1. HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE 1 Chapter 14 THEORIES OF PERSONALITY Section 1: The Trait Approach

2. HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE 2 Chapter 14 Personality: The patterns of feelings, motives, and behavior that set people apart from one another. Five approaches to the study of personality: Trait theory Psychoanalytic theory Learning theory Humanistic theory Sociocultural theory Section 1: The Trait Approach

3. HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE 3 Chapter 14 TRAIT THEORY Trait: an aspect of personality that is reasonably stable Consistent behavior in different situations Considered unchanging Where traits come from is debatable Main features: Catalogs traits Examines where traits come from Which traits are predominant Section 1: The Trait Approach

4. HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE 4 Chapter 14 Hippocrates (Ancient Greece) Traits are a result of different combinations of bodily fluids called humors Four basic humors in the body: Yellow bile ~ choleric ~ quick-tempered Blood ~ sanguine ~ warm and cheerful Phlegm ~ phlegmatic ~sluggish and cool Black bile ~ melancholic ~ deep thinking Some diseases reflect a lack of balance in humors Although there is no scientific evidence for this theory, these terms remain in use today Section 1: The Trait Approach

5. HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE 5 Chapter 14 The main features and limitations of the trait theory of personality Gordon Allport (1930’s) Traits can be inherited and are fixed in the nervous system Traits are the building blocks of personality Section 1: The Trait Approach

6. HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE 6 Chapter 14 The main features and limitations of the trait theory of personality Hans Eysenck (1953) Focused on the relationships between two personality dimensions Introverts : imaginative and look inward for ideas and energy Extroverts: active and self-expressive and gain energy from interaction with others Contrast between introversion and extroversion was first proposed by Carl Jung Section 1: The Trait Approach

7. HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE 7 Chapter 14 Eysenck added the dimensions of introversion- extroversion and emotional stability- instability Stable people are reliable, composed, and rational Unstable people can be agitated and unpredictable Section 1: The Trait Approach

9. HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE 9 Chapter 14 The Five-Factor Model (2000) Extroversion (Eysenck) Emotional stability (Eysenck) Conscientiousness Agreeableness Openness to experience Related to basic temperaments which are largely inborn Cross-cultural traits are the same, but expression differs Personalities tend to mature rather than be shaped by environment Section 1: The Trait Approach

10. HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE 10 Chapter 14

11. HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE 11 Chapter 14 Short comings of the trait approach: Describes personality but does not explain where traits come from Personality traits can’t be linked to biological factors Describes traits rather than tracing their origins Practical Applications: Since there are links between personality, ability, and interests, we can match people to educational programs and jobs. Section 1: The Trait Approach

12. HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE 12 Chapter 14 THEORIES OF PERSONALITY Section 2: The Psychoanalytic Approach

13. HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE 13 Chapter 14 The Psychoanalytic Approach People are born with biological drives such as aggression, sex, and the need for superiority Could conflict with laws, social norms, and moral codes that have previously been internalized Behavior, thoughts, and emotions represent the outcome of inner contests between the opposing forces of drives and rules Section 2: The Psychoanalytic Approach

14. HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE 14 Chapter 14 Sigmund Freud (1856-1939) “Inner Conflict” Approach Physical symptoms with no medical reason Anxious or angry but refuse to recognize it Conscious ideas and feelings occupy only a small part of the mind Many thoughts, fears, and urges remain in the unconscious Used psychoanalysis to explore the unconscious Called the “talking cure” Section 2: The Psychoanalytic Approach

15. HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE 15 Chapter 14 Used dream analysis People experience unconscious wishes in their dreams—often in disguised form Recorded dreams, then Freud helped explore the hidden meanings Used hypnosis Better access to unconscious thoughts Later abandoned it because people denied the things they said Section 2: The Psychoanalytic Approach

16. HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE 16 Chapter 14 Id, Ego, and Superego Three psychological structures: Id —represents basic drives such as hunger Like the stereotypical two-year-old Demands pleasure through instant gratification Pays no attention to laws, social customs, or the needs of others “I want what I want, and I want it now” Follows the pleasure principle —the urge for an immediate release of energy or emotion that will bring personal gratification, relief, or pleasure Present at birth Section 2: The Psychoanalytic Approach

17. HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE 17 Chapter 14 Ego— develops because a child’s demands for instant gratification cannot be met or because meeting these demands may be harmful “Stands for reason and good sense” Guided by the reality principle —the understanding that in the real world we cannot always get what we want Section 2: The Psychoanalytic Approach

18. HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE 18 Chapter 14 Seeks to satisfy the id in ways that are consistent with reality Example: to satisfy hunger you cook a hamburger instead of eating it raw Provides the conscious sense of self Some functions carried out unconsciously Example: acts as a censor that screens out the wild impulses of the id by trying to repress them Section 2: The Psychoanalytic Approach

19. HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE 19 Chapter 14 Superego— develops throughout early childhood Functions according to the moral principle — by incorporating the standards and values of parents and the community Acts as the conscience and floods the ego with feelings of guilt and shame when we think or do something that society defines as wrong Section 2: The Psychoanalytic Approach

20. HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE 20 Chapter 14 The ego gets caught between the conflicting messages of the id and the superego The id may urge, “Go out with your friends, study later.” The superego warns “study or you won’t pass the test” People with healthy egos find ways to balance the id’s demands and the superego’s warnings Section 2: The Psychoanalytic Approach

21. HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE 21 Chapter 14 Id, Ego, & Superego Explained http://www.youtube.com/watch?v=Mkin1FhojCo

22. HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE 22 Chapter 14 Defense Mechanisms Unconscious methods the ego uses to avoid recognizing ideas or emotions that may cause personal anxiety Repression —removes anxiety-causing ideas from conscious awareness Can cause people to “explode” and develop other psychological problems Rationalization —use of self-deception to justify unacceptable behaviors or ideas Displacement —transfer of an idea or impulse from a threatening object to a less threatening object Section 2: The Psychoanalytic Approach

23. HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE 23 Chapter 14 Regression —behavior from an earlier stage of development brought on by stress Projection —seeing your own faults in other people Reaction Formation —act contrary to genuine feelings in order to keep true feelings hidden Being attracted to someone and being mean to them Denial —refuse to accept the reality of anything that is bad or upsetting Smokers; “It won’t happen to me” Sublimation —channeling basic impulses into socially acceptable behavior Being angry and playing sports Section 2: The Psychoanalytic Approach

24. HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE 24 Chapter 14 Effects of Defense Mechanisms When used in moderation, may be normal and even useful to protect from pain, anxiety, guilt, and shame Becomes unhealthy when the underlying issues causing the feelings are ignored A strong, healthy ego is able to balance the id and the superego without the use of defense mechanisms Section 2: The Psychoanalytic Approach

25. HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE 25 Chapter 14 Freud’s Five Stages of Development These stages are aided by a psychological energy Freud labeled libido (Latin for desire) Children encounter conflicts during each stage Unresolved, they might become stuck at an early stage of development and carry that stage into adulthood Section 2: The Psychoanalytic Approach

26. HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE 26 Chapter 14 The Oral Stage Begins the first year of life Infants explore by putting things in their mouths An infants survival is dependent on the attention of adults A child whose needs are not met at this stage may become fixated here as adults Smoking, overeating, excessive talking, and nail biting Clinging, dependent interpersonal relationships Section 2: The Psychoanalytic Approach

27. HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE 27 Chapter 14

28. HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE 28 Chapter 14 The Anal Stage Between 11/2 and 21/2 years old Children learn they can control their own bodily functions, and the general issue of self-control becomes a vital issue Conflict during the anal stage can lead to: Anal-retentive traits involve an excessive use of self- control Perfectionism Excessive need for order and cleanliness Anal-expulsive traits are less restrained and may be careless and messy Section 2: The Psychoanalytic Approach

29. HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE 29 Chapter 14 The Phallic Stage Third year of life Young girls and boys begin to discover the physical differences between the two sexes and become more focused on their own bodies May develop strong attachments to the parent of the opposite sex May view the same-sex parent as a rival for the other parent’s affections Can lead to several psychological disorders later in life Depression, excessive guilt, and anxiety Section 2: The Psychoanalytic Approach

30. HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE 30 Chapter 14 The Latency Stage Age five or six After years of conflict with parents, children retreat from conflict and repress all aggressive urges Latent means “hidden”: impulses and emotions remain hidden, or unconscious The Genital Stage Puberty The adolescent does not generally encounter any new psychological conflicts during this period but does become more aware of gender identity Conflicts of the early development stages resurface Section 2: The Psychoanalytic Approach

31. HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE 31 Chapter 14 Carl Jung (1875-1961) Colleague of Freud’s who developed —analytic psychology Emphasized the influences of mysticism and religion The collective unconscious is a store of human concepts shared by all people across all cultures Built on archetypes Ideas and images of the accumulated experience of all human beings Supreme being, the young hero, wise old man, fairy godmothers, and wicked witches Section 2: The Psychoanalytic Approach

32. HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE 32 Chapter 14 These images appear in our dreams Influence our thoughts and feelings and help form a foundation on which personality develops The sense of self is a unifying force of personality that gives people direction and provides a sense of completeness Characterized by four functions of the mind Thinking, feeling, intuition, and sensation We are identified by our primary form of expression Most psychologists consider Jung’s theory unscientific Section 2: The Psychoanalytic Approach

33. HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE 33 Chapter 14 Alfred Alder (1870-1937) We are motivated by a need to overcome feelings of inferiority— inferiority complex Based on the need to compensate for Physical problems or our small size as children Drive for superiority Causes sibling rivalry Self awareness plays a major role in the formation of personality Strives to overcome obstacles and develop the individual’s unique potential Section 2: The Psychoanalytic Approach

34. HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE 34 Chapter 14 Karen Horney (1885-1952) Childhood experiences play a major role in the development of adult personality The greatest influence are social relationships Parent-child relationships are the most important Children treated with indifference or harshness develop feelings of insecurity called basic anxiety Neglectful parents cause feelings of hostility Children repress feelings of hostility because they would fear driving their parents away Genuine, consistent love could temper the effects of even the most painful childhood Section 2: The Psychoanalytic Approach

35. HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE 35 Chapter 14 Erik Erikson (1902-1994) Social relationships are the most important factors in personality development Emphasis on the mother-infant relationship More power to the ego than Freud allowed People are entirely capable of making real and meaningful choices Expands Freud’s five stages into adulthood— psychosocial theory Named his stages after the traits people might develop during each of them Section 2: The Psychoanalytic Approach

36. HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE 36 Chapter 14 Erik Erikson’s Stages of Psychosocial Development Stage 1—Trust versus mistrust (infancy 0-1) Stage 2—Autonomy versus shame and doubt (early childhood 2-3) Stage 3—Initiative versus guilt (preschool ages 4-5) Stage 4 —Industry versus inferiority (grammar school years 6-12) Section 2: The Psychoanalytic Approach

37. HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE 37 Chapter 14 Stage 5 —Identity versus role diffusion (adolescence 13-18) Stage 6 —Intimacy versus isolation (young adulthood 19-30) Stage 7 —Generativity versus stagnation (middleadulthood) Stage 8 —Integrity versus despair (late adulthood) Section 2: The Psychoanalytic Approach

39. HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE 39 Chapter 14 THEORIES OF PERSONALITY Section 3: The Learning Approach

40. HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE 40 Chapter 14 LEARNING THEORISTS Behaviorism James B. Watson (1924) external forces shape behavior B.F. Skinner (1938) study behavior rather than the mind Emphasized reinforcement Disregarded personal freedom, choice, and self- direction We are shaped into wanting what is good for society at an early age Section 3: The Learning Approach

41. HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE 41 Chapter 14 Social-Learning Theory  Focuses on learning by observation and cognitive processes  Extends to reading about others or watching them on t.v.  Internal variables influence how we act:  Skills, Values, Goals, Expectations, Self- efficacy expectations Section 3: The Learning Approach

42. HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE 42 Chapter 14 Strengths and Weaknesses Emphasizes environment Learn by reinforcement Limited in explaining personality Does not explain inner human experience Does not deal with thoughts or feelings Not enough attention given to genetics Section 3: The Learning Approach

43. HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE 43 Chapter 14 THEORIES OF PERSONALITY Section 4: The Humanistic Approach

44. HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE 44 Chapter 14 HUMANISTIC APPROACH Beliefs: Self-awareness is the core of humanity Focuses on self-fulfillment and ethical conduct People have the freedom to create their own personalities Focuses on conscious experience Section 4: The Humanistic Approach

45. HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE 45 Chapter 14 Abraham Maslow (1908-1970) Humans are separated from animals because they recognize their desire to achieve self- actualization to reach their full potential Carl Rogers (1902-1987) People shape their personalities by free choice and action Self theory : revolves around people’s sense of self Emphasis on the human ability to create a self-concept Section 4: The Humanistic Approach

46. HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE 46 Chapter 14 Self-Concept and Congruence Impressions of ourselves and our evaluations of our adequacy Key to happiness and healthy adjustment is congruence, consistency between one’s self-concept and one’s experience Section 4: The Humanistic Approach

47. HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE 47 Chapter 14 Self-Esteem and Positive Regard We can’t live up to the wishes of others and also remain true to ourselves Conditional positive regard may lead to Children thinking they are worthwhile only if they behave in certain ways Section 4: The Humanistic Approach

48. HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE 48 Chapter 14 Evaluation of the Humanistic Approach Popular because: Emphasizes the conscious experience Stresses human freedom Weaknesses: Conscious experience is private and subjective Has little to say about the development of traits and personality types Section 4: The Humanistic Approach

49. HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE 49 Chapter 14 THEORIES OF PERSONALITY Section 5: The Sociocultural Approach

50. HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE 50 Chapter 14 Focuses on ethnicity, gender, and culture Family and environment are the key influence Social and cultural influence affect self- concept Depends on how a person acculturates— the process of adapting to a different culture Section 5: The Sociocultural Approach SOCIOCULTURAL APPROACH

51. HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE 51 Chapter 14 Individualism Versus Collectivism Individualism : U.S. and European nations Define self by personal identity Gives priority to personal goals Collectivism: Africa, Asia, and Central and South America Defined by the group Priority to the goals of the group Section 5: The Sociocultural Approach

52. HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE 52 Chapter 14 Section 5: The Sociocultural Approach