Unit 6Unit 6

PersonalityPersonality

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I. IntroductionI. IntroductionA.Personality: a person’s broad,

long lasting patterns of behavior.1.Generally consistent Example:

risk taking2.Difficult to define

a.Misunderstood by othersb.Slightly different in

different settings.

B.Personality Theory: an idea about the components of our personalities.

I. Intro. Continued...I. Intro. Continued...

C.Purpose of personality theories1.Apply differently to different

situations.2.Provides a framework to study

people.a.Gives us a basis for our

hypothesis.3.Used in therapy situations.

Major QuestionsMajor Questions• Nature or nurture?

– Inherited traits or environment • Free will or determinism?

– Free to choose or victims of biological factors?• Past, present or future?

– Is personality complete in childhood? • Uniqueness or universality?

– Are individuals unique or do they fit a pattern?• Equilibrium or growth?

– Are we pleasure-seeking animals or are we motivated by need to grow?

• Optimism or pessimism? – Are we basically good or evil? Kind and compassionate?

Good or merciless?

II. Psychoanalytic II. Psychoanalytic TheoryTheory

A theory that our personalities are A theory that our personalities are based on impulses and needs in the based on impulses and needs in the

unconscious mind.unconscious mind.

II. Psychoanalytic TheoryII. Psychoanalytic TheoryA.Sigmund Freud:

1. Believes that we develop in the first 5 to 6 years of life.

2. Our feelings about ourselves come from our interactions with our family members.

B. The unconscious1. Beyond our conscious awareness2. It still strongly affects our behavior

1. Iceberg analogy

3. This is accessed through free association1. “the talking cure”

II. Psychoanalytic II. Psychoanalytic continued…continued…

C. Focus:1. focus on our animal-like desires.

a.Ex. Food, comfort, sex, self-preservation

2. All societies try to block these 3. Libido: 1. Our internal forces that

continually seek discharge.A.if not released creates tension.

II. Psychoanalytic II. Psychoanalytic continued…continued…

F. Map of the Mind1. ID: our basic needs and drives

a. Libido is found hereb.Part of the unconscious mindc. Acts on the “pleasure principle”

2. Super ego: conscience.1. Creates feelings of guilt at our mistakes2. If left uncontrolled, we would die before we

broke a rule.3. Ego: based on reality

1. Keeps both the id and superego in check.2. Decides which needs should be met and which

should be ignored.

II. Psychoanalytic II. Psychoanalytic continuedcontinued……

G. Stages of Development:1. Oral stage: (birth to 1 ½ )

1. Focus is on feeding and weaning2. Anal Stage: (1 ½ to 2 ½ )

1. Focus is on toilet training3. Phallic Stage: (2 ½ to 5 or 6)

1. Focus is on Oedipus Complex1.Interest in opposite sex parent

4. Latency Stage: (6 to preadolescence)1. Earlier conflicts become hidden

5. Genital Stage: (adolescence onward)1. Focus is on seeking a marital partner2. Earlier conflicts reappear

ii. ii. Psychoanalytic continuedPsychoanalytic continuedH. Fixation:

A. When a conflict is not resolved, some energy gets stuck in that stage and comes back during adulthood.A. Example:

A. Smoking: oral fixation

B. Anal personality: Anal fixation

II. Psychoanalytic continuedII. Psychoanalytic continuedI. Defense Mechanisms:

I. Used by ego to mask ID’s raw impulses into more socially acceptable behavior.

I. RepressionII. DenialIII. RationalizationIV. ProjectionV. Reaction FormationVI. IntellectualizationVII. RegressionVIII.DisplacementIX. Sublimation

II. II. Psychoanalytic continuedPsychoanalytic continued

I. Carl Jung:I. A follower of Freud that

went off on his own.I. Archetypes: inherited

universal conceptsII. Collective Unconscious: the

portion of our personality that contains archetypes.

III. Persona: the mask people wear to hide what we really are or feel so that we maintain the archetype.

III. Social III. Social PsychoanalyticPsychoanalytic

Neo-Freudians: Broke away from Freud Neo-Freudians: Broke away from Freud to emphasize social forces in the to emphasize social forces in the

unconscious mind.unconscious mind.

