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The document explores the interplay between Filipino personality and social work, emphasizing the importance of understanding human behavior through various psychological theories and their application in social work. It covers significant theories from various psychologists, including Freud's psychodynamic theory, which focuses on unconscious processes and early childhood experiences, and other approaches like trait, humanistic, and behavioral theories. Additionally, it discusses the essential role of theory in social work for interpreting person-environment transactions and planning interventions.

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FILIPINO PERSONALITY AND SOCIAL WORK
FILIPINO PERSONALITY AND SOCIAL WORK 🠶 Learn the interplay of human behavior and the environment from a developmental and ecosystem perspective 🠶 Apply human behavior and personality development concepts and theories in understanding the Filipino personality- its uniqueness, similarities to other cultures and adaptation to changing times 🠶 Understand the essence of behavioral/social science theories 🠶 To critically select and use appropriate human behavior and social environment theory in the assessment of client’s situation and in intervention planning 🠶 Be able explain the causes and effects of social problems on personal and collective well-being
Human Behavior and Social Environment FOCUSED ON MAN SOCIETY Biopsychosocial/Spiritual Social, cultural, political and economic forces Continuous desire to live productive, satisfying life Condition of equilibrium between needs and demands imposed upon him by social environment. MUST BE ESTABLISHED Inability to satisfy needs because of: Inability to cope with problems of living Impairment of social functioning Personal Inadequacies Harsh and difficult social environment 🡪 DEVIATION
SOCIAL WORK & BEHAVIORAL SCIENCE 🠶Human behavior can be explained adequately by understanding the biological, physical, psychological and social factors which influence such behavior. These forces interact and affect each other, thus we say that the individual is a “biopsychosocial” being (Mendoza, 2008)
PERSONALITY ⮚ Origin –”persona”-theatrical masks – Romans in Greek & Latin drama ▪ Totality of individual psychic qualities that includes temperament, traits, one’s mode of reaction & character. Basic Concepts of Personality ▪ Stable & enduring organization of a person’s character, temperament, intellect, physique which determines his/her unique adjustment to his/her environment ▪ Unique constellation of consistent behavioral traits. ▪ A relatively permanent pattern of traits, dispositions or characteristics that give some degree of consistency t a person's behavior (Feist & Feist , 2010)
▪ TRAITS – a relatively permanent disposition of an individual, which is inferred from behavior ✔ Maybe unique, common to some group or shared by entire specie, but their pattern is different from each individual ▪ CHARACTER – relatively permanent acquired qualities through which people relate themselves to others and to the world, (Fromm) ✔ Unique qualitied of an individual that include attributes such as temperament, physique and intelligence (Feist & Feist, 2010)
❑ Assumption - component of a theory that are not proven facts in the sense that their validity has been absolutely established. ✔ Result of which continue to build and reshape the original theory ❑ It is a set of assumptions ✔ A single assumption could not serve to integrate several observations, a requirement of an adequate theory ❑ It is a set of related assumptions ✔ Isolated assumption can neither generate meaningful hypotheses nor posses internal consistency- two criteria of a useful theory What is Theory? – it is a set of related assumptions that allows scientist to use logical deductive reasoning to formulate testable hypotheses.
❑Social Worker uses theory to help organize and make sense of the situations we encounter. ❖Reid and Smith (1989, p 45) suggest: Scratch any social worker and you will find a theoretician. Her own theoretical perspectives about people and practice may be informed by theories in print ( or formal theories) but are put together in her own way with many modifications and additions growing out of her own professional and personal experience. ❑ Thus, theory gives us a framework for interpreting person/ environment transactions and planning intervention.
Personality Theories TYPE AUTHOR Theory Psychoanalytic Approach Sigmund Freud (1856- 1939) Psychodynamic/ Psychoanalytic Theory Social Psychological Approach Carl Jung (1875-1961) Analytical Psychology Alfred Adler (1870- 1937) Individual Psychology Erik Erikson (1902-1994) Psychosocial Theory of Development (Ego Psychology) Karen Horney Psychoanalytic Social Theory/ Social Psychoanalysis Harry Stack Sullivan Erich Fromm Interpersonal theory Humanistic Psychoanalysis Biological Approach (Trait) Hans Eysenck Trait theory Humanistic Approach Carl Rogers Abraham Maslow Person-Centered Theory Motivation Theory Behavioral/Social Learning Approach B.F. Skinner Albert Bandura John Watson Trait Theory Social Learning Theory Cognitive & Moral Approach Jean Piaget Lawrence Kohlberg Cognitive Theory Moral Development Theory
1. Psychoanalytic– argue that people’s unconscious minds are largely responsible for important differences in their behavior styles. 2. Trait– identifies where the person might lie along a continuum of various personality characteristics. It viewed personality as the result of internal characteristics that are genetically based. 3. Biological– point to inherited predispositions and physiological processes to explain individual differences in personality Theories and Approaches to Personality
4. Humanistic– identifies personal responsibility and feelings of self-acceptance as the key causes of differences in personality. theories emphasize the importance of free will and individual experience in the development of personality. 5. Behavioral/Social Learning– explains consistent behavior patterns as the result of conditioning and expectations. Behavioral theories suggest that personality is a result of interaction between the individual and the environment. Behavioral theorists study observable and measurable behaviors, rejecting theories that take internal thoughts and feelings into account. 6. Cognitive– looks at differences in the way people process information to explain differences in behavior.
