PERSONALITY THEORIES AND ASSESSMENT Pertemuan 20

PERSONALITY THEORIES AND ASSESSMENTPertemuan 20 Matakuliah : L0014 / PSIKOLOGI UMUM Tahun : 2007

PERSONALITY • The sum of total of the typical ways of acting, thinking and feeling that makes each person different from other people • Typical : an individual’s personality is composed of all relatively unchanging psychological characteristics • Different : each person’s unique pattern of typical ways of acting, thinking and feeling, sets him/her apart from each other person

Personality Trait Theory Gordon Allport

GORDON ALLPORT (1) 1897 – 1967 • Opportunistic Functioning : One thing that motivates human beings is the tendency to satisfy biological survival needs. • Opportunistic functioning can be characterized as reactive, past-oriented, and, of course, biological. • Propriate functioning : Most human behavior is motivated by something very different -- functioning in a manner expressive of the self -- Most of what we do in life is a matter of being who we are! • Propriate functioning can be characterized as proactive, future-oriented, and psychological.

GORDON ALLPORT (2)PHENOMENOLOGICAL • Propriate comes from the word Proprium = the self • The Self has 2 directions : • Phenomenological, i.e. the self as experienced: • Functionally • Phenomenological • the self is composed of the aspects of your experiencing that you see as most essential (as opposed to incidental or accidental), warm (or “precious,” as opposed to emotionally cool), and central (as opposed to peripheral). • The self has seven functions : 1. Sense of body 2. Self-identity 3. Self-esteem 4. Self-extension 5. Self-image 6. Rational coping 7. Propriate striving

GORDON ALLPORT (3)PHENOMENOLOGICAL • Sense of body develops in the first two years of life. We have one, we feel its closeness, its warmth. It has boundaries that pain and injury, touch and movement, make us aware of. Allport had a favorite demonstration of this aspect of self: Imagine spitting saliva into a cup -- and then drinking it down! What’s the problem? It’s the same stuff you swallow all day long! But, of course, it has gone out from your bodily self and become, thereby, foreign to you. • Self-identity also develops in the first two years. There comes a point were we recognize ourselves as continuing, as having a past, present, and future. We see ourselves as individual entities, separate and different from others. We even have a name! Will you be the same person when you wake up tomorrow? Of course -- we take that continuity for granted. • Self-esteem develops between two and four years old. There also comes a time when we recognize that we have value, to others and to ourselves. This is especially tied to a continuing development of our competencies. This, for Allport, is what the “anal” stage is really all about! • Self-extension develops between four and six. Certain things, people, and events around us also come to be thought of as central and warm, essential to my existence. “My” is very close to “me!” Some people define themselves in terms of their parents, spouse, or children, their clan, gang, community, college, or nation. Some find their identity in activities: I’m a psychologist, a student, a bricklayer. Some find identity in a place: my house, my hometown. When my child does something wrong, why do I feel guilty? If someone scratches my car, why do I feel like they just punches me? • Self-image also develops between four and six. This is the “looking-glass self,” the me as others see me. This is the impression I make on others, my “look,” my social esteem or status, including my sexual identity. It is the beginning of what others call conscience, ideal self, and persona. • Rational coping is learned predominantly in the years from six till twelve. The child begins to develop his or her abilities to deal with life’s problems rationally and effectively. This is analogous to Erikson’s “industry.” • Propriate striving doesn’t usually begin till after twelve years old. This is my self as goals, ideal, plans, vocations, callings, a sense of direction, a sense of purpose. The culmination of propriate striving, according to Allport, is the ability to say that I am the proprietor of my life -- i.e. the owner and operator!

