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PowerPoint® Presentation by Jim Foley Personality © 2013 Worth Publishers.

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1 PowerPoint® Presentation by Jim Foley Personality © 2013 Worth Publishers

2 Module 34: Classic Perspectives on Personality

3 Topics Freud’s Psychoanalytic Approach:  Personality Structure: id, ego, superego  Personality Development: Psychosexual Stages  Defense Mechanisms  The Psychodynamic theorists  Assessing Unconscious Processes: Projective Tests.  Modern ideas about the unconscious  Maslow: Becoming a self-actualized person  Rogers’ Person- Centered Perspective  Genuineness  Acceptance  Empathy  Assessing the self  Evaluating Humanistic Theories:

4 Personality: An individual’s characteristic patterns of thoughts, feelings, and behaviors [persisting over time and across situations] Sensitive, Reactive Naïve Agreeable, Open Introverted Neurotically irritable Conscientious Contentedly lethargic

5  These theories of human personality focus on the inner forces that interact to make us who we are.  In this view: behavior, as well as human emotions and personality, develop in a dynamic (interacting, changing) interplay between conscious and unconscious processes, including various motives and inner conflicts. Psychodynamic/Psychoanalytic Theories

6  Sigmund Freud started his career as a physician.  He decided to explore how mental and physical symptoms could be caused by purely psychological factors.  He became aware that many powerful mental processes operate in the unconscious, without our awareness.  This insight grew into a theory of the structure of human personality and its development.  His name for his theory and his therapeutic technique: psychoanalysis. Freud’s Path to Developing Psychonalysis

7 Techniques for revealing the unconscious mind:  He used creative techniques such as free association: encourage the patient to speak whatever comes to mind,  The therapist then interprets any potential unconscious wishes hidden in the client’s hesitations, slips of the tongue, and dreams. Psychoanalysis: Techniques

8 Freud’s Personality/Mind Iceberg Personality develops from the efforts of our ego, our rational self, to resolve tension between our id, based in biological drives, and the superego, society’s rules and constraints. The mind is mostly below the surface of conscious awareness The Unconscious, in Freud’s view: A reservoir of thoughts, wishes, feelings, and memories, that are hidden from awareness because they feel unacceptable.

9 We start life with a personality made up of the id, striving impulsively to meet basic needs, living by “the pleasure principle.” In a toddler, an ego develops, a self that has thoughts, judgments, and memories following a “reality principle” Around age 4 or 5, the child develops the superego, a conscience inter- nalized from parents and society, following a “morality principle.” The ego works as the “executive” of this three-part system, to manage bodily needs and wishes in a socially acceptable way. The Developing Personality

10 Freud’s Theory of Psychosexual Stages  The id is focused on the needs of erogenous zones, sensitive areas of the body.  People feel shame about these needs and can get fixated at one stage, never resolve how to manage the needs of that zone’s needs.

11 Male Development Issues  Freud believed that as boys in the phallic stage seek genital stimulation, they begin to develop unconscious sexual desires for their mothers and hate their father as a rival, feeling guilt and fearing punishment by castration.  He named these feelings “the Oedipus complex,” after a story from Greek mythology. Resolution of this conflict: Boys identify with their fathers rather than seeing them as a rival.

12 Defending Against Anxiety Freud believed that we are anxious about our unacceptable wishes and impulses, and we repress this anxiety with the help of the strategies below.

13 Which Defense Mechanism Am I? A politician gives anti-gay speeches, then turns out to have homosexual tendencies.  Reaction Formation Someone with an anger problem accuses everyone else of being angry and threatening.  Projection  These two are sometimes confused with each other.  The common theme, as with all defense mechanisms: they seek to prevent being conscious of unacceptable feelings.  The difference: the first one compensates, the second one distracts.

14 Neo-Freudian, Psychodynamic Theorists  The importance of the unconscious and childhood relationships in shaping personality  The id/ego/superego structure of personality  The role of defense mechanisms in reducing anxiety about uncomfortable ideas  Adler and Horney believed that anxiety and personality are a function of social, not sexual tensions in childhood  Jung believed that we have a collective unconscious, containing images from our species’ experiences, not just personal repressed memories and wishes Psychodynamic theorists, such as Adler, Horney, and Jung, accepted Freud’s ideas about: Psychodynamic theorists differed from Freud in a few ways:

15 Carl Jung Alfred Adler Karen Horney Criticized the Freudian portrayal of women as weak and subordinate to men. She highlighted the need to feel secure in relationships. Focused on the fight against feelings of inferiority as a theme at the core of personality, although he may have been projecting from his own experience. Highlighted universal themes in the unconscious as a source of creativity and insight. Found opportunities for personal growth by finding meaning in moments of coincidence. The Psychodynamic Theorists

16 Assessing the Unconscious: Psychodynamic Personality Assessment  Freud tried to get unconscious themes to be projected into the conscious world through free association and dream analysis.  Projective tests are a structured, systematic exposure to a standardized set of ambiguous prompts, designed to reveal inner dynamics. Rorschach test: “what do you see in these inkblots?” Problem: Results don’t link well to traits (low validity) and different raters get different results (low reliability).