Concept of Human Nature ✔Conscious vs. Unconscious Determinants ✔Biological vs. Social Factors ✔Determinism vs. Free Choice ✔Pessimism vs. Optimism ✔Causality (prior experience) vs. Teleology (aims and aspirations) ✔Uniqueness vs. Similarities
Sigmund Freud: Psychodynamic Theory ❖the father of psychoanalysis ❖a physiologist, medical doctor, psychologist and influential thinker ❖born in Moravia (now Czech Republic ) but when he was four years old his family moved to Vienna where he was to live and work until the last years of his life. http://www.iep.utm.edu/freu d/#H1 (1856-1939)
Psychodynamic Theory Key Concepts: 🠶 Concerned primarily with internal psychological processes 🠶 Early childhood experiences is significant 🠶 Unconscious motivation 🠶 Presence of ego (rationality) and superego (morality) 🠶 Use of defense mechanism
Psychodynamic Theory 🠶 Refers to a wide group of theories that emphasize the overriding influence of instinctive drive and forces, and the importance of developmental experiences in shaping personality 🠶 Dynamic - The interplay of the forces in the mind, forces acting in unison or in opposition and finding expression in a form representing a compromise of the participating elements.
▪ What makes Freud theory interesting and controversial? ✔ Twin cornerstone of psychoanalysis: sex and aggression ✔ Theory spread beyond Vienna through ardent followers, romanticizing him as nearly mythological and lonely hero ✔ His command of language enabled him to present his theories in stimulating and exciting manner
▪ Freud’s understanding of human personality was based on: ⮚ his experience with patients, ⮚ his analysis of his own dreams and ⮚ his vast readings in the various sciences and humanities 🠶 According to him, theory followed observation, and his concept of personality underwent constant revision during the last 50 years of his life 🠶 Freud insist that psychoanalysis could not be subjected to eclecticism and disciples who deviated from his basic idea found themselves personally and professionally ostracized by Freud
▪ First-born among his parents, although his father has two grown sons from previous marriage, and had seven other siblings ▪ Did not have close relationship with any of his younger siblings ▪ He was his mother’s favorite, and enjoyed a warm, indulgent relationship with his mother ▪ Lead him to observe that mother/son relationship was the most perfect, the most free from ambivalence of all human relationships Freud’s Biography and His Personality Theory
▪ The birth of his younger brother Julius made a significant impact in his psychic development ❖ He was filled with hostility and harbored an unconscious wish for his brother’s death ▪ When he reached middle aged, he began to understand that his wish did not actually caused his brother’s death and that children often have a death wish for a younger sibling ▪ When Julius died at 6 months of age, Freud was left with feelings of guilt at having caused his death ▪ This discovery purged him of the guilt he carried into adulthood and by his own analysis, contributed in his later psychic development
▪ He was drawn into medicine for his intense curiosity about human nature ▪ Entered Vienna Medical School, with no intention to practice medicine but to teach and do research in physiology ▪ He worked in Vienna General Hospital and became familiar with medicine, psychiatry and nervous diseases ▪ Received a traveling grant from University of Vienna and studied in Paris under French neurologist Jean-Martin Charcot, from whom he learned the hypnotic technique for treating hysteria ❖ HYSTERIA - a disorder typically characterized by paralysis or improper functioning of a certain part of the body, and through hypnosis ▪ Freud was convinced of psychogenic and sexual origin of hysterical symptoms.