GORDON ALLPORT (4) • Personal Traits or Personal Disposition : “a generalized neuropsychic structure (peculiar to the individual), with the capacity to render many stimuli functionally equivalent, and to initiate and guide consistent (equivalent) forms of adaptive and stylistic behavior.” • Traits/Dispositions are concrete, easily recognized, consistencies in our behaviors and essentially unique • Common traits or dispositions : ones that are a part of that culture, that everyone in that culture recognizes and names • Central traits : some traits are more closely tied to the proprium (one’s self) than others. Theseare the building blocks of your personality. When you describe someone, you are likely to use words that refer to these central traits • Secondary traits : ones that aren’t quite so obvious, or so general, or so consistent. Ex. Preferences, attitudes, situational traits • Cardinal traits : the traits that some people have which practically define their life

GORDON ALLPORT (5)FUNCTIONAL • Functional autonomy comes in two flavors: • Perseverative functional autonomy refers essentially to habits -- behaviors that no longer serve their original purpose, but still continue. • You may have started smoking as a symbol of adolescent rebellion, for example, but now you smoke because you can’t quit! • Social rituals such as saying “bless you” when someone sneezes had a reason once upon a time (during the plague, a sneeze was a far more serious symptom than it is today!), but now continues because it is seen as polite. • Propriate functional autonomy is something a bit more self-directed than habits. Values are the usual example. • Perhaps you were punished for being selfish when you were a child. That doesn’t in any way detract from your well-known generosity today

GORDON ALLPORT (6) • Personality Organisasi dinamis di dalam individu yang terdiri dari sistem-sistem psikofisik yang menentukan tingkah laku dan pikiran secara karakteristik dalam menyesuaikan diri terhadap lingkungan

The big 5 Personality Traits • Neuroticism • Extraversion • Openness • Agreeableness • Conscientiousness

Psychoanalytic Theory Sigmund Freud Carl Jung Alfred Alder Karen Horney

SIGMUND FREUD(1) 1856 – 1939PSYCHOANALYTIC THEORY • Psychoanalytic Theory : Freud’s Theory that the origin of personality lies in the balance among the id, the ego and the superego • The conscious mind is what you are aware of at any particular moment, your present perceptions, memories, thoughts, fantasies, feelings, what have you. • Preconscious : "available memory:" anything that can easily be made conscious, the memories you are not at the moment thinking about but can readily bring to mind

SIGMUND FREUD (2) • the unconscious : It includes all the things that are not easily available to awareness, including many things that have their origins there, such as our drives or instincts, and things that are put there because we can't bear to look at them, such as the memories and emotions associated with trauma. • the unconscious is the source of our motivations

SIGMUND FREUD (3)The id, the ego, and the superego • Id (the Selfish Beast) • instincts or drives or wishes • This translation from need to wish is called the primary process • The id works in keeping with the pleasure principle, which can be understood as a demand to take care of needs immediately • Ego (The Executive of Personality) • Around this little bit of consciousness, during the first year of a child's life, some of the "it" becomes "I," some of the id becomes ego. • The ego relates the organism to reality by means of its consciousness, and it searches for objects to satisfy the wishes that id creates to represent the organisms needs. This problem-solving activity is called the secondary process. • The ego, unlike the id, functions according to the reality principle, which says "take care of a need as soon as an appropriate object is found." It represents reality and, to a considerable extent, reason

SIGMUND FREUD (4)The id, the ego, and the superego • Superego (The Conscience and Ego ideal) • There are two aspects to the superego: • Conscience, which is an internalization of punishments and warnings. • Ego ideal : It derives from rewards and positive models presented to the child. • The conscience and ego ideal communicate their requirements to the ego with feelings like pride, shame, and guilt.

SIGMUND FREUD (5)LIFE INSTINCT AND DEATH INSTINCT • Life instincts. These instincts perpetuate • (a) the life of the individual, by motivating him or her to seek food and water • (b) the life of the species, by motivating him or her to have sex. • The motivational energy of these life instincts, the "oomph" that powers our psyches, he called libido, from the Latin word for "I desire." • Death instinct. He began to believe that every person has an unconscious wish to die. • has some basis in experience: Life can be a painful and exhausting process. There is easily, for the great majority of people in the world, more pain than pleasure in life -- Death promises release from the struggle. • Freud referred to a nirvana principle. Nirvana is a Buddhist idea, often translated as heaven, but actually meaning "blowing out," as in the blowing out of a candle. It refers to non-existence, nothingness, the void, which is the goal of all life in Buddhist philosophy.

