1. What is Personality?  Personality  an individual’s characteristic pattern of thinking, feeling, and acting  basic perspectives  Psychoanalytic  Humanistic  Social Cognitive  Trait

2. Over and over I tried to prove my love to you Over and over What more can I do? Over and over My friends say I’m a fool. But over and over I’ll be a fool for you. ‘Cause you’ve got personality Walk, Personality. Talk, Personality. Smile, Personality. Charm, Personality Love, Personality/ And, or course, you’ve got A great big heart. Now, over, and over, I’ll be a fool for you. But oh,oh,over and over, What more can I do? Over and over I said that I loved you. Over and over, Honey, now it’s the truth, Over and over, They still say I’m a fool. But over and over, I’ll be a fool for you. Lloyd Price lyrics--- “(You’ve Got) Personality”

4. Personality Perspectives Psychoanalytic—importance of unconscious processes and childhood experiences Humanistic—importance of self and fulfillment of potential Social cognitive—importance of beliefs about self Trait—description and measurement of personality differences

5. The Psychoanalytic Perspective  From Freud’s theory which proposes that childhood sexuality and unconscious motivations influence personality

6. The Psychoanalytic Perspective  Psychoanalysis  Freud’s theory of personality that attributes our thoughts and actions to unconscious motives and conflicts  techniques used in treating psychological disorders by seeking to expose and interpret unconscious tensions

7. The Psychoanalytic Perspective  Free Association  in psychoanalysis, a method of exploring the unconscious  person relaxes and says whatever comes to mind, no matter how trivial or embarrassing  Dream Interpretation “royal road to the unconscious”  Hypnosis

8. The Psychoanalytic Perspective  Unconscious  according to Freud, a reservoir of mostly unacceptable thoughts, wishes, feelings and memories  contemporary viewpoint- information processing of which we are unaware  Preconscious  information that is not conscious, but is retrievable into conscious awareness.

9. Personality Structure  Id  contains a reservoir of unconscious psychic energy  strives to satisfy basic sexual and aggressive drives  operates on the pleasure principle, demanding immediate gratification  THE ID (“It”): functions in the irrational and emotional part of the mind. At birth a baby’s mind is all Id - want want want. The Id is the primitive mind. It contains all the basic needs and feelings. It is the source for libido (psychic energy). And it has only one rule --> the “pleasure principle”: “I want it and I want it all now”. In transactional analysis, Id equates to "Child".  Id too strong = bound up in self-gratification and uncaring to others

10. Id: The Pleasure Principle Pleasure principle drive toward immediate gratification, most fundamental human motive Sources of energy  Eros—life instinct, perpetuates life  Thanatos—death instinct, aggression, self- destructive actions Libido—sexual energy or motivation

11. Personality Structure  Superego  the part of personality that presents internalized ideals  provides standards for judgement (the conscience) and for future aspirations  THE SUPEREGO (“Over-I”): The Superego is the last part of the mind to develop. It might be called the moral part of the mind. The Superego becomes an embodiment of parental and societal values. It stores and enforces rules. It constantly strives for perfection, even though this perfection ideal may be quite far from reality or possibility. Its power to enforce rules comes from its ability to create anxiety.  Superego too strong = feels guilty all the time, may even have an insufferably saintly personality

12. Superego: Conscience Operates on the Morality Principle Internalization of societal and parental values Partially unconscious Can be harshly punitive using feelings of guilt

13. Personality Structure  Ego  the largely conscious, “executive” part of personality  mediates among the demands of the id, superego, and reality  operates on the reality principle, satisfying the id’s desires in ways that will realistically bring pleasure rather than pain  THE EGO: (“I”): functions with the rational part of the mind. The Ego develops out of growing awareness that you can’t always get what you want. The Ego relates to the real world and operates via the “reality principle”. The Ego realizes the need for compromise and negotiates between the Id and the Superego. The Ego's job is to get the Id's pleasures but to be reasonable and bear the long-term consequences in mind. The Ego denies both instant gratification and pious delaying of gratification. The term ego-strength is the term used to refer to how well the ego copes with these conflicting forces. To undertake its work of planning, thinking and controlling the Id, the Ego uses some of the Id's libidinal energy. In transactional analysis, Ego equates to "Adult".  Ego too strong = extremely rational and efficient, but cold, boring and distant

