1. Personality and Assessment Module 25

2. Personality an individual’s characteristic pattern of thinking, feeling, and acting

3. Personality Discussion Questions How would you describe your personality? What factors influence the development a person’s personality?

4. The Psychodynamic Perspective

5. Sigmund Freud (1856-1939) Proposed the first complete theory of personality – psychoanalysis A person’s thoughts and behaviors emerge from: –tension generated by unconscious motives –unresolved childhood conflicts

6. Freud’s View of the Human Mind Freud’s View of the Human Mind Draw and label Freud’s view of the human mid. Include descriptions for each element (pages 481 – 483)

7. Conscious Mind the thoughts and feelings one is currently aware of

8. Preconscious Mind holds thoughts and memories that are not in one’s conscious awareness but can easily be retrieved

9. Unconscious Mind includes mostly unacceptable thoughts, wishes, feelings, and memories * Goal for Freud: help patients open door to the unconscious region of the mind so that they could recover painful childhood memories and healing could occur

10. Freud’s Concept of the “Id” part of personality that consists of unconscious energy from basic aggressive and sexual drives operates on the “pleasure principle” - the id demands immediate gratification is present from birth

11. Freud’s Concept of the “Superego” part of personality that consists of internalized values (“conscience”) that develop as a child interacts with: –Parents –Peers –Society one’s conscience; focuses on what the person “should” do

12. Freud’s Concept of the “Ego” part of personality that mediates the demands of the id without going against the restraints of the superego follows the reality principle – sometimes gratification must be put off until the appropriate time or prevented if it is socially unacceptable

13. Should I eat the bacon- double cheese burger? Id – “Yes. It is yummy and I am hungry.” Superego – “No. It is bad for my health. It is not an ecologically sustainable way to eat.” Ego – “Well, just this one time won’t hurt. I’m in a big hurry and wouldn’t it be worse if I had a sensible meal and then had to speed to get to school on time?”

14. In the image below, who represents the id, the ego, and the superego?

15. Freud’s Psychosexual Stages

16. Psychosexual Stages childhood stages of development id’s pleasure seeking energies are focused on different parts of the body a person can become “fixated” or stuck at a stage, leading to problems as an adult

17. Oral Stage (1 – 18 months) pleasure comes from chewing, biting, and sucking weaning can be a conflict at this stage Problems from Fixation: have issues with dependency or aggression; can result in problems with drinking, eating, smoking, or nail biting

18. Anal Stage (18 – 36 months) gratification comes from bowel & bladder functions potty training can be a conflict at this stage Problems from Fixation: –Too lenient approach: anal-expulsive personality could develop (messy, wasteful, or destructive personality) –Too strict or begin toilet training too early: anal- retentive personality develops (stringent, orderly, rigid, and obsessive)

19. Phallic Stage ( 3 – 6 years) pleasure zone shifts to the genitals. boys cope with feelings of love toward their mother and rival feelings toward their dad (Oedipus conflict) Freud – no parallel process for girls others psychoanalysts – girls love dad and fear mom (Electra complex) Problems from Fixation: weak or confused sexual identity

20. Latency Stage ( 6 – puberty) sexual feelings are dormant child identifies with and tries to mimic the same sex parent to learn gender identity sexual energy is still present, but it is directed into other areas (intellectual pursuits & social interactions) stage is important in the development of social & communication skills and self-confidence

21. Genital Stage (puberty on) begins at puberty with the maturation of sexual interests interest in the welfare of others grows if the other stages have been completed successfully, individual should be well-balanced, warm, and caring goal of stage: establish a balance between the various life areas

22. Assessing Personality from a Psychodynamic Perspective

23. Projective Tests provide ambiguous stimuli to trigger projection of one’s inner thoughts and feelings Include: –Thematic Apperception Test (TAT) –Rorschach Inkblot Test

24. Thematic Apperception Test (TAT) people express their inner feelings and interests through the stories they make up about ambiguous scenes

25. Rorschach Inkblot Test seeks to identify people’s inner feelings by analyzing their interpretations of 10 inkblots

26. Evaluating the Psychodynamic Perspective

27. Evaluating Freud’s Theory Most psychodynamic psychologists… Disagree w/ Freud: –Sex is not the basis of personality –People do not “fixate” at stages Agree w/ Freud: –Much of a person’s mental life is unconscious –People struggle w/ inner conflicts (defense mechanisms are used) –Childhood experiences shape us

28. The Humanistic Perspective

29. Humanistic Perspective focuses on the study of: –conscious experience –the individual’s freedom to choose –capacity for personal growth studies fulfilled and healthy individuals rather than troubled people believe: –people are naturally good and full of potential –personality is shaped by our ability to determine our future (not unconscious conflicts or past learning)