SIGMUND FREUD (6)ANXIETY • Anxiety : The ego -- the "I" -- sits at the center of some pretty powerful forces: reality; society, as represented by the superego; biology, as represented by the id. When these make conflicting demands upon the poor ego, it is understandable if it -- if you -- feel threatened, fell overwhelmed, feel as if it were about to collapse under the weight of it all • Freud mentions three different kind of anxieties: • Realistic anxiety = fear • Ex. if I throw you into a pit of poisonous snakes, you might experience realistic anxiety. • Moral anxiety • what we feel when the threat comes not from the outer, physical world, but from the internalized social world of the superego. It is, in fact, just another word for feelings like shame and guilt and the fear of punishment. • Neurotic anxiety • The fear of being overwhelmed by impulses from the id. If you have ever felt like you were about to "lose it," lose control, your temper, your rationality, or even your mind, you have felt neurotic anxiety. • Neurotic is actually the Latin word for nervous, so this is nervous anxiety. It is this kind of anxiety that intrigued Freud most, and we usually just call it anxiety, plain and simple.

SIGMUND FREUD (7)DEFENSE MECHANISM • the ego deals with the demands of reality, the id, and the superego as best as it can. But when the anxiety becomes overwhelming, the ego must defend itself. It does so by unconsciously blocking the impulses or distorting them into a more acceptable, less threatening form. The techniques are called the ego defense mechanisms

Denial involves blocking external events from awareness. If some situation is just too much to handle, the person just refuses to experience it • Repression, which Anna Freud also called "motivated forgetting," is just that: not being able to recall a threatening situation, person, or event • Isolation (sometimes called intellectualization) involves stripping the emotion from a difficult memory or threatening impulse • Displacement is the redirection of an impulse onto a substitute target • Projection, which Anna Freud also called displacement outward, is almost the complete opposite of turning against the self. It involves the tendency to see your own unacceptable desires in other people

Reaction formation, which Anna Freud called "believing the opposite," is changing an unacceptable impulse into its opposite • Undoing involves "magical" gestures or rituals that are meant to cancel out unpleasant thoughts or feelings after they've already occurred • Introjection, sometimes called identification, involves taking into your own personality characteristics of someone else, because doing so solves some emotional difficulty • Identification with the aggressor is a version of introjection that focuses on the adoption, not of general or positive traits, but of negative or feared traits • Regression is a movement back in psychological time when one is faced with stress

Rationalization is the cognitive distortion of "the facts" to make an event or an impulse less threatening • Sublimation is the transforming of an unacceptable impulse, whether it be sex, anger, fear, or whatever, into a socially acceptable, even productive form

SIGMUND FREUD (8)THE STAGES OF PSYCHOSEXUAL DEVELOPMENT • The oral stage (Birth – 1 year) The focus of pleasure is, of course, the mouth. Sucking and biting are favorite activities. • The anal stage (1 to 3 years) The focus of pleasure is the anus. Holding it in and letting it go are greatly enjoyed. • The phallic stage (3 to 6 years) The focus of pleasure is the genitalia. Masturbation is common. • The latent stage (6 to 11 years old) During this stage, Freud believed that the sexual impulse was suppressed in the service of learning. • The genital stage (11 years on) , and represents the resurgence of the sex drive in adolescence, and the more specific focusing of pleasure in sexual intercourse. Freud felt that masturbation, oral sex, homosexuality, and many other things we find acceptable in adulthood today, were immature.