14. Ego: The Reality Principle Reality principle ability to postpone gratification in accordance with demands of reality Ego—rational, organized, logical, mediator to demands of reality Can repress desires that cannot be met in an acceptable manner

16. Personality Development  Psychosexual Stages  the childhood stages of development during which the id’s pleasure-seeking energies focus on distinct erogenous zones

17. Personality Development Freud’s Psychosexual Stages Stage Focus Oral Pleasure centers on the mouth-- (0-18 months) sucking, biting, chewing Anal Pleasure focuses on bowel and bladder (18-36 months) elimination; coping with demands for control Phallic Pleasure zone is the genitals; coping with (3-6 years) incestuous sexual feelings Latency Dormant sexual feelings (6 to puberty) Genital Maturation of sexual interests (puberty on)

18. Personality Development  Oedipus Complex  a boy’s sexual desires toward his mother and feelings of jealousy and hatred for the rival father  Electra Complex  a girl’s sexual desires toward her father and feelings of jealousy and hatred for the rival mother

19. Personality Development Castration Anxiety boys feel guilt and fear that their father would punish them (castration) for sexual desires for their mother & jealousy of their father. Penis Envy women fixated in this stage symbolically castrate men through embarrassment, deception, and derogation.

20. Personality Development  Identification  the process by which children incorporate their parents’ values into their developing superegos  Fixation  a lingering focus of pleasure-seeking energies at an earlier psychosexual stage, where conflicts were unresolved

21. Personality Development Oral fixation possibly because of overindulging or depriving (abrupt, early weaning). They exhibit either passive dependence (like that of a nursing infant) or an exaggerated denial of this dependence--perhaps by acting tough and uttering biting sarcasm. They might also continue to seek oral gratification through excessive smoking or eating.

22. Personality Development Anal fixation never resolve anal conflict (Toilet training)  Anal expulsive– messy & disorganized.  Anal retentive– highly controlled and compulsively neat.

23. Defense Mechanisms  Defense Mechanisms  the ego’s protective methods of reducing anxiety by unconsciously distorting reality  Repression  the basic defense mechanism that banishes anxiety-arousing thoughts, feelings, and memories from consciousness

24. Defense Mechanisms  Regression  defense mechanism in which an individual faced with anxiety retreats to a more infantile psychosexual stage, where some psychic energy remains fixated

25. Defense Mechanisms  Reaction Formation  defense mechanism by which the ego unconsciously switches unacceptable impulses into their opposites  people may express feelings that are the opposite of their anxiety-arousing unconscious feelings

26. Defense Mechanisms  Projection  defense mechanism by which people disguise their own threatening impulses by attributing them to others  Rationalization  defense mechanism that offers self- justifying explanations in place of the real, more threatening, unconscious reasons for one’s actions

27. Defense Mechanisms  Displacement  defense mechanism that shifts sexual or aggressive impulses toward a more acceptable or less threatening object or person  as when redirecting anger toward a safer outlet

28. Defense Mechanisms Sublimation people rechannel their unacceptable impulses into socially approved activities. Freud suggested that Leonardo da Vinci’s painting of Madonna could be traced back to his desire for intimacy with his own mother.

31. Assessing the Unconscious  Projective Test  a personality test, such as the Rorschach or TAT, that provides ambiguous stimuli designed to trigger projection of one’s inner dynamics  Thematic Apperception Test (TAT)  a projective test in which people express their inner feelings and interests through the stories they make up about ambiguous scenes

33. Assessing the Unconscious  Rorschach Inkblot Test  the most widely used projective test  a set of 10 inkblots designed by Hermann Rorschach  seeks to identify people’s inner feelings by analyzing their interpretations of the blots

35. Drawbacks to Projective Tests Examiner or test situation may influence individual’s response Scoring is highly subjective Tests fail to produce consistent results (reliability problem) Tests are poor predictors of future behavior (validity problem)