17 Flaws in Freud’s scientific method Unfalsifiability: He developed theories that are hard to prove or disprove: can we test to see if there is an id? Unrepresentative sampling: He did not build his theories on a broad sample of observations; he described all of humanity based on people with unusual psychological problems. Biased observations: He based theories on his patients, which may give him an incentive to see them as unwell before his treatment. Post facto explanations (hindsight bias) rather than predictions: Whether or not a situation makes you anxious or not, you could either be fixated or repressing.

18 Evidence has Updated Freud’s Ideas  Development appears to be lifelong, not set in stone by childhood.  Infant neural networks are not mature enough to create a lifelong impact of childhood trauma.  Peers have more influence on personality, and parents less, than Freud assumed.  Dreams, as well as slips of the tongue, have many possible origins, less likely to reveal deep unconscious conflicts and wishes.  We may ignore threatening information, but traumatic memories are usually intensely remembered, not repressed.  Still, sexual abuse stories are more likely to be fact, less likely to be wish fulfillment, than Freud thought.  Gender and sexual identity seems to be more a function of genetics than Oedipus conflicts and relationships with parents.

19 The Unconscious As Seen Today: Processing, Perceptions, and Priming, But Not a Place The following processes operate at an unconscious level, not because they’re repressed, but because they are automatic:  Schemas guide our perceptions  Right hemisphere makes choices the left hemisphere doesn’t verbalize  Conditioned responses, learned skills and procedures, all guide our actions without conscious recall  Emotions get activated  Stereotypes influence our reactions  Priming affects our choices Unconscious: a stream, not a reservoir

20 Freud’s Legacy  Freud benefitted psychology, giving us ideas about: the impact of childhood on adulthood, human irrationality, sexuality, evil, defenses, anxiety, and the tension between our biological selves and our socialized/civilized selves.  Freud gave us specific concepts we still use often, such as ego, projection, regression, rationalization, dream interpretation, inferiority “complex,” oral fixation, sibling rivalry, and Freudian slips. Not bad for someone writing over 100 years ago with no technology for seeing inside the brain.

21 Developing a Healthy, Genuine Human Personality  Maslow: Becoming a self- actualized person  Rogers: Growing, in a social environment of:  Genuineness  Acceptance  Empathy  Assessing the self  Evaluating Humanistic Theories:  What about Evil?  Too much individualism?

22  In the 1960’s, some psychologists began to reject:  the dehumanizing ideas in Behaviorism, and  the dysfunctional view of people in Psychodynamic thought.  Maslow and Rogers sought to offer a “third force” in psychology: The Humanistic Perspective.  They studied healthy people rather than people with mental health problems.  Humanism: focusing on the conditions that support healthy personal growth. Humanistic Theories of Personality Carl Rogers Abraham Maslow

23 Maslow: The Self-Actualizing Person In Maslow’s view, people are motivated to keep moving up a hierarchy of needs, growing beyond getting basic needs met. In this ideal state, a personality includes being self-aware, self- accepting, open, ethical, spontaneous, loving caring, focusing on a greater mission than social acceptance. At the top of this hierarchy are self-actualization, fulfilling one’s potential, and self-transcendence.

24 Rogers agreed that people have natural tendencies to grow, become healthy, and move toward self-actualization. Acceptance, a.k.a Unconditional Positive Regard: acknowledging feelings without passing judgment; Rogers’ Person-Centered Perspective Genuineness: Being honest, direct, not using a façade Empathy: tuning into the feelings of others, showing your efforts to understand, listening well The three conditions that facilitate growth (just as water, nutrients, and light facilitate the growth of a tree):

25  In the humanistic perspective, the core of personality is the self-concept, our sense of our nature and identity.  People are happiest with a self-concept that matches their ideal self.  Thus, it is important to ask people to describe themselves as they are and as they ideally would like to be. Assessing the Self in Humanistic Psychology: Ideal Self vs. Actual Self  Questionnaires can be used, but some prefer open interview.  Questions about actual self: How do you see yourself? What are you like? What do you value? What are you capable of?  If the answers do not match the ideal, self- acceptance may be needed, not just self-change.

26  Some say Rogers did not appreciate the human capacity for evil.  Rogers saw “evil” as a social phenomenon, not an individual trait:  “When I look at the world I’m pessimistic, but when I look at people I am optimistic.” –Rogers Critiquing the Humanist Perspective What about evil? Humanist response: Self- acceptance is not the end; it then allows us to move on from defending our own needs to loving and caring for others.

27 Some say that the pursuit of self-concept, an accepting ideal self, and self- actualization encouraged not self-transcendence but self- indulgence, self-centeredness. Humanist response: The therapist using this approach should not encourage selfishness, and should keep in mind that that “positive regard” means “acceptance,” not “praise.” Critiquing the Humanist Perspective Too much self-centeredness?


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