Chapter 14 THEORIES OF PERSONALITY

1. Chapter 14

2. Chapter 14THEORIES OF PERSONALITY Section 1: The Trait Approach

3. Thematic Apperception Test What is going on in this picture? What led up to this situation? What’s going to happen next?

4. Thematic Apperception Test Analyze your partners stories for the following patterns or themes: Aggression Achievement Love Anger Revenge Sex Other prominent themes

5. Chapter 14

6. Chapter 14 Thematic Apperception Test (TAT) • projective psychological test. • Proponents of the technique assert that subjects' responses, in the narratives they make up about ambiguous pictures of people, reveal their underlying motives, concerns, and the way they see the social world. • Among the most widely researched, taught, and used of such techniques.

7. Chapter 14 Section 1: The Trait Approach Personality: The patterns of feelings, motives, and behavior that set people apart from one another. 5 approaches to the study of personality: -Trait theory -Psychoanalytic theory -Learning theory -Humanistic theory -Sociocultural theory

8. Chapter 14 Section 1: The Trait Approach 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

9. Chapter 14 Section 1: The Trait Approach 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

10. Chapter 14 Section 1: The Trait Approach Trait theory of personality – features and limitations Gordon Allport (1930’s) • Traits can be inherited and are fixed in the nervous system • Traits are the building blocks of personality

11. Chapter 14 Section 1: The Trait Approach 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 byCarl Jung

12. Chapter 14 Section 1: The Trait Approach • 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

13. Hippocrates Eysenck

14. Chapter 14 Section 1: The Trait Approach 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

15. Chapter 14

16. Chapter 14 Section 1: The Trait Approach 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 .

17. Chapter 14 Activity – Create a Caricature of you personality type • Using Eysencks’s Personality Dimensions create a caricature of yourself. • Include and illustrate AT LEAST four of the traits listed on the chart.

18. Hippocrates Eysenck

19. Chapter 14 Exit Slip/Review

20. Chapter 14THEORIES OF PERSONALITY Section 2: The Psychoanalytic Approach

21. Chapter 14 Section 2: The Psychoanalytic Approach 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

22. Chapter 14 Section 2: The Psychoanalytic Approach 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”

23. Chapter 14 Section 2: The Psychoanalytic Approach • 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

24. Chapter 14 Section 2: The Psychoanalytic Approach 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

25. Chapter 14 Section 2: The Psychoanalytic Approach • 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

26. Chapter 14 Section 2: The Psychoanalytic Approach • 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

27. Chapter 14 Section 2: The Psychoanalytic Approach • 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

28. Chapter 14 Section 2: The Psychoanalytic Approach • 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

29. Chapter 14 Drawing Exercise You find $100 in the Kroger parking lot. How would each aspect of your mind respond?

30. Chapter 14 Id, Ego, & Superego Explained Identify which character represents the id, ego and superego in the following clips. Emperor’s New Groove On The Beach Night Jerry/Morning Jerry

31. Chapter 14 Section 2: The Psychoanalytic Approach 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

32. Chapter 14 Section 2: The Psychoanalytic Approach • 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 football or boxing

33. Chapter 14 Section 2: The Psychoanalytic Approach 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

34. Chapter 14 Give a scenario in which you have used, or might use, one of the mentioned defense mechanisms.

35. Chapter 14 • Measuring Personality: Crash Course Psychology #22 • Genius of the Modern World – Freud

36. Chapter 14 AGENDA • To Get: • Guided notes from the back shelf • To Do: • Opener • Freud’s Five Stages of Development • Activity Scenarios (act out or record?!) • Other Psychoanalytic Thinkers • Finish Freud Video Doc

37. Chapter 14 Opener Review 1. According to psychological thinking, what are the three innate drives were are all born with? 2. What is the purpose of a defense mechanism? 3. What is a problem with over using defense mechanisms? 4. Name the three types of thinking according to Freud. 5. Which type has the most control over our actions and understanding of the world? 6. Draw the iceberg diagram to illustrate Freud’s understanding of or influences of thinking on behavior.

38. Chapter 14 Section 2: The Psychoanalytic Approach 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

39. Chapter 14 Section 2: The Psychoanalytic Approach 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 • Oral Fixation Behaviors: Smoking, overeating, excessive talking, and nail biting • Clinging, dependent interpersonal relationships

40. Chapter 14

41. The Anal Stage Between 1.5 and 2.5 years old Children learn they can control their own bodily functions general issue of self-control becomes vital Conflict during the anal stage can lead to: Anal-retentive traits involve an excessive use of self-control (control freaks) Perfectionism Excessive need for order and cleanliness Anal-expulsive traits are less restrained and may be careless and messy (never gained control of bodily functions?!) Chapter 14 Section 2: The Psychoanalytic Approach

42. 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 Chapter 14 Section 2: The Psychoanalytic Approach

43. The Latency Stage Age 5-6 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 Chapter 14 Section 2: The Psychoanalytic Approach

44. Carl Jung (1875-1961) Colleague of Freud’s who developedanalytic psychology Emphasized the influences of mysticism and religion The collective unconsciousis 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 Chapter 14 Section 2: The Psychoanalytic Approach

45. 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 – “who am I” 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 Chapter 14 Section 2: The Psychoanalytic Approach

46. 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 Chapter 14 Section 2: The Psychoanalytic Approach

47. 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 Chapter 14 Section 2: The Psychoanalytic Approach

48. 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 consciously 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 Chapter 14 Section 2: The Psychoanalytic Approach

49. 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) Chapter 14 Section 2: The Psychoanalytic Approach

50. Stage 5 - Identity vs role diffusion (adolescence 13-18) Stage 6 - Intimacy vs isolation (young adulthood 19-30) Stage 7 - Generativity vs stagnation (middle adulthood) Stage 8 - Integrity vs despair (late adulthood) Chapter 14 Section 2: The Psychoanalytic Approach