▪ He developed a close professional and personal friendship with Josef Breuer, well known Viennese physician who taught him about catharsis ❖ Catharsis – the process of removing hysterical symptoms through “talking them out”. ▪ Freud, while using catharsis discovered free association technique, which he soon replaced hypnosis as his principal therapeutic technique ❖ Free Association Technique – therapist instructs the patient verbalize every thought that comes to mind, no matter how irrelevant or repugnant it may appear ✔ Considered as the pioneer forms of psychodynamic treatment, later became known as psychoanalysis
PSYCHOANALYSIS Key factors: ▪ The unconscious can affect our behavior. ▪ Human personality & abnormality can develop from childhood. ▪ You can treat neurotic patients through talking ▪ ideas were based on dream interpretation
❖ Man are primarily motivated by drives of which they have little or no awareness Divided into two levels: unconscious and conscious ▪ Unconscious – contains all the drives, urges or instincts that are beyond awareness but nevertheless motivate most of our words, feelings and actions. LEVELS OF MENTAL LIFE ❑ Conscious- mental elements in awareness in any given point in time, the only level of mental life directly available to us ❖ Preconscious –contains all the elements that are not conscious but come become conscious either quite readily or with some difficulty
PERSONALITY STRUCTURE ⮚ Consists of 3 elements: the Id, Ego and Superego
PERSONALITY STRUCTURE – Personality is consists of 3 elements: the Id, Ego and Superego Processes or Systems of the Mind: ❑ ID ✔ origin of personality, most basic, instinctual- beyond conscious awareness ✔ satisfaction of, internal and basic drive (hunger, thirst, drive for sex) ✔ serves the pleasure principle (avoid pain & seek pleasure feelings) ✔demands immediate satisfaction- powered by libido ❖ Libido (energy that permit life instinct to work; the motive force of sexual life; the driving force behind behavior)
❑ID- subjective/directed – in its wants and demands ❖Operates on 2 processes: reflex and primary process ✔ Primary process works to resolve tension created by the pleasure principle. ✔ The primary process acts as the id's mechanism for discharging the tension created by the pleasure principle. ✔ Rather than act on dangerous or unacceptable urges, the id forms a mental image of a desired object to substitute for an urge in order to diffuse tension and anxiety.
✔ This image can take the form of a dream, hallucination, fantasy, or delusion. ❖For example: Hungry = Form mental image of pizza or a sandwich. ❖The experience of this mental image through the primary process is known as wish fulfillment. ✔ The primary process has no way to distinguish between the fantasy image and reality, it can be used to temporarily reduce tension, such that it is only effective in the short-term.
2 Basic Categories of Instincts 1) Eros (Life Instinct)- for survival; the energy for preserving oneself and one’s species (libido) ⮚sexual instincts, the life instincts are those which deal with basic survival, pleasure, and reproduction ⮚Also include thirst, hunger, and pain avoidance 2) Thanatos (death Instinct)- Freud noted that people who experience traumatic event would often reenact that experience; people hold an unconscious desire to die 🠶 aggression, violence, murder, suicide 🠶 “the goal of all life is death.” 🠶 aim of returning living things to their original lifeless state;
❑ Ego ✔ objective, directed ✔ Manager of personality – to cope with conflicting demands of id, superego & society ✔ works to satisfy id’s needs in a socially acceptable manner. ▪ Operates according to: ✔ reality principle (delay gratification of id demands; allows satisfaction without harmful consequences) ✔ secondary process (thinking, planning, decision making, etc.
✔ guided by the moralistic and idealistic principles ✔ Unrealistic in its demand for perfection ✔ internal representation of society’s standards & values taught by parents to child –reinforcement or punishment. ❑Superego Two Subsystems of Superego 1) Conscience- results from the experiences w/ punishments for improper behavior; tells what we shouldn’t do; ❖ Guilt- function of conscience- guilt results when ego acts or intends to act contrary to moral standard of superego. 2) Ego-ideal -results from experiences with rewards for proper behavior; tells us what we should do; ❖ Inferiority feelings stems from ego- ideal ❖ Feelings of inferiority arise when ego is unable to meet superego’s standard of perfection.
Three types of Anxiety 1) Reality anxiety - caused by real, objective sources of danger in the environment (ex.) 2) Moral anxiety – result from guilt/shame-fail to live up to dictates of superego 3) Neurotic anxiety- fear that instinctual impulses (id) overpowers ego control/gets into trouble
Types of Anxiety ⮚ Ego reaction to threatening surges of its instincts is anxiety ❖ Anxiety- a state of extremely unpleasant emotional discomfort ⮚ To ward off anxiety ego utilizes: defense mechanism ⮚ Defense mechanisms - psychological strategies (mostly unconscious ) for coping with or regaining control over threatening urges. ⮚ According to Freud, our most overwhelming experience of anxiety - birth trauma where feeling of helplessness following birth - the basis of all subsequent feelings of anxiety.
Defense Mechanisms 🠶 Functions: protect ego & minimize anxiety & distress 🠶 Largely unconscious -help people achieve some balance between instinctual drives - demands of reality. 🠶 Assist in coping with reality, in deferring gratification & in meeting needs in socially acceptable ways. 🠶 Tend to distort or deny reality & operate unconsciously- person not aware of what is taking place- often & self-defeating behaviors.