36. A man goes to a Psychologist and says, "Doc I got a real problem, I can't stop thinking about sex." The Psychologist says, "Well let's see what we can find out", and pulls out his ink blots. "What is this a picture of?" he asks. The man turns the picture upside down then turns it around and states, "That's a man and a woman on a bed making love." The Psychologist says, "very interesting," and shows the next picture. "And what is this a picture of?" The man looks and turns it in different directions and says, "That's a man and a woman on a bed making love." The Psychologists tries again with the third ink blot, and asks the same question, "What is this a picture of?" The patient again turns it in all directions and replies, "That's a man and a woman on a bed making love." The Psychologist states, "Well, yes, you do seem to be obsessed with sex." "Me!?" demands the patient. "You're the one who keeps showing me the dirty pictures!"

37. Neo-Freudians Accepted Freud’s basic ideas: the personality structures of id, ego, and superego; the importance of the unconscious; the shaping of personality in childhood; and dynamics of anxiety and the defense mechanisms. But they veered away from Freud in two important ways. 1.They placed more emphasis on the role of the conscious mind in interpreting experience and coping with the environment. 2. They doubted that sex and aggression were all- consuming motivations. Instead, they placed more emphasis on loftier motives and on social interaction.

38. Alfred Adler Most fundamental human motive is striving for superiority Arises from universal feelings of inferiority that are experienced during childhood Overcompensation may cause superiority complex where person exaggerates achievements and importance Importance of childhood social tension

39. Karen Horney Need for human love and security Looked at anxiety related to security and social relationships Basic anxiety—the feeling of being isolated and helpless in a hostile world Sought to balance Freud’s masculine biases- women don’t have penis envy and they don’t have weak superegos

40. Carl Jung Universality of themes- archetypes inherited universal human concepts– “Mother” Collective unconscious memory traces from our human collective evolutionary history Persona A mask people wear to hide what they really are or what they really feel First to describe introverts and extraverts

41. Freud’s ideas in light of modern research Freud died in 1939 and did not have the benefit of all the modern-day research & tools that we have today. --human development is not fixed in childhood, but over time. --gender identity does not form because of Oedipus Complex. --dreams do not disguise and fulfill wishes. --repression never occurs. -- unconscious is not seething passions and repressive censoring but information processing that occurs without our awareness.

42. Is Repression a Myth? Many researchers now believe that repression rarely, if ever, occurs.

43. Freud’s ideas as scientific theory Psychologists criticize Freud’s theory for its scientific shortcomings. Good scientific theories explain observations and offer testable hypotheses. Critics say that Freud’s theory offers after-the-fact explanations of people and their behaviors. Contemporary psychologists are least likely to agree with Freud’s belief that conscience and gender identity form in the process of resolving the Oedipus Complex.

44. Humanistic Perspective Carl Rogers– “Father of Humanism” Abraham Maslow Free will Self-awareness Psychological growth

45. Humanistic Perspective  Abraham Maslow (1908-1970)  studied self- actualization processes of productive and healthy people (e.g., Lincoln)

46. Humanistic Perspective  Self-Actualization  the ultimate psychological need that arises after basic physical and psychological needs are met and self-esteem is achieved  the motivation to fulfill one’s potential Mother Teresa

47. Humanistic Perspective  Carl Rogers (1902-1987)  focused on growth and fulfillment of individuals  genuineness  acceptance  empathy

48. Humanistic Perspective  Unconditional Positive Regard  an attitude of total acceptance toward another person  Self-Concept  all our thoughts and feelings about ourselves, in an answer to the question, “Who am I?”

49. Exploring the Self  Spotlight Effect  overestimating others noticing and evaluating our appearance, performance, and blunders  Self Esteem  one’s feelings of high or low self-worth  Self-Serving Bias  readiness to perceive oneself favorably

50. Exploring the Self Possible Selves  Your possible selves include your visions of the self you dream of becoming – the rich self, the successful self, the loved and admired self.  They also include the self you fear becoming – the unemployed self, the lonely self, the academically failed self.