The Oedipal crisis - phallic stage • named after the ancient Greek story of king Oedipus, who inadvertently killed his father and married his mother. • The first love-object for all of us is our mother. We want her attention, we want her affection, we want her caresses, we want her, in a broadly sexual way. The young boy, however, has a rival for his mother's charms: his father! His father is bigger, stronger, smarter, and he gets to sleep with mother, while junior pines away in his lonely little bed. Dad is the enemy. • About the time the little boy recognizes this archetypal situation, he has become aware of some of the more subtle differences between boys and girls, the ones other than hair length and clothing styles. From his naive perspective, the difference is that he has a penis, and girls do not. At this point in life, it seems to the child that having something is infinitely better than not having something, and so he is pleased with this state of affairs. • But the question arises: where is the girl's penis? Perhaps she has lost it somehow. Perhaps it was cut off. Perhaps this could happen to him! This is the beginning of castration anxiety, a slight misnomer for the fear of losing one's penis because his father will punish his sexual desire for his mother • The boy, recognizing his father's superiority and fearing for his penis, engages some of his ego defenses: He displaces his sexual impulses from his mother to girls and, later, women; And he identifies with the aggressor, dad, and attempts to become more and more like him, that is to say, a man. After a few years of latency, he enters adolescence and the world of mature heterosexuality.

Penis envy/Electra Complex – phallic stage • The young girl has noticed the difference between boys and girls and feels that she, somehow, doesn't measure up. She would like to have one, too, and all the power associated with it. At very least, she would like a penis substitute, such as a baby. As every child knows, you need a father as well as a mother to have a baby, so the young girl sets her sights on dad. • Dad, of course, is already taken. The young girl displaces from him to boys and men, and identifies with mom, the woman who got the man she really wanted. • Note that one thing is missing here: The girl does not suffer from the powerful motivation of castration anxiety, since she cannot lose what she doesn't have. Freud felt that the lack of this great fear accounts for fact (as he saw it) that women were both less firmly heterosexual than men and somewhat less morally-inclined.

CARL JUNG (1)1875 – 1961 • Jung's theory divides the psyche into three parts • The ego : the conscious mind • The personal unconscious, which includes anything which is not presently conscious, but can be. It includes both memories that are easily brought to mind and those that have been suppressed for some reason • The collective unconscious = "psychic inheritance." It is the reservoir of our experiences as a species, a kind of knowledge we are all born with. And yet we can never be directly conscious of it. It influences all of our experiences and behaviors, most especially the emotional ones, but we only know about it indirectly, by looking at those influences.

CARL JUNG (2) • The contents of the collective unconscious are called archetypes • The archetype has no form of its own, but it acts as an "organizing principle" on the things we see or do The Shadow • Sex and the life instincts in general are, of course, represented somewhere in Jung's system. • It derives from our prehuman, animal past, when our concerns were limited to survival and reproduction, and when we weren't self-conscious. The persona represents your public image The Anima and Animus • The anima is the female aspect present in the collective unconscious of men, and the animus is the male aspect present in the collective unconscious of women • The anima or animus is the archetype through which you communicate with the collective unconscious generally, and it is important to get into touch with it. It is also the archetype that is responsible for much of our love life: We are, as an ancient Greek myth suggests, always looking for our other half, the half that the Gods took from us, in members of the opposite sex. When we fall in love at first sight, then we have found someone that "fills" our anima or animus archetype particularly well!

ALFRED ALDER (1)1870 - 1937 Founder of the school of Individual psychology • Feelings of inferiority The feeling that result from children being less powerful than adults that must be overcome during the development of the healthy personality • Believe that people’s live are governed by their goals  cognitive ego function

KAREN HORNEY (1)1885 - 1952 • Call herself as Freudian because she agreed that unconscious conflict were the source of human misery and maladjustment • The conflict developed only as a result of inadequate child rearing experience • The child loses confidence in parental love – the child becomes anxiously insecure – the anxious insecure is the source of all conflicts

KAREN HORNEY (2) Theory of Neurosis • believed neurosis to be a continuous process -- with neuroses commonly occurring sporadically in one's lifetime. • ten patterns of neurotic needs : needs somewhat to correspond with what she believed were individuals' neuroses

