1. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

2. 12-2 C HAPTER P REVIEW Psychodynamic Humanistic Trait Personological / Life Story Social Cognitive Biological Assessment Health and Wellness

3. P ERSONALITY a pattern of enduring, distinctive thoughts, emotions, and behaviors that characterize the way an individual adapts to the world Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 12-3

4. P SYCHODYNAMIC P ERSPECTIVES Theoretical view emphasizing that personality is primarily unconscious. Understanding personality involves exploring the symbolic meanings of behavior and the unconscious mind Early childhood experiences sculpt the individual’s personality Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 12-4

5. F REUD ’ S P SYCHOANALYTIC T HEORY Freud and Psychoanalysis – sex drive – main determinant of personality development Hysteria – physical symptoms without physical cause – overdetermined – multiple unconscious causes Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 12-5

6. P ERSONALITY S TRUCTURE Id – instincts and reservoir of psychic energy – pleasure principle Ego – deals with the demands of reality – reality principle Superego – moral branch of personality; “conscience” Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 12-6

7. D EFENSE M ECHANISMS Conflict between the id, ego, and superego results in anxiety. Defense Mechanisms – reduce anxiety by unconsciously distorting reality – not necessarily unhealthy Repression – push unacceptable impulses out of awareness – foundation for all defense mechanisms Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 12-7

8. P ERSONALITY S TRUCTURE Iceberg Analogy of Human Personality Ego Id Superego Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 12-8

9. D EFENSE M ECHANISMS Repression: forget the unacceptable Rationalization: claim different motive Displacement: shift feelings to new object Sublimation: transform vile to valuable Projection: attribute own faults to others Reaction Formation: convert to opposite emotion Denial: disbelieve present reality Regression:revert to earlier, “safer” period Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 12-9

10. P SYCHOSEXUAL S TAGES Oral Stage: 0-18 Months – infant’s pleasure centers on the mouth Anal Stage: 18-36 Months – child’s pleasure involves eliminative functions Phallic Stage: 3-6 Years – child’s pleasure focuses on the genitals – Oedipal complex – castration anxiety Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 12-10

11. P SYCHOSEXUAL S TAGES ( CONT ’ D ) Latency Stage: 6 Years – Puberty – psychic “time-out” – interest in sexuality is repressed Genital Stage: Adolescence and Adulthood – sexual reawakening – source of sexual pleasure is someone else Fixation - Remain locked in particular developmental stage (e.g., anal retentive) Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 12-11

12. D ISSENTERS AND R EVISIONISTS Sexuality – not pervasive force behind personality Early Experience – not as powerful as Freud thought Importance of Conscious thought Sociocultural Influences x Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 12-12

13. D ISSENTERS AND R EVISIONISTS Horney’s Sociocultural Approach – both sexes envy the attributes of the other – need for security, not sex, is primary motivator Jung’s Analytical Theory – collective unconscious and archetypes Adler’s Individual Psychology – perfection, not pleasure, is key motivator x Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 12-13

14. E VALUATING P SYCHODYNAMIC T HEORY Criticisms – too much emphasis on early experiences – too much faith in unconscious mind’s control – too much emphasis on sexual instincts – theory can not be tested Contributions – importance of childhood experiences – development proceeds in stages – role of unconscious processes x Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 12-14

15. H UMANISTIC P ERSPECTIVES emphasis on a person’s capacity for personal growth and positive human qualities Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 12-15

16. H UMANISTIC P ERSPECTIVES Abraham Maslow – third force psychology – self-actualization – peak experiences – biased since focus was on highly successful individuals Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 12-16

17. H UMANISTIC P ERSPECTIVES Carl Rogers – personal growth and self-determination – unconditional positive regard conditions of worth self-concept – empathy – genuineness Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 12-17

18. E VALUATING H UMANISTIC P ERSPECTIVES Contributions – self-perception is key to personality – consider the positive aspects of human nature – emphasize conscious experience Criticisms – too optimistic about human nature – promotes self-love and narcissism x Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 12-18

19. T RAIT P ERSPECTIVES Trait – an enduring disposition that leads to characteristic responses – traits are the building blocks of personality Trait Theories – people can be described by their typical behavior – strong versus weak tendencies Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 12-19

20. T RAIT P ERSPECTIVES Gordon Allport – personality understood through traits – behavior consistent across situations – lexical approach  4500 traits W. T. Norman – five factor model – broad traits – main dimensions of personality Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 12-20

21. F IVE F ACTOR M ODEL OF P ERSONALITY Openness – Imaginative Practical – Variety Routine – Independent Conforming Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 12-21

22. F IVE F ACTOR M ODEL OF P ERSONALITY Openness – Imaginative Practical Conscientiousness – Organized Disorganized – Careful Careless – Disciplined Impulsive Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 12-22

23. F IVE F ACTOR M ODEL OF P ERSONALITY Openness – Imaginative Practical Conscientiousness – Organized Disorganized Extraversion – Sociable Retiring – Fun-loving Somber – Affectionate Reserved Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 12-23

24. F IVE F ACTOR M ODEL OF P ERSONALITY Openness – Imaginative Practical Conscientiousness – Organized Disorganized Extraversion – Sociable Retiring Agreeableness – Softhearted Ruthless – Trusting Suspicious – Helpful Uncooperative Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 12-24

25. F IVE F ACTOR M ODEL OF P ERSONALITY Openness – Imaginative Practical Conscientiousness – Organized Disorganized Extraversion – Sociable Retiring Agreeableness – Softhearted Ruthless Neuroticism / Stability – Calm Anxious – Secure Insecure – Self-Satisfied Self-Pitying Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 12-25

