personality development

Personality Development2015L6&7prof Elham Aljammas

Topics to Explore
Trait Theories Psychoanalytic Theory Social-Cognitive Theories Humanistic Theories

Personality: a person’s internally based characteristic way of acting and thinkingCharacter: Personal characteristics that have been judged or evaluatedTemperament: Hereditary aspects of personality, including sensitivity, moods, irritability, and distractibilityPersonality Trait: Stable qualities that a person shows in most situationsPersonality Type: People who have several traits in common Personality: Some Terms

Example of Personality Type

Personality Theory: System of concepts, assumptions, ideas, and principles proposed to explain personality.
Personality Theories


Trait Theories: Attempt to learn what traits make up personality and how they relate to actual behavior Psychodynamic Theories: Focus on the inner workings of personality, especially internal conflicts and struggles Humanistic Theories: Focus on private, subjective experience and personal growth Social-Cognitive Theories: Attribute difference in personality to socialization, expectations, and mental processes
Types of Personality Theories



Carl Jung, Swiss psychiatrist who was a Freudian disciple, believed that we are one of two personality types: Introvert: Shy, self-centered person whose attention is focused inward Extrovert: Bold, outgoing person whose attention is directed outward
Jung’s Theory of Two Types

Carl Jung

Eysenck’s Three Factor Theory Hans Eysenck, English psychologist, believed that there are three fundamental factors in personality: Introversion versus Extroversion Emotionally Stable versus Unstable (neurotic) Impulse Control versus Psychotic

Hans Eysenck

Eysenck’s Theory, continued The first two factors create 4 combinations, related to the four basic temperaments recognized by ancient Greeks: Melancholic (introverted + unstable): sad, gloomy Choleric (extroverted + unstable): hot-tempered, irritable Phlegmatic (introverted + stable): sluggish, calm Sanguine (extroverted + stable): cheerful, hopeful


Raymond Cattell: from Devon, England, believed that there were two basic categories of traits: Surface Traits: Features that make up the visible areas of personality Source Traits: Underlying characteristics of a personality Cattell also constructed the 16PF, a personality test identifying 16 personality factors (source traits).
Cattell: Source & Surface Traits

Raymond Cattell

The Sixteen Personality Factors

Cattell: The Big Five
Cattell believed that five factors were most important: Openness Conscientiousness Extraversion Agreeable Neuroticism

Graphic: The Big Five

Evaluation of Trait Theories
Are traits as pervasive as trait theories claim? Is someone shy always or does it depend on the situation? Are traits as enduring and unchangeable as trait theories claim? Can we change our traits? If so, how easily? Are traits affected by social and cultural upbringing? Or are our personalities formed at birth and unchanging thereafter?

Part 2Psychoanalytic Theory

Sigmund Freud, M.D.,a Viennese physician who thought his patients’ problems were more emotional than physical.Freud began his work by using hypnosis and eventually switched to psychoanalysis.Freud had many followers: Jung and Adler, to name a few.More than 100 years later, his work is still influential and very controversial Freud’s Psychoanalytic Theory

Sigmund Freud

Id: Innate biological instincts and urges; self-serving & irrational Totally unconscious Works on Pleasure Principle: Wishes to have its desires (pleasurable) satisfied NOW, without waiting and regardless of the consequences
The Id, Ego, and Superego
Ego: Executive; directs id energies Partially conscious and partially unconscious Works on Reality Principle: Delays action until it is practical and/or appropriate


Superego: Judge or censor for thoughts and actions of the ego Superego comes from our parents or caregivers; guilt comes from the superego Two parts Conscience: Reflects actions for which a person has been punished (e.g., what we shouldn’t do or be) Ego Ideal: Second part of the superego; reflects behavior one’s parents approved of or rewarded (e.g., what we should do or be) The Id, Ego, and Superego, continued


Conscious: Everything you are aware of at a given momentPreconscious: Material that can easily be brought into awarenessUnconscious: Holds repressed memories and emotions and the id’s instinctual drives Levels of Awareness

Graphic: Levels of Awareness

Ego is always caught in the middle of battles between superego’s desires for moral behavior and the id’s desires for immediate gratificationNeurotic Anxiety: Caused by id impulses that the ego can barely controlMoral Anxiety: Comes from threats of punishment from the superegoDefense mechanism: a process used by the ego to distort reality and protect a person from anxiety Cause of Anxiety


Regression: Ego seeks the security of an earlier developmental period in the face of stress. Displacement: Ego shifts unacceptable feelings from one object to another, more acceptable object. Sublimation: Ego replaces an unacceptable impulse with a socially acceptable one Reaction Formation: Ego transforms an unacceptable motive or feeling into its opposite. Projection: Ego attributes personal shortcomings, problems, and faults to others. Rationalization: Ego justifies an unacceptable motive by giving a false acceptable (but false) reason for behavior
Examples of Defense Mechanisms



According to Freud, personality develops in stages; everyone goes through same stages in same order. Majority of personality is formed before age 6 Erogenous Zone: Area on body capable of producing pleasure Fixation: Unresolved conflict or emotional hang-up caused by overindulgence or frustration
Personality Development