51. The Benefits of Self-Esteem People who feel good about themselves have fewer sleepless nights, succumb less easily to pressures to conform, are less likely to use drugs, are more persistent at difficult tasks, are less shy and lonely, are less likely to see rejection where none exists, and are just plain happier.

52. Culture and Self-Esteem Ethnic minorities, people with disabilities, and women do NOT live lives of lower self- esteem. They all report levels of happiness roughly comparable to others. Blacks have a slightly higher self-esteem scores than Whites.

53. Exploring the Self  Individualism  giving priority to one’s own goals over group goals and defining one’s identity in terms of personal attributes rather than group identifications  Collectivism  giving priority to the goals of one’s group (often one’s extended family or work group) and defining one’s identity accordingly

54. Exploring the Self Morality Defined by individuals Defined by social networks (self-based) (duty-based) Attributing Behavior reflects one’s personality Behavior reflects social behaviors and attitudes and roles Value Contrasts Between Individualism and Collectivism Concept Individualism Collectivism Self Independent Interdependent (identity from individual traits) identity from belonging) Life task Discover and express one’s Maintain connections, fit in uniqueness What matters Me--personal achievement and We-group goals and solidarity; fullfillment; rights and liberties social responsibilities and relationships Coping method Change reality Accommodate to reality Relationships Many, often temporary or casual; Few, close and enduring; confrontation acceptable harmony valued

55. The Modern Unconscious Mind  Terror-Management Theory  Faith in one’s worldview and the pursuit of self-esteem provide protection against a deeply rooted fear of death

56. Evaluating Humanism Difficult to test or validate scientifically Tends to be too optimistic, minimizing some of the more destructive aspects of human nature

57. Contemporary Research– The Trait Perspective  Trait  a characteristic pattern of behavior  a disposition to feel and act, as assessed by self-report inventories and peer reports Gordon Allport

58. Raymond Cattell

59. Contemporary Research-- The Trait Perspective Factor Analysis theorists use this to identify a relatively small number of the most basic personality traits

60. The Trait Perspective  Hans Eysenck uses two primary personality factors as axes for describing personality variation UNSTABLE STABLE choleric melancholic phlegmaticsanguine INTROVERTED EXTRAVERTED Moody Anxious Rigid Sober Pessimistic Reserved Unsociable Quiet Sociable Outgoing Talkative Responsive Easygoing Lively Carefree Leadership Passive Careful Thoughtful Peaceful Controlled Reliable Even-tempered Calm Touchy Restless Aggressive Excitable Changeable Impulsive Optimistic Active

61. The Trait Perspective Extroversion-Introversion Extroverts seek stimulation because their normal levels of brain arousal are relatively low. Emotional stability-instability Emotionally stable people react calmly because their autonomic nervous systems are not so reactive as those of unstable people.

62. Contemporary Research-- The Trait Perspective  Personality Inventory  a questionnaire (often with true-false or agree- disagree items) on which people respond to items designed to gauge a wide range of feelings and behaviors  used to assess selected personality traits

63. Self-Report Inventory Psychological test in which an individual answers standardized questions about their behavior and feelings The answers are then compared to established norms

64. Strengths of Self-Reports Standardized—each person receives same instructions and responds to the same questions Use of established norms: results are compared to previously established norms and are not subjectively evaluated

65. Weaknesses of Self-Reports Evidence that people can “fake” responses to look better (or worse) Tests contain hundreds of items and become tedious People may not be good judges of their own behavior

66. The Trait Perspective  Minnesota Multiphasic Personality Inventory (MMPI)  the most widely researched and clinically used of all personality tests  originally developed to identify emotional disorders (still considered its most appropriate use)  now used for many other screening purposes

67. MMPI Originally designed to assess mental health and detect psychological symptoms Has over 500 questions to which person must reply “True” or “False” Includes “lying scales”

