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Definition of personality

m Personality is the sum total of the typical ways of


acting, thinking, and feeling that makes each
person unique.
m Everyone has a uniquely different way of viewing
the world, other people, and themselves.
m There is not ³one reality´ but rather a sharing of
partial common realities among people.

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Psychoanalytic Theory: Sigmund
Freud
m Psychoanalytic view of consciousness: !
levels of consciousness
m the conscious mind
m the preconscious mind
m the unconscious mind
m Psychoanalytic view of the personality
m triparite personality structure: ! parts
m id, ego, and superego

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The Id
m The Id is the ³selfish beast´ part of the
personality
m It is contained in the unconscious part of
the mind
m The Id uses the ³primary process´ to satisfy
its needs
m The Id operates according to the ³pleasure
principle´


The Superego
m The superego is the conscience and ego
ideal
m The superego is a ³relentless policeman´
and continues to insist that we do the ³right
thing´
m The superego opposes the desires of the Id
m The superego enforces moral restrictions
and battles against Id impulses


The Ego
m The ego is the executive of the personality
m The ego uses its cognitive abilities to manage and
control the Id and balance its desires against the
restrictions of reality and the superego
m The ego operates according to the ³reality
principle´
m The ego defends itself from Id-Superego
struggles via various defense mechanisms

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Defense mechanisms
m Displacement and sublimation: becoming a
member of society
m displacement: an ego defense mechanism and
the process of substituting an acceptable goal
for an unacceptable goal of an id motive
m in displacement, the ego resolves a conflict
between the Id and Superego in the real world
by making an acceptable compromise

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Defense mechanisms
m Sublimation: the process of substituting a
socially desireable goal for a socially
harmful goal
m teenagers often sublimate their sexual energy
into sports
m adults may throw themselves into their work
rather than to pursue a divorce

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Defense mechanisms
m The ego uses many other defense
mechanisms to protect it from id-superego
conflicts. These defenses include:
m denial, projection, and identification
m intellectualization, reaction formation, and
regression
m there are about V various defense
mechanisms used by the ego

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Defense mechanisms
m Everyone uses defense mechanisms from time to
time
m Excessive use of defense mechanisms will, over
time, result in the ego becoming increasingly
detached from reality and, in time, can cause
psychological disorder
m Psychoanalysis involves effort to understand
defenses and unconscious motives driving self-
destructive behaviors
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Psychosexual development
m Growing up, as viewed by the psychoanalytic
theory, is a passage through  psychosexual
stages
m The  stages are:
m the oral stage: -1 year of age
m the anal stage: 1-! years of age
m the phallic stage: !-= years of age
m the latent stage: =-11 years of age
m the genital stage: 1V years of age

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The Oral Stage
m This stage lasts from birth to the first year
m Id gratification is focused on the mouth
m The mouth is the main ³erogenous zone´
m Much effort directed toward stimulation of
the mouth
m Fixations can occur at any of the  stages
m retentive fixations
m expulsive fixations

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The Anal Stage
m The stage lasts from 1 to ! years of age
m Potty training, control, and delayed
gratification are issues during this time
m Erogenous zone is the sphincter muscles of
the anus and urinary tract
m Fixations at this stage
m anal retentive personality
m anal expulsive personality

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The Phallic Stage
m This stage lasts from age ! to = years
m The genital region becomes the primary source of
id gratification
m Children will be observed to be handling their
genitals (³pocket pool´) and parents should
accept this as normal
m Fixations can occur at this stage
m phallic retentive fixation
m phallic expulsive fixation

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The Latent Stage
m This stage lasts from age = to age 11 years
m Sexual desires are strongly suppressed during this
time through resolution of the Oedipus (male)
and Electra (female) complexes
m Interests shift toward social interaction and there
is no major shift in erogenous zones
m The ³troubled child´ will be seen to have their
problems seemingly disappear

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The Genital Stage
m This stage begins about age 1V and
continues throughout a person¶s life
m Sexual and romantic interests become
directed toward one¶s peers
m ³Normal´ adult heterosexuality emerges
that is an other-sex-directed pursuit of
genital erogenous zone stimulation

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Criticism of Freud¶s
Psychoanalytic theory
m Many individuals had concerns about Freud¶s
focus on sexuality as the key factor in personality
development
m As a result of this criticism, the ³Neo-Freudians´
began to develop their own theories concerning
personality development. We will examine a few
neo-Freudians and their views about personality.


