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2. Links to Learning Objectives
PSYCHOANALYTIC THEORIES 11.1 What concepts did Freud propose to explain personality? 11.2 What is the role of psychosexual stages in Freud’s theory? 11.3 How do modern psychologists evaluate Freud’s ideas? 11.4 How do the views of the neo-Freudians differ from those of Freud? HUMANISTIC THEORIES 11.5 How do humanistic theorists explain personality? 11.6 What have psychologists learned about self-esteem?
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3. A person’s characteristic patterns of behaving, thinking, and feeling
ersonality
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4. Psychoanalytic Theories
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5. Freud and Psychoanalysis
Psychoanalysis: Freud’s term for his theory of personality and his therapy for treating psychological disorders
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6. Freud’s Theory of Personality
LO 11.1 What concepts did Freud propose to explain personality? ID
Superego
Ego
Conscious: Everything we are thinking about at any given moment
Preconscious: Thoughts and feelings we can easily bring to mind
Unconscious: Thoughts and feelings that are difficult to call up because they have been repressed
The three levels of awareness in consciousness are the conscious, the preconscious, and the unconscious.
Freud also proposed three systems of personality:
The id is the primitive, unconscious part of the personality, which contains the instincts and operates on the pleasure principle—that is, it tries to seek pleasure, avoid pain, and gain immediate gratification of its wishes. It is the source of the libido, the psychic energy that fuels the entire personality.
The ego is the rational, largely conscious system, which operates according to the reality principle: It considers the constraints of the real world in determining appropriate times, places, and objects for gratification of the id’s wishes.
The superego is the moral system of the personality, consisting of the conscience and the ego ideal. The conscience consists of all the behaviors for which the child has been punished and about which he or she feels guilty; and the ego ideal comprises the behaviors for which the child has been praised and rewarded and about which he or she feels pride and satisfaction.
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7. Defense Mechanisms
Refusing to acknowledge consciously the existence of danger or a threatening situation
Denial
Repression
Projection
Rationalization
Regression
Reaction Formation
Displacement
A defense mechanism is a means used by the ego to defend against anxiety and to maintain self-esteem.
Sublimation
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8. Defense Mechanisms
Involuntarily removing an unpleasant memory, thought, or perception from consciousness or barring disturbing sexual and aggressive impulses from consciousness
Denial
Repression
Projection
Rationalization
Regression
Reaction Formation
Displacement
Sublimation
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9. Defense Mechanisms Attributing one’s own undesirable
traits, thoughts, behavior, or
impulses to another
Denial
Repression
Projection
Rationalization
Regression
Reaction Formation
Displacement
Sublimation
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10. Defense Mechanisms
Supplying a logical, rational, or socially acceptable reason rather than the real reason for an action or event
Denial
Repression
Projection
Rationalization
Regression
Reaction Formation
Displacement
Sublimation
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11. Defense Mechanisms
Reverting to a behavior that might have reduced anxiety at an earlier stage of development
Denial
Repression
Projection
Rationalization
Regression
Reaction Formation
Displacement
Sublimation
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12. Defense Mechanisms
Expressing exaggerated ideas and emotions that are the opposite of disturbing, unconscious impulses
and desires
Denial
Repression
Projection
Rationalization
Regression
Reaction Formation
Displacement
Sublimation
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13. Defense Mechanisms
Substituting a less threatening object or person for the original object of a sexual or aggressive impulse
Denial
Repression
Projection
Rationalization
Regression
Reaction Formation
Displacement
Sublimation
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14. Defense Mechanisms
Rechanneling sexual and aggressive energy into pursuits or accomplishments that society considers acceptable or even admirable
Denial
Repression
Projection
Rationalization
Regression
Reaction Formation
Displacement
Sublimation
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15. FREUD’S PSYCHOSEXUAL STAGES
The Psychosexual Stages of Development LO 11.2 What is the role of the psychosexual stages in Freud’s theory?
When: Birth to 1 year What occurs: Weaning; oral gratification from sucking, eating, biting
When: 1 to 3 years
What occurs:
Toilet training; gratification from expelling and withholding feces
ORAL STAGE
ANAL STAGE
FREUD’S PSYCHOSEXUAL STAGES
When: 3 to 5 or 6 years
What occurs: Oedipal conflict; sexual curiosity; masturbation
When: Begins at puberty
What occurs: Revival of sexual interests; establishment of mature sexual relationships
PHALLIC (OEDIPAL) STAGE
GENITAL STAGE
Freud asserted that the sexual instinct is present at birth and develops through a series of psychosexual stages, providing the driving force for all feelings and behaviors.
The stages are the oral stage, anal stage, phallic stage (followed by the latency period), and genital stage.
If the conflict is not readily resolved, the child may develop a fixation; arrested development at a psychosexual stage occurring because of excessive gratification or frustration at that stage.