68. The Trait Perspective  Minnesota Multiphasic Personality Inventory (MMPI) test profile Hysteria (uses symptoms to solve problems) Masculinity/femininity (interests like those of other sex) T-score 1 2 3 4 5 6 7 8 9 10 0 30 40 50 60 70 80 Hypochondriasis (concern with body symptoms) Depression (pessimism, hopelessness) Psychopathic deviancy (disregard for social standards) Paranoia (delusions, suspiciousness) Psychasthenia (anxious, guilt feelings) Schizophrenia (withdrawn, bizarre thoughts) Hypomania (overactive, excited, impulsive) Social introversion (shy, inhibited) Clinically significant range After treatment (no scores in the clinically significant range) Before treatment (anxious, depressed, and displaying deviant behaviors)

69. The Trait Perspective  Empirically Derived Test  a test developed by testing a pool of items and then selecting those that discriminate between groups  such as the MMPI

70. The Trait Perspective The “Big Five” Personality Factors Trait Dimension Description Emotional Stability Calm versus anxious Secure versus insecure Self-satisfied versus self-pitying Extraversion Sociable versus retiring Fun-loving versus sober Affectionate versus reserved Openness Imaginative versus practical Preference for variety versus preference for routine Independent versus conforming Agreeableness Soft-hearted versus ruthless Trusting versus suspicious Helpful versus uncooperative Conscientiousness Organized versus disorganized Careful versus careless Disciplined versus impulsive

71. The Five Factor Model Openness; curiosity; accepting of other points of view Conscientiousness; self-discipline; willingness to achieve Extraversion; sociable; outgoing AgreeablenessNeuroticism or emotional stability Research suggests that five personality factors are inherited or at least present at an early age. O C EAN

72. William Sheldon Somatotyping (body typing) 1.Endomorph— plump, relaxed, jolly (Santa Claus) 2. Ectomorph— high strung and solitary (Sherlock Holmes) 3. Mesomorph— bold and physically active (Superman)

76. The Trait Perspective Type A intense, driven, goal-oriented, successful, task-oriented Type B laid back, easy-going, procrastinator

77. Evaluation of Trait Perspective Doesn’t really explain personality, simply describe the behaviors Doesn’t describe the development of the behaviors Trait approaches generally fail to address how issues such as motives, unconscious, or beliefs about self affect personality development

78. Evaluation of Trait Perspective Person-Situation Controversy we look for genuine personality traits that persist over time and across situations. If you consider friendliness a trait, friendly people must act friendly at different times and places.

79. Evaluation of Trait Perspective Consistency of Expressive Style Our expressive styles are impressively consistent. At any moment the immediate situation powerfully influences a person’s behavior, especially when the situation makes clear demands. Averaging our behavior across many occasions does, however, reveal that we do have distinct personality traits.

80. Barnum Effect believing a horoscope describes you when its very generic. "There's a Sucker Born Every Minute"

81. Social Cognitive Perspective Social cognitive theory— the importance of observational learning, conscious cognitive processes, social experience, self-efficacy and reciprocal determinism in personality Reciprocal determinism--model that explains personality as the result of behavioral, cognitive, and environmental interactions Self-efficacy—belief that people have about their ability to meet demands of a specific situation

82. Social-Cognitive Perspective

83.  Personal Control  our sense of controlling our environments rather than feeling helpless  External Locus of Control  the perception that chance or outside forces beyond one’s personal control determine one’s fate

84. Social-Cognitive Perspective  Internal Locus of Control  the perception that one controls one’s own fate  Learned Helplessness  the hopelessness and passive resignation an animal or human learns when unable to avoid repeated aversive events

85. Social-Cognitive Perspective  Learned Helplessness Uncontrollable bad events Perceived lack of control Generalized helpless behavior

86. Social-Cognitive Perspective  Positive Psychology  the scientific study of optimal human functioning  aims to discover and promote conditions that enable individuals and communities to thrive

87. Assessing Behavior in Situations the best means of predicting future behavior is neither a personality test nor an interviewer’s intuition. Rather, it is the person’s past behavior pattern in similar situations.

88. Evaluation of Social Cognitive Perspective Well grounded in empirical, laboratory research However, laboratory experiences are rather simple and may not reflect the complexity of human interactions Ignores the influences of unconscious, emotions, conflicts