30. Malsow’s Hierarchy of Needs Physiological Needs Safety Needs Belongingness/Love Esteem S-A

31. Assessing Personality from a Humanistic Perspective

32. Humanistic Measures evaluating a person’s self concept--all of our thoughts and feelings about ourselves answer the question “Who Am I?” describe yourself as you are and as you would like to be

33. Evaluating Humanism influenced therapy, child-rearing, and the workplace more researchers studying human strengths and virtues (not just disorders) critics argue humanistic terms (spontaneous, loving, productive) are vague and hard to define precisely so others can scientifically test them

34. End Class Notes – Fall 2011

35. Abraham Maslow & Self-Actualization

36. Abraham Maslow (1908-1970) Humanistic psychologist who developed the hierarchy of needs believed that self- actualization is the ultimate psychological need

37. Hierarchy of Needs higher-level needs won’t become active until lower- level needs have been satisfied ultimate goal is self-actualization - live up to one’s fullest and unique potential

38. Hierarchy of Needs Qs Do you think the order of needs is true for most people? What might be some exceptions to this order? Are there important motives not included in the hierarchy?

39. Self-Actualization According to Maslow, a self-actualized person is: –self aware and self accepting –open, spontaneous, loving, and caring –not paralyzed by other’s opinions –focused on a particular task –involved in a few deep relationships, not many superficial ones –likely to have been moved by personal peak experiences that surpass ordinary consciousness Do you agree?

40. Psychoanalysis Freud’s theory of personality therapeutic technique - provides insight into one’s thoughts and actions expose and interpret the underlying unconscious motives and conflicts

41. Free Association Practice Relax Write whatever comes to mind no matter how trivial or embarrassing

42. Free Association technique of exploring the unconscious mind have the person relax and say whatever comes to mind (no matter how trivial or embarrassing) Freud viewed free association as a window into the unconscious mind

43. Defense Mechanisms

44. “Anxiety is the price for living in a civilized society” – Sigmund Freud conflict between id and superego produces this anxiety defense mechanisms help the ego protect itself & reduce anxiety by unconsciously distorting reality

45. Repression puts anxiety-arousing thoughts, feelings, and memories into the unconscious mind

46. Regression allows an anxious person to retreat to a more comfortable, infantile stage of life example: 6-year-old who wants to sit in Mom’s lap after a new sibling is born

47. Denial lets an anxious person refuse to admit that something unpleasant is happening example: drinker who consumes a six- pack a day but claims not to have a drinking problem

48. Reaction Formation reverses an unacceptable impulse, causing the person to express the opposite of the anxiety-provoking, unconscious feeling example: feelings of dislike for someone you’re interested in but who is already going out with another person

49. Projection disguises threatening feelings of guilty anxiety by attributing the problems to others example: an angry spouse accuses their partner of hostility

50. Rationalization displaces real, anxiety-provoking explanations with more comforting justifications for one’s actions example: smoker who smokes “just to look older” or “only with friends”

51. Displacement shifts an unacceptable impulse toward a more acceptable or less threatening object or person example: being angry at the boss and kicking the dog

52. The Psychodynamic Perspective: Neo-Freudians

53. Psychodynamic Perspective more modern view of personality that retains some aspects of Freudian theory but rejects other aspects retains the importance of the unconscious mind less emphasis on unresolved childhood conflicts

54. Neo-Freudians followers of Freud’s theories but developed theories of their own in areas where they disagreed with Freud

55. Read “The Neo-Freudians” (pages 486 – 487) Complete the chart below as you read NameAgreed with Freud on… Added to Freud’s work by proposing… Alfred Adler Carl Jung Karen Horney

56. Alfred Adler (1870-1937) agreed with Freud on the importance of early childhood thought social tensions were more important than sexual tensions believed psychological problems were the result of feelings of inferiority

57. Inferiority Complex condition that comes from being unable to compensate for normal inferiority feelings

58. Carl Jung (1875-1961) believed that humans share a collective unconscious shared, inherited reservoir of memory traces from our ancestors information everyone knows from birth

59. Archetypes Archetypal events: –birth –death –separation from parents –Marriage Archetypal figures –mother –father –child –God Archetypes – universal symbols found in stories, myths, and art

60. Karen Horney (1885-1952) found psychoanalysis negatively biased against women believed cultural/social variables are the foundation of personality development social expectations explain gender identity

61. Carl Rogers & the Person-Centered Approach

62. Carl Rogers (1902-1987) Humanistic psychologist who stressed the importance of: –acceptance –genuineness –empathy people thrive when they have all three

63. 1.unconditional positive regard - attitude of total acceptance toward another person despite their faults and failings 2.genuineness - freely expressing one’s feelings and not being afraid to disclose details about oneself 3.empathy - sharing thoughts and understanding; listening and reflecting the other person’s feelings 3 Qualities that Foster Human Growth

64. Think about this… Do you agree with Rogers’ list? Is there anything you would add to his list? Are there any of the three elements you would take away? Which element do you think is most important?