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SELF AND PERSONALITY

SELF AND PERSONALITY. Personality. An organized combination of attributes, motives, values, and behaviors Patterns of traits Unique to each individual Consistent across situations and time Self-Concept : Perceptions Self Esteem : Evaluation Identity : Overall sense of who you are.

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SELF AND PERSONALITY

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  1. SELF AND PERSONALITY

  2. Personality • An organized combination of attributes, motives, values, and behaviors • Patterns of traits • Unique to each individual • Consistent across situations and time • Self-Concept: Perceptions • Self Esteem: Evaluation • Identity: Overall sense of who you are

  3. McAdams and Pals (2006) Five Principles • Personality shaped by evolution for adaptation to environment • People differ in dispositional traits • People differ in characteristic adaptations • Each has a unique life story • Cultural and situational influences ever present

  4. Personality, then, includes ways in which we are like all other people (human nature), like some other people (those with similar dispositional traits and characteristic adaptations), and like no one else on the planet (with our unique life stories), as influenced by cultural and situational factors.

  5. Psychoanalytic Theory: Sigmund Freud • Three parts of the personality • Selfish Id; Rational Ego; Moralist Superego • Stages of psychosexualdevelopment • Biological: ends at sexual maturity • Personality formed in first 5 years • Childhood anxieties become adult traits

  6. Psychoanalytic Theory: Erik Erikson • Emphasized • Social influences • Rational ego • Life-span development • Crisis-Oriented Stages Result From: • Maturational forces • Social demands

  7. Trait Theory • Psychometric Approach • Personality: a set of traits • Individual differences in each trait • Evidence of genetic basis • “Big Five” - Universal and stable

  8. Extraversion WithdrawnOutgoing Neuroticism Stable Unstable Agreeableness Low High Conscientiousness UndependableDependable Openness to experience Closed Open Trait Theories: The Big Five

  9. Social Learning Theory • Personality: A set of behavior tendencies • Shaped by interactions • Found in specific social situations • No universal stages • Not enduring traits • People change as environment changes • Situational influences important • E.g., cheating

  10. Infancy:The Emerging Self • First 6 months: Discover physical self • Joint attention at about 9 mo • Difference in perceptions can be shared • Self-recognition about 18 months • Categorical self (age, sex): 18 – 24 months • Based on cognitive development • Requires Social Experience • The looking-glass self: a “reflection”

  11. Temperament • Seen in infancy • Genetically based • Tendencies to respond in predictable ways • Building blocks of personality

  12. Goodness of Fit (Thomas & Chess) • Parenting techniques • Learning to interpret cues • Sensitive responding

  13. Changes in Self-Concept: age 5-8 • Include psychological, social qualities • Previously used only physical traits • Increased Use of: • Social comparison, multidimensionality

  14. Hierarchy with self-worth on top

  15. More accurate self evaluations • Widening gap between ideal-self and real-self

  16. Contributions to Higher Self-Esteem

  17. Competence! • Positive social feedback • Warm democratic parents

  18. Self- esteem means nothing unless it grows out of one’s real achievements.

  19. The Adolescent • Increased awareness of psychological and abstract traits • Self-concept more integrated • Self-esteem dips temporarily, rebounds • Erikson’s Stage of Identity vs. Role Confusion • “Who Am I?” • Can last as long as into early 30s

  20. 9- year- old: My name is Bruce C. I have brown eyes. I have brown hair. I love! sports. I have seven people in my family. I have great! eye sight. I have lots! of friends. I live at. . . . I have an uncle who is almost 7 feet tall. My teacher is Mrs. V. I play hockey! Im almost the smartest boy in the class. I love! food. . . . I love! school.

  21. 111/ 2- year- old: My name is A. Im a human being. . . . a girl. . . . a truthful person. Im not pretty. I do so- so in my studies. Im a very good cellist. Im a little tall for my age. I like several boys. . . . Im old fashioned. I am a very good swimmer. . . . I try to be helpful. . . . Mostly Im good, but I lose my temper. Im not well liked by some girls and boys. I dont know if boys like me. . . .

  22. 17- year- old: I am a human being. . . . a girl. . . . an individ-ual. . . . I am a Pisces. I am a moody person. . . . an indecisive person. . . . an ambitious person. I am a big curious person. . . . I am lonely. I am an American (God help me). I am a Democrat. I am a liberal person. I am a radical. I am conservative. I am a pseudoliberal. I am an Atheist. I am not a classifiable person ( i. e., I don’t want to be).

  23. less physical and more psychological as children age • self- portraits become less concrete and more abstract. • Piaget’s theory • -more self aware • -more differentiated (recognize different groups that like/dislike them) • --more integrated/coherent selfportrait

  24. Self-esteem decreases in adolescence • More common among white females

  25. As adults, adolescents with low self- esteem tend to have poorer physical and mental health, poorer career and financial prospects, and higher levels of criminal behavior than adolescents with high self- esteem • Teens tend to come out of adolescence with higher self esteem so not that bad

  26. Identity vs. Role Confusion • Erickson • Moratorium granted by society

  27. Marcia’s Ego Identity Statuses • Diffusion: “Hey wait a minute – they didn’t know everything. Maybe I’m not who they said I was.” (No crisis. No commitment) • Foreclosure:“I’ll be a (Catholic, Democrat, doctor, etc.) because that’s what they told me was right.” (Commitment without crisis) • Moratorium: “Who am I? What is right? Who will I become?” (Crisis, no commitment) • Identity Achieved: “I can make my own life choices.” (Commitment, evolved from crisis)

  28. Identity Achievement • Ethnic Identity begins in infancy • Vocational Identity - increasingly realistic • “Goodness of fit” • Influential Factors • Cognitive development • Openness to experience trait • Warm, democratic parenting • Culture that encourages exploration

  29. Self-Concept and Adulthood Losses in self-esteem in later old age

  30. Ability to adjust ideal to real self • Evaluate self with different standards • Comparisons with age-mates • Related to stable personality traits

  31. Changes in Personality • Adulthood: achievement and confidence • Older adults • Decrease: extroversion-activity level, openness to experience • Increase: introversion, emotional stability, conscientiousness

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