KAREN HORNEY (3) • Moving Toward People • 1. The need for affection and approval; pleasing others and being liked by them. • 2. The need for a partner; one whom they can love and who will solve all problems. • 3. The need to restrict life practices to within narrow borders; to live as inconspicuous a life as possible. • Moving Against People • 4. The need for power; the ability to bend wills and achieve control over others -- while most persons seek strength, the neurotic may be desperate for it. • 5. The need to exploit others; to get the better of them. To become manipulative, fostering the belief that people are there simply to be used. • 6. The need for social recognition; prestige and limelight. • 7. The need for personal admiration; for both inner and outer qualities -- to be valued. • 8. The need for personal achievement; though virtually all persons wish to make achievements, as with No. 4, the neurotic may be desperate for achievement. • Moving Away from People • 9. The need for self sufficiency and independence; while most desire some autonomy, the neurotic may simply wish to discard other individuals entirely. • 10. Lastly, the need for perfection; while many are driven to perfect their lives in the form of well being, the neurotic may display a fear of being slightly flawed.

SOCIAL LEARNING THEORY Albert Bandura

ALBERT BANDURA (1)SOCIAL LEARNING THEORY • The viewpoint that the most important parts of our behavior are learned from other persons in society – family, friends and culture • Personality : • People as playing an active role in determining their own actions, rather than being passively acted upon by the learning environment • The important of cognition in personality • Reciprocal determination • Not only is a person’s behavior learned, but the social learning environment is altered by the person’s behavior

ALBERT BANDURA (2) Role of cognition in personality • Self – Efficacy • The perception that one capable of doing what is necessary to reach one’s goals – both in the sense of knowing • Self Regulation • The process of cognitively reinforcing and punishing our own behavior, depending on whether it meets our personal standards

ALBERT BANDURA (3) • Situationism and Interactionism • Situationism : the view that behavior is not consistent but is strongly influenced by other different situations • Person x situation interactionism : the view that behavior is influenced by a combination of the characteristic of both the person and the situation

Humanistic TheoryThe psychological view that human beings possess an innate tendency to improve and to determine their lives through the decisions they make Maslow Rogers

What is self actualization person like ? Has reached a high level of moral development and is more concerned about the welfare of others than self. Committed to some cause or task than working for fame or money Are open and honest and have courage to act on their convictions, even if it means being unpopular Have accurate view of people and life, positive about life Life is always challenging and fresh for them. Spontaneous and natural in their action and feeling. Peak experiences : intensely moving experiences in which the individual feels a sense of unity with the world MASLOW1908 - 1970 http://en.wikipedia.org/wiki/Maslow's_hierarchy_of_needs

CARL ROGERS1902 – 1987HUMANISTIC THE0RY • the actualizing tendency : the built-in motivation present in every life-form to develop its potentials to the fullest extent possible • Subjective reality Each person’s unique perception of reality that plays a key role in organizing our personalities • Self The person one thinks one is

Carl Rogers (2) • Self Concept. . . the organized consistent conceptual gestalt composed of perceptions of the characteristics of 'I' or 'me' and the perceptions of the relationships of the 'I' or 'me' to others and to various aspects of life, together with the values attached to these perceptions. It is a gestalt which is available to awareness though not necessarily in awareness. It is a fluid and changing gestalt, a process, but at any given moment it is a specific entity. (Rogers, 1959 [5])  our subjective perception of who we are and what we are like

Carl Rogers (3) • Ideal self The person wishes one were • Symbolization The process of representing experience, thoughts or feelings in mental symbols of which we are aware • Conditions of worth The standards used by others or ourselves in judging our worth

Personality Assessment • Interview and Observational Methods • Projective personality test • Objective Personality test • Evaluation of Personality test

PERSONALITY THEORIES AND ASSESSMENT Pertemuan 20