Oral Stage: Ages 0-1. Most of infant’s pleasure comes from stimulation of the mouth. If a child is overfed or frustrated, oral traits will develop. Oral Dependent Personality: Gullible, passive, and need lots of attention. Fixations create oral-aggressive adults who like to argue and exploit others. Erogenous zone: mouth (oral)Anal Stage: Ages 1-3. Attention turns to process of elimination. Child can gain approval or express aggression by letting go or holding on. Ego develops. Harsh or lenient toilet training can make a child either: Anal Retentive: Stubborn, stingy, orderly, and compulsively clean Anal Expulsive: Disorderly, messy, destructive, or cruel Erogenous zone: anus Stages of Personality Development


Phallic Stage: Ages 3-6. Child now notices and is physically attracted to opposite sex parent. Can lead to: Oedipus Conflict: For boys only. Boy feels rivalry with his father for his mother’s affection. Boy may feel threatened by father (castration anxiety). To resolve, boy must identify with his father (i.e., become more like him and adopt his heterosexual beliefs). Electra Conflict: Girl loves her father and competes with her mother. Girl identifies with her mother more slowly because she already feels castrated.Erogenous zone: phallus Stages of Personality Development, continued


Latency: Ages 6-Puberty. Psychosexual development is dormant. Same sex friendships and play occur here. Genital Stage: Puberty-on. Realization of full adult sexuality occurs here; sexual urges re-awaken.
Stages of Personality Development, continued

Evaluation of Psychoanalytic Theory

Freud overemphasized sexuality and placed little emphasis on other aspects of the child’s experience. Freud’s theory is largely untestable. Particularly, the concept of the unconscious is unprovable. According to Freud, the only way that people in psychological distress can get relief is to undergo length therapy, to identify unresolved conflicts from infancy and childhood. Freud’s view of people is overly negative and pessimistic.

Part 3Social-Cognitive Theories

Self-system: the set of cognitive processes by which a person observes, evaluates, and regulates his/her behavior. Bandura proposed that what we think of as personality is a product of this self-system.Children observe behavior of models (such as parents) in their social environment. Particularly if they are reinforced, children will imitate these behaviors, incorporating them into personality.Bandura also proposed that people observe their own behavior and judge its effectiveness. Self-efficacy: a judgment of one’s effectiveness in dealing with particular situations. Bandura’s Theory

Julian Rotter: American psychologist, began as a Freudian! His personality theory combines learning principles, modeling, cognition, and the effects of social relationshipsExternal locus of control: perception that chance or external forces beyond personal control determine one’s fateInternal locus of control: perception that you control your own fate.Learned Helplessness: a sense of hopelessness in which a person thinks that he/she is unable to prevent aversive events Rotter’s Theory ofLocus of Control

Julian Rotter

Evaluation of Social-Cognitive Theories
Social-cognitive theories tend to be overly-mechanical. Overemphasizes environmental influences; gives little or no consideration to the possibility of innate personality differences or the effects of genetics. Does not recognize internal human qualities such as hope, aspiration, love, self-sacrifice

Part 4Humanistic Theories

Humanism: Approach that focuses on human experience, problems, potentials, and ideals Human Nature: Traits, qualities, potentials, and behavior patterns most characteristic of humans Free Choice: Ability to choose that is NOT controlled by genetics, learning, or unconscious forces Subjective Experience: Private perceptions of reality
Humanism


Maslow’s Theory Abraham Maslow is considered father of the humanistic movement. He observed the lives of (purportedly) healthy and creative people to develop is theory.Hierarchy of needs: the motivational component of Maslow’s theory, in which our innate needs, which motivate our actions, are hierarchically arranged.Self-actualization: the fullest realization of a person’s potential

Abraham Maslow

Graphic: Hierarchy of Needs

Efficient perceptions of reality Comfortable acceptance of self, others, and nature Spontaneity Task Centering Autonomy Continued freshness of appreciation Fellowship with humanity Profound interpersonal relationships Comfort with solitude Non-hostile sense of humor Peak experiences
Characteristics of Self-Actualized People

Some Self-Actualized People

Albert Einstein Ralph Waldo Emerson William James Thomas Jefferson
Abraham Lincoln Eleanor Roosevelt Albert Schweitzer Mahatma Gandhi


Carl Rogers: American psychologist; believed that personality formed as a result of our strivings to reach our full human potential. Fully Functioning Person: Lives in harmony with his/her deepest feelings and impulses Self-Image: Total subjective perception of your body and personality Conditions of Worth: behaviors and attitudes for which other people, starting with our parents, will give us positive regard. Unconditional Positive Regard: Unshakable love and approval Positive Self-Regard: Thinking of oneself as a good, lovable, worthwhile person
Carl Roger’s Self Theory

Carl Rogers

Evaluation of Humanistic Theories
Many of the Humanists’ claims are untestable. Humanists may have an overly-positive, rosy view of humankind. They do not look at the “dark side.” For the Humanists, the cause of all our problems lies not in ourselves, but in others. Maslow’s characterization of self-actualized individuals is very biased toward a certain philosophical position. Most of the people Maslow identified as self-actualized had rather serious psychological problems.


Interpreting the Briggs-Myer
Extraversion: sociability, energized by people, lonely when alone (75%)Sensation: practical, trusts facts; learns through ex-perience; wants to deal with what’s realThinking: prefers the objective, logical, analyticalJudging: prefers closure, wants deadlines, feels more comfortable once a decision has been made. Intraversion: territorial, enjoys being alone, private, drained by people (25%) Intuition: innovative, fantasizes; future more attractive than the present Feeling: prefers the subjective, personal, values Perceiving: resists closure, wants more & more data; values the open-ended; pressure to decide stressful