26. F IVE F ACTOR M ODEL OF P ERSONALITY Do the big five show up in the assessment of personality in cultures around the world? Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 12-26

27. F IVE F ACTOR M ODEL OF P ERSONALITY Do the big five personality traits show up in animals? Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 12-27

28. E VALUATING T RAIT P ERSPECTIVES Contributions – traits influence health, cognitions, career success, and interpersonal relations Criticisms – ignores the role of the situation in behavior – ignores nuances of an individual’s personality Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 12-28

29. P ERSONOLOGICAL P ERSPECTIVES focusing on an individual’s life history or life story Henry Murray – personology: the study of the whole person – motives are largely unconscious – thematic apperception test (TAT) need for achievement, affiliation, and power Criminal Profiling Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 12-29

30. L IFE S TORY A PPROACH Dan McAdams – our life story is our identity – intimacy motivation Psychobiography – applying personality theory to one person’s life Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 12-30

31. E VALUATING L IFE S TORY A PPROACH Contributions – rich record of an individual’s experience Criticisms – difficult and time-consuming extensive coding and content analysis – prone to bias – not easily generalized x Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 12-31

32. S OCIAL C OGNITIVE P ERSPECTIVES Emphasis is on conscious awareness, beliefs, expectations, and goals. Incorporates principles from behaviorism when exploring: – Reasoning – Beliefs – self reflection – interpretation of situation Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 12-32

33. S OCIAL C OGNITIVE P ERSPECTIVES Albert Bandura – reciprocal determinism behavior, environment, and cognitive factors interact to create personality Key Processes and Variables – observational learning – personal control – self-efficacy Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 12-33

34. R ECIPROCAL D ETERMINISM Behavior Person and cognitive factors Environment Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 12-34

35. S OCIAL C OGNITIVE P ERSPECTIVES Walter Mischel – Situationalism behavior and personality vary considerably across context – CAPS Model of Personality stability over time rather than across situations interconnections among cognitions and emotions affect our behavior Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 12-35

36. E VALUATING S OCIAL C OGNITIVE T HEORY Contributions – focuses on interactions of individuals with their environments – suggests people can control their environment Criticisms – too concerned with change and the situation – ignores the role of biology – very specific predictions hinder generalization x Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 12-36

37. B IOLOGICAL P ERSPECTIVES Personality and the Brain – brain damage alters personality – brain responses correlate with personality Eysenk’s Reticular Activation System Theory – extraverts and introverts have different base-line levels of arousal Gray’s Reinforcement Sensitivity Theory – behavioral activation system and behavioral inhibition system Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 12-37

38. B IOLOGICAL P ERSPECTIVES Role of Neurotransmitters – growth of dopamine receptors stimulated by warm care-givers – disposes person to reward- sensitivity (extraversion) – less serotonin in circulation leads to negative mood (neuroticism) Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 12-38

39. B IOLOGICAL P ERSPECTIVES Behavioral Genetics – twin studies reveal substantial genetic influence on Big Five traits – most traits influenced by multiple genes Evaluating the Biological Perspective – ties personality to animal learning, brain imaging, and evolutionary theory – criticisms (e.g., biology may be the affect, not the cause, of personality) Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 12-39

40. P ERSONALITY – S TABILITY VS C HANGE Traits are stable by definition yet positive traits increase across adulthood (social maturity). Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 12-40

41. P ERSONALITY A SSESSMENT Self-Report Tests – beware social desirability – empirically-keyed tests used to get around social desirability problem test takers do not know what is being measured test items not related to purpose of test MMPI is an example Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 12-41

42. P ERSONALITY A SSESSMENT Minnesota Multiphasic Personality Inventory – 567 items – controls for social desirability – assesses mental health and used to make hiring decisions and to determine criminal risk Neuroticism Extraversion Openness Personality Inventory-Revised – assesses the big five factors and 6 subdimensions Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 12-42

43. P ERSONALITY A SSESSMENT Myers Briggs Type Indicator – four dimensions used to make personnel decisions: - extraversion-introversion - sensing-intuiting - thinking-feeling - judgment-perception – not empirically supported – Barnum effect Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 12-43

44. P ERSONALITY A SSESSMENT Projective Tests – psychodynamic approach – project own meaning on ambiguous stimuli Rorschach Inkblot Test – personality score based on description of inkblots – questionable reliability and validity Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 12-44

45. P ERSONALITY A SSESSMENT Projective Tests – psychodynamic approach – project own meaning on ambiguous stimuli Thematic Apperception Test (TAT) – series of ambiguous pictures viewed one at a time – elicited stories reveal an individual’s personality Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 12-45

46. O THER A SSESSMENT M ETHODS Direct Behavioral Observation Cognitive Assessment of Attention and Memory Peer Ratings Psychophysiological Measures (e.g., polygraph) Brain Imaging Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 12-46

47. H EALTH AND W ELLNESS Personality Traits Correlated with Health – conscientiousness – personal control – self efficacy – optimism – type A/type B behavior pattern Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 12-47

48. H EALTH AND W ELLNESS Subjective Well-Being – A person’s assessment of own positive affect relative to negative affect, and evaluation of own life in general. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 12-48

49. C HAPTER R EVIEW Define personality Summarize the psychodynamic perspectives. Describe humanistic perspectives. Describe the trait perspectives. Describe the personological and life story perspectives. Describe the social cognitive perspectives. Describe the biological perspectives. Characterize the main methods of personality assessment. Summarize how personality relates to health and wellness. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 12-49