The Neo-Freudians
m Carl Gustav Jung: Jungian psychology
m contributed the concepts of introversion and
extroversion to understanding of personality
m contributed the concepts of ³personal
unconscious´ and ³collective unconscious´ to
understanding of personality
m archetypes, racial memories, and the
collective unconscious
m Jung influenced by the occult


The Neo-Freudians
m Alfred Adler: Adlerian psychology
m Adler felt the primary struggle in personality
development was the overcoming of feelings of
inferiority
m Adler contributed the notion of the ³inferiority
complex´ in the understanding of personality
m Personality development strives toward acceptance of
self and recognition of one¶s self worth


The Neo-Freudians
m Karen Horney: Hornian psychology
m Horney felt that anxious insecurity stemming
from inadequate child-rearing experiences are
the major source of personality conflicts and
personality disturbances
m Horney is considered to be the first ³feminist´
of psychology
m Other neo-Freudians include Henry Stack
Sullivan and Erik Erikson
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Social Learning Theory
m Albert Bandura is the founder of this school of
thought in psychology
m Social learning theorists believe that personality
is the sum of all the ways that we have
(   to act, think, and feel
m The role of learning in personality development
m modeling from parents and others
m direct and vicarious reinforcement

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Humanistic Theory
m Major names associated with humanistic
theory include Carl Rogers and Abraham
Maslow
m Humanistic theory is called the ³!rd force´
in psychology (psychoanalysis and
behaviorism being the other V forces)
m Personality development is driven by
internal forces toward growth

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Humanistic Theory
m Humanistic theory makes certain assumptions
about people:
m humans are basically ³good´ and not evil nor neutral;
this is contrary to psychoanalytic theory which
assumes humans are ³evil´ and behavior theory
which assumes people are ³neutral´
m reality, in humanism, is ³subjective´ and not
³objective´
m there is no single ³real world´

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Humanistic Theory
m The self-concept and personality development
m our self-concept is our own subjective perception of
who we are and what we are like
m self-concept is our own making based on our own
perception of ourselves
m changing the subjective nature of reality by altering
perceptions can improve one¶s self-concept

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Humanism compared
m Humanism compared to psychoanalytic
theory and social learning theory
m psychoanalytic theory: we are basically evil,
hostile, and selfish (Id impulse driven)
m social learning theory: we are basically
neutral and learn to be what we are like from
our environment
m the philosophical underpinnings of each of
the ! forces in psychology are quite different

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Assessing Personality
m Traits and situations: Describing the
consistencies of personality
m Traits are relatively enduring ways of
behaving
m Trait theories of personality; we¶ll discuss:
m Allport¶s trait theory
m Cattell¶s trait theory
m The -factor Model of Personality Traits
m Situationism and Interactionism


Allport¶s Trait Theory
m Gordon Allport believed that the most
important traits of personality were those
related to our values
m Allport distinguished between ! categories
of value-related traits
m cardinal traits
m central traits
m secondary traits


Cattell¶s Trait Theory
m Raymond Cattell believed there were three
types of traits useful to describe personality
m ³dynamic´ traits
m ³ability´ traits
m ³temperament´ traits
m Cattell also distinguished between
³surface´ and ³source´ traits


The -factor Model of
Personality Traits
m Many personality theorists generally agree that
there are  basic personality traits that should be
considered in assessing personality
m These five traits are:
m neuroticism
m extroversion
m openness
m agreeableness
m conscientiousness

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Situationism and Interactionism
m Situationism: suggests that our behavior is
determined by the situation and not by some
internal traits
m we do that which is expedient at the moment
m we respond to the moment and not based on a
collection of traits
m Interactionism: holds that behavior is influenced
by a combination of characteristics of person and
the situation

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Personality Assessment
m How does one measure another¶s
personality? Methods include:
m interviews and observation
m projective personality tests
m objective personality tests
m We will now discuss each of these in some
depth

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Interviews and Observation
m Interviews consist of dialogue with the person in
an effort to detect their ideas, beliefs, and values
m when you first meet someone you have likely
engaged in this method of personality assessment
m Observation consists of watching the person in
various situations over time in an effort to discern
their ideas, beliefs, values, and behavior patterns

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Projective Personality Tests
m These are based on the belief that the unconscious
mind contains the roots of personality
m They are based on a psychoanalytic view of
personality
m Types of projective tests include:
m Rorshach Inkblot test
m Thematic Apperception Test (TAT)
m Word- and free-association tests

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Objective Personality Tests
m Objective tests attempt to overcome the
subjectivity of interviews and projective
tests by using paper-pencil multiple choice
tests
m Examples of objective personality tests
include the PF-1= (Cattell) and the
Minnesota Multiphasic Personality
Inventory (MMPI)
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Evaluation of Personality Tests
m Results of research on personality tests
suggest caution in relying exclusively on
the interpretations of personality tests
m Results suggest that personality tests are
useful, but that results from these tests
should be used to confirm other data
gathered on a person and not used as the
sole assessment tool

Application of Psychology
m Situational influences on personality in
everyday life
m situations in our lives have a powerful
influence on our general behavior
m situations can, if extreme, radically change
our general way of behaving
m would you ever consider eating another human?
m would you ever consider drinking urine?
m would you ever kill, lie, or commit adultery?

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