One of the most controversial features of Freud’s stage theory is the Oedipus complex, a conflict that arises during the phallic stage in which the child is sexually attracted to the opposite-sex parent and feels hostility toward the same-sex parent. When it is used in reference to females, the complex is called the Elektra complex.
When: 5 or 6 years to puberty
What occurs: Period of sexual calm; interest in school, hobbies, same-sex friends
LATENCY STAGE
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16. Evaluating Freud’s Contribution
LO 11.3 How do modern psychologists evaluate Freud’s ideas?
Freud is credited with calling attention to:
The unconscious
The importance of early childhood experiences
The role of defense mechanisms
However, his theory is often criticized because it defies scientific testing.
Critics (such as E. Fuller Torrey) argue that the infusion of psychoanalytic concepts into Western culture has led to an overemphasis on sexual pleasure, while Freud’s supporters argue that the popularization of his theory has made people more aware of the importance of sexuality in their lives and the significance of early childhood experiences to later development.
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17. Carl Jung The Neo-Freudians Personality consists of three parts: Ego
LO 11.4 How do the views of the neo-Freudians differ from those of Freud?
Carl Jung
Personality consists of three parts:
Ego
Personal unconscious
Collective unconscious (archetypes)
Jung’s model of personality includes three parts: the ego and the personal unconscious, which are unique to each individual, and the collective unconscious, which accounts for the similarity of myths and beliefs in diverse cultures. Moreover, the collective unconscious contains what Jung called archetypes, inherited tendencies to respond to universal human situations in particular ways.
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18. Alfred Adler The Neo-Freudians
Predominant force of the personality is the drive to:
Overcome and compensate for feelings of weakness and inferiority
Strive for superiority or significance
Adler emphasized the unity of personality rather than the separate warring components of id, ego, and superego. He also claimed that the predominant force of the personality is not sexual in nature but rather the drive to overcome and compensate for feelings of weakness and inferiority and to strive for superiority or significance.
Sometimes inferiority feelings are so strong that they prevent personal development, a condition Adler called the inferiority complex.
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19. Karen Horney The Neo-Freudians Work centered on two main themes:
The neurotic personality
Feminine psychology
Horney took issue with Freud’s sexist view of women and added the feminine dimension to the world of psychology.
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20. Humanistic Theories
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21. Two Humanistic Theories
LO 11.5 How do humanistic theorists explain personality?
Abraham
Maslow
Carl Rogers
Self-actualization: Developing to one’s fullest potential Peak experiences: Experiences of deep meaning, insight, and harmony within oneself and with the universe
Conditions of worth: Conditions on which the positive regard of others rests Unconditional positive regard: Unqualified caring and nonjudgmental acceptance of another
According to Maslow, the goal of personality development is to reach a level where most behavior is motivated by self-actualization, the drive to attain one’s fullest potential. The hallmark of self-actualizers is having frequently occurring peak experiences.
According to Rogers, individuals often do not become fully functioning persons because in childhood they did not receive unconditional positive regard from their parents. To gain positive regard, they had to meet their parents’ conditions of worth.
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22. Self-Esteem
LO 11.6 What have psychologists learned about self-esteem?
One source of variations in self-esteem arises from comparisons of actual to desired traits. Self-esteem is fairly stable from childhood through the late adult years. By age 7, most children have a sense of global self-esteem.
The sense of self-esteem is influenced by comparisons of one’s real self to one’s desired self. Most people’s self-esteem is based on what they perceive to be their strengths and weaknesses rather than on a single desired accomplishment or trait.
By age 7, most children have a global sense of self-esteem and continue developing beliefs about their competencies in specific domains (e.g., sports) for several years.
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23. Personality and Culture
LO How do personality traits vary across cultures?
Individualist cultures:
Encourage people to view themselves as separate from others and to value independence and assertiveness
Collectivist cultures:
Emphasize social connectedness among people and encourage individuals to define themselves in terms of their social relationships
The cultural dimension known as individualism/collectivism, a measure of a culture’s emphasis on either individual achievement or social relationships, is associated with personality.
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24. Self-Efficacy and Locus of Control
LO What do self-efficacy and locus of control
contribute to personality?
Self-efficacy: The perception a person has of his or her ability to perform competently whatever is attempted
One of the cognitive factors that Bandura considers especially important is self-efficacy, which gives people the confidence they need to accomplish goals.
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25. Self-Efficacy and Locus of Control
Internal: People who see themselves as primarily in control of their behavior and its consequences
External: People who perceive what happens to them to be in the hands of fate, luck, or chance
Julian Rotter proposed that a cognitive factor known as locus of control has effects on personality. Like self-efficacy, people with an internal locus of control have the confidence to accomplish goals. But an external locus of control may lead to procrastination.
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