III. Social psychoanalyticIII. Social psychoanalyticA. Karen Horney:

A. Believed the human focus is on getting enough love.A. Ex. Feeling anxious

B. Alfred AdlerA. Believed that we focus on feeling

important and worthwhile around others.A.Example: school bully

III. Social Psych. ContinuedIII. Social Psych. Continued

C. Erik EriksonA. Believed that

the relationships we develop in each stage creates our personalities.

III. Social Psych continuedIII. Social Psych continuedD. Erikson’s Stages:

1. Trust vs. Mistrust (infancy)1. Centers on feeding and care given to baby.

2. Autonomy vs. Shame (2 years)1. Centers on becoming their own individual.

3. Initiative vs. Guilt (3 to 5 years)1. Centers on taking control of their environment.

4. Industry vs. Inferiority (6 to 12 years)1. Centers on accomplishing skills and receiving rewards.

5. Identity vs. identity confusion (adolescence)1. Centers on finding out who they are.

6. Intimacy vs. Isolation (late teens to early adult)1. Centers on forming intimate personal relationships.

7. Generativity vs. Stagnation (middle adulthood)1. Centers on giving and contributing to the world.

8. Ego Integrity vs. Ego Despair (late adulthood)1. Centers on feeling complete with the life they have lived.

IV. BehaviorismIV. Behaviorism

Personality theory that focuses on Personality theory that focuses on acts and behaviorsacts and behaviors

IV. BehaviorismIV. BehaviorismA. Rewards and Punishments

A. This is how our personalities developB. John B. Watson

A. Believes we are shaped totally by our experiences

C. B.F. SkinnerA. everything we do is automatic and based on

consequencesD. Albert Bandura

A. Expanded behaviorism to include our ability to think.

B. Modeling: learning by imitating others.

V. Humanistic TheoriesV. Humanistic Theories

A personality theory that focuses on A personality theory that focuses on the positive potential of the personthe positive potential of the person

V. Humanistic TheoryV. Humanistic TheoryA. Carl Rogers:

A. Ideal self: personal idea of our best self.A.This is a close to perfection as we can

be.B. Ex. Flower analogy

• Fully Functioning Individual:A.When we unite what we should be,

with the person we are.

V. Humanistic TheoriesV. Humanistic TheoriesB. Abraham Maslow

A. Hierarchy of needs: a pyramid to show how we progress toward completeness.

B. Self-Actualization: a state of being where you are meeting your full potential.

VI. Trait TheoriesVI. Trait Theories

Traits are permanent personality Traits are permanent personality characteristics that make us who we characteristics that make us who we

are.are.

VI. Trait TheoryVI. Trait Theory

A. Gordon Allport: believed that our traits fall into three categories.

1. Cardinal Traits: very strong traits 1. affect everything you do.

• These are rare. (ex. mother Theresa)2. Central Traits: highly descriptive of a person.

• We can be described in around 5 to 10 of these.

• Example: optimistic, shy, social…3. Secondary Traits: weak traits

1. only on occasion.

• Only in certain situations (ex. aggression)

VI. Trait TheoriesVI. Trait Theories

B.Raymond Cattell: believed that traits can be divided into two categories.

1. Surface Traits: can be easily seen by others.• Example: giving into others, never taking

a stand, being shy…

2. Source Traits: These underlie the surface behavior.• Example: being submissive

VI. Trait TheoriesVI. Trait TheoriesC. Hans Eysenck: Believed that there are only

two major dimensions of our personalities.A. These can be viewed on a continuum.

1. Extraversion: the dimension of being outgoing and sociable.• The opposite is introversion

2. Emotional Stability: the dimension that describes how affected a person is by feelings.• Ex. Calm vs. anxious, controlled or

impulsive…

VI. Trait TheoriesVI. Trait Theories

D. Five Factor Model: A. These are 5 characteristics that appear at

an early age across cultures.B. These have been determined by twin

studies.

1. Extraversion2. Agreeableness (opposite is antagonistic)3. Conscientiousness (ex. self discipline)4. Emotional stability5. Openness to experience (ex. curiosity)

VII. Psychological Test VII. Psychological Test Intro.Intro.

A.Psychological Tests: measure of what people know, how they act, think, and feel, or their goals.1. Types:

a.Personalityb.Intelligencec. Job skills

VIII. Criteria for Psychological VIII. Criteria for Psychological TestsTests

A. Standardization: clear directions for taking, scoring, and interpreting a test.1. Graded the exact same way every

time.2. Don’t allow for opinion bias.

