDDLE – YOUNGEST

33. First BornWrite your birth order on paper and take a few notes on yourself • The first born child will receive the expectations of his or her parents. Because of this, many firstborns are in danger of acquiring perfectionistic or people-pleasing behaviors. Firstborns tend to be quite confident, diligent and mature. Not all firstborns are over-achievers, but even the most laid-back firstborn is clearly guided by a need to do the right thing and strives to make a difference in society. Firstborns can also become uncalm in hectic situations, and tend to "freak out" very easily.

34. Middle child • Have a diverse range of personalities. The habits of many middleborns are motivated by the fact that they have never been truly in the spotlight. The middle born child may develop great social skills and have an easier time growing up with an other-centered point of view. The middle child knows what he or she is doing and tends to become very intelligent, in their strive to gain attention from siblings. Middle born children are usually quite talented, their strive for perfection against their siblings gains access to discover new and unlooked for qualities, musically, academically, and theoretically

35. Youngest • The name given to the youngest child is revealing: the youngest child of the family is viewed as the party animal, the entertainer who is unafraid to test his or her luck. While this is certainly not true of all youngest siblings, proponents of this theory state that the baby of the family is an endearing, delightful friend if not too self-centered.

36. Only Child • Can be fairly intelligent, not always spoiled contrary to belief. • May lack social skills due to no siblings, but if parents place in various events, sports or opportunities to converse with others he/she will be fine. • Good child all together.

37. Karen Horney - psychoanalysis • Disagreed with Freud’s “penis envy” • Suffered bouts of depression, married/divorced/3 children/med school/father disapproved • She believed psychological conflicts stem from problems with relationships, especially parent-child relationships.

38. Albert Bandura The Social Learning Theory • He believed that individuals do not actually inherit violent tendencies, but they modeled them after three principles http://www.bing.com/videos/search?q=youtube+bobo+experiment&qpvt=youtube+bobo+experiment&FORM=VDRE&adlt=strict#view=detail&mid=99B6C6919B22920C74CB99B6C6919B22920C74CB • If aggression was diagnosed early in children, Bandura believe that children would reframe from being adult criminals. "Albert Bandura argued that aggression in children is influenced by the reinforcement of family members, the media, and the environment“.

39. Martin Seligman-Social-cognitive • Studies of helplessness vs. personal control • Strapped dogs in harness, gave them repeated shocks. Later – put them in situation where they could escape by simply leaping a hurdle. Dogs cowered in fear, did nothing to escape. • Application to humans – when people are faced with repeated trauma, they become hopeless, helpless, depressed. (children-adults physical abuse). • Internal locus of control – sense of personal control affects our well being vs. external locus of control

40. Erikson

41. Individualism Vs. Collectism • Page 518

42. Terms in Personality Psychology – Add to rubric • Barnum Effect • Idiographic Method • Nomothetic method • Hawthorn effect • Projective personality tests • Minnesota multiphasic personality inventory • TAT-Thematic Apperception Test • Rorschach ink blot and hallo effect

43. Don’t be fooled-Barnum Effect • The Barnum effect is named after P.T. Barnum, the showman who declared "there¹s a sucker born every minute." He found many ways to separate "suckers", as he called gullible people, from their money. • The Barnum effect in psychology refers to the gullibility of people when reading descriptions of themselves. • The tendency to accept certain vague or worthless information as true, such as character assessments, horoscopes, or exaggerated claims.

44. 2 Research methods to determine personality • Idiographic Method – focus on understanding the unique aspects of each individual’s personality relying on data primarily from case studies that often include interviews and naturalistic observations. • Nomothetic method – focuses on variables at the group level, identifying universal trait dimensions or relationships between different aspect of personality. (gathered from test, surveys, observations)

45. Assessment Techniques/Errors • Hallo Effect – tendency to generalize a favorable impression to unrelated dimensions of the subject’s personality (could be looks, height, clothing, etc.). http://www.bing.com/videos/search?q=youtube+hallo+effect&mid=B7FCBDADB34922AF9E27B7FCBDADB34922AF9E27&view=detail&FORM=VIRE1&adlt=strict • http://www.youtube.com/watch?v=ZuometYfMTk (11 min.) • Direct observation – observing others as they interact with others/things

46. Assessment Techniques/Errors • Hawthorn effect – when people know they are being watched/behaved differently • http://www.youtube.com/watch?v=ivQZAYiJj54 • Projective personality tests – inkblots, pictures, with the assumption that the test takers will project their unconscious thoughts or feelings. • Self-report methods- surveys, questionnaires

47. MMPI-2 (1939, 1989, 2003)http://en.wikipedia.org/wiki/Minnesota_Multiphasic_Personality_Inventory • Minnesota multiphasic personality inventory) 567 true or false). • one of the most frequently used personality tests in mental health. Assist in identifying personality structure. It is perhaps best known as the personality test that is used in conjunction with Secret and Top Secret security clearances required for many positions within United States federal agencies that incur an extensive responsibility for life and property, such as the Department of Defense, Central Intelligence Agency, and the Federal Aviation Administration.

48. TAT-Thematic Apperception Test • The TAT is popularly known as the picture interpretation technique because it uses a series of provocative yet ambiguouspictures about which the subject is asked to tell a story. The subject is asked to tell as dramatic a story as they can for each picture presented, including the following: • what has led up to the event shown • what is happening at the moment • what the characters are feeling and thinking • what the outcome of the story was