B. Norms: patterns of test answers from different types of people.1. Trying to find the “normal”

answers for different age groups.

VIII. Continued...VIII. Continued...C. Validity: a test measures what it is

supposed to measure.1. Do those that answer differently

than the norm have a real problem?

D. Reliability: measures a tests consistency.1. Test answers should not be

influenced by temporary changes.

2. Example: check by giving the same test to the same group at different times.

IX. Personality inventoryIX. Personality inventoryA. Personality Inventory: a list of items about a person’s

beliefs, habits, hopes, needs, and desires.1. Also called objective tests

B. Types:1. MMPI2: Minnesota Multi-phasic Personality Inventory

a. Most widely used personality test.b. Contains around 500 questions.c. Divided into scales (categories)

1.example: shyness, depression, anxiety.d. Scales are also used to detect lying and

comprehension.2. CPI: California Psychological Inventory

a. Used most often in schoolsb. Has 480 questions and is scored in categories

1. example: self-acceptance, self control, desire to achieve, how well you get along with others.

IX. ContinuedIX. Continued......

C. Good Aspects of Inventories1. Objective Measurements2. Easy to analyze3. Gives a basis for further analysis

1. What do we really need to look at with this individual?

IX. Continued...IX. Continued...

d. Problems with Inventories

1. Only Fairly reliable or valid1.Doesn’t allow you to explain your answers

2. Also identify people who don’t have problems.1.EXAMPLE: SHYNESS, GIFTED

3. People apply different meaning to questions.4. They don’t explain how people are handling

their problems.

X. Projective TestsX. Projective TestsA. Projective Test: measures inner

feelings elicited by a vague stimulus, such as an inkblot or an unclear picture.

1. Example: Like a Singer Projects (throws) Their Voice, here the test taker projects their inner feelings on the stimulus.

2. Test takers are asked to list multiple items/suggestions to get closer to their inner self.

X. Continued...X. Continued...

A. Rorschach Test: Ink blot test.1. Herman Rorschach designed 10 different ink blots.

a. Page 442 example2. These tests have low validity and reliability, because

the analysis depends on someone’s opinion.

X. Continued...X. Continued...B. TAT (Thematic

Apperception Test): a projective test using unclear pictures for which people make up stories.1. Therapists use

themes of stories to interpret personalities.a. Looking for

patterns2. Low Reliability and

Validity

X. Continued...X. Continued...

C. Overview of Projective Tests1. Pro

a. Give a chance to talk instead of just taking a test

2. Consa. Not very statistically usefulb. Interpretations are opinion

based.

XI. Aptitude/AchievementXI. Aptitude/Achievement A. Aptitude Test: measures one’s special

skills, very specific.1. Types:

a. Mechanical comprehensionb.Verbal skillsc. Clerical accuracy

2. Give clues to occupational areas you might do well in.

xi. Continuedxi. Continued......B.Achievement Test:

measures the amount of specific material remembered from the classroom.1.Example

a.SAT/ACT2.Not a predictor for

future skills3.Good validity and

good reliability4.Hard to separate

aptitude and achievement tests.

XI. Continued...XI. Continued...C. Vocational Interest Test: attempts to predict what

occupational area you will like.1. Strong Campbell

A. Most widely used—but doesn’t demonstrate ability.

B. Based on answers of successful people in certain fields1. Goes off the norm for each occupation.

C. Items are divided into occupationsD. test takers answers reflect which occupation

would be best for them.

XII. Alternatives to XII. Alternatives to TestingTesting

A. Interviews: FACE TO FACE INTERACTION1. Halo effect2. Reverse Halo3. Standoutishness

B. Situational Assessments1. Can’t interfere

XIII. Ethics of TestingXIII. Ethics of TestingA. Rules:

1. Must give permission2. Privacy must be respected3. Right to refuse testing

B. Things to Remember1. People taking tests may feel vulnerable2. Even those that don’t have problems

may begin to feel that something is wrong with them.