Most Common Types of Defense Mechanisms ❑ Denial – refusal to face unpleasant aspects or reality; refusal to perceive anxiety-provoking stimuli. 🠶 a person told that their spouse was killed in a motor vehicle accident acts as if he/ or she is still alive (not consciously lying) ❑ Rationalization – justifying one’s failure with socially acceptable reasons instead of the real reason ❑ Reaction Formation - Over-compensation for fear of the opposite. Two conflicting parts of self -- one is strengthened while the other is repressed. 🠶 Transforming anxiety producing thoughts into their opposites in consciousness 🠶 a person will attempt to hide his true feelings or desires by demonstrating or adopting the exact opposite feelings ❖ An overly nice and agreeable person may have a lot of repressed hostility and rage of which they are completely unaware on a conscious level 🠶 A common pattern in Reaction Formation is where the person uses ‘excessive behavior
❑ Regression - involves a reversion to immature patterns of behavior. 🠶 Way of alleviating anxiety by withdrawing into behaviors that have in earlier years. 🠶 a person abandons age-appropriate coping strategies in favor of earlier, more childlike patterns of behavior. This regression is a form of retreat, bringing back a time when the person feels safe and taken care of. ❖ After the divorce of his parents, a 10-year-old begins wetting the bed. ❖ An adult suffering from a mental breakdown may begin to rock back and forth in the fetal position. ❑ Repression- process where a threatening thought, memory, emotion or event are excluded from consciousness. 🠶 Repression involves keeping distressing thoughts and feelings buried in the unconscious.
❑Projection - Attributing own characteristics or unacceptable thoughts feeling (often persecutory) unto others. ❖ e.g. Someone with adulterous feelings might accuse their partner of infidelity ❑Introjection (or identification) 🠶 internalization of the characteristics of a loved or feared individual in order to reduce anxiety, increase closeness with that individual. 🠶 bolstering self-esteem by forming an imaginary or real alliance with some person or group.
❑ Displacement - involves diverting emotional feelings (usually anger) from their original source to a substitute target. 🠶 It is the expression of some feelings against and object that has not provoked it. It is used when the real object is perceived as being too threatening to confront directly ❑ Sublimation (type of displacement) 🠶 Modification of unacceptable urges into acceptable ones by changing the object or vehicle of expression. 🠶 Psychic energies are channeled so that it results to valuable/ beneficial contribution to society. ❑ Fixation– when the prospect of making the next step becomes too anxiety provoking, resorts to remain at the present, more comfortable physiological stage 🠶 Oral fixation: derives pleasure from eating, smoking talking 🠶 Anal fixation: obsessed with neatness and orderliness
I was accused by my professor cheating at examination . At first, I cried a great deal and locked myself in my room, and I refused to eat. I told several of my friends that my professor was trying to put me down. Later, I began to feel that it was not entirely my fault because my professor rarely teaches at all. Frustrated, I started to kick and throw my things. Fearing I will have a failing grade, I went to outings and socialized and forget about the incident. It's funny – at one point I couldn't even remember I have a problem! But eventually I began to look at the situation more objectively. I realized that I was not really into academics and that I am destined to be an artist, so it is better to concentrate in my painting and photography. Rationalization Displacement Sublimation Projection Regression Repression- Denial Rationalization
Freud’s Psychosexual Stages of Development 🠶 every child goes through a sequence of developmental stages ; 🠶 the child’s experiences during these stages determine adult personality characteristics. 🠶 that every person’s personality is established by the age of FIVE (5) 🠶 In order to make smooth transition from one stage to the next, the child must not be overgratified or undergratified because it can lead to either fixation or regression.
Stages of Psychosexual Development STAGES APPROX. AGES EROTIC FOCUS KEY TASKS AND EXPERIENCES Oral 0 – 1 Mouth (sucking, biting) Fixation-oral receptive & oral aggressive types Weaning (from breast or bottle) Anal 1 – 3 Anus (expelling or retaining feces) Fixation- anal retentive & anal expulsive types Toilet training Phallic 3 – 6 Genitals (masturbating) Fixation- Oedipus complex(male) Electra complex (female) Identifying with adult role models; coping with oedipal crisis Latency 6 – 12 None (Sexually repressed) Expanding social contacts Genital Puberty onward Genitals (being sexually intimate) Fixation- immaturity, sexual deviation & neurosis Establishing intimate relationships; contributing to society through working
❑although he is the best known personality theorist, many of his followers and associates disagreed with him, developed their own theories or modified and expanded on his original theory. Carl Jung and Alfred Adler ⮚ disagreed with him regarding the role of the libido or sexual motivation as the root of all human conflicts and anxieties. ❖ Jung believed that human beings are guided, as much as aims and aspirations, as by sexual urges. ❖ Adler’s tenet is that human beings have an innate social interest and a tendency to strive for superiority.
▪ Carl Gustav Jung (born in Switzerland1875-1961), Swiss psychologist and psychiatrist, founded analytic psychology, in some aspects a response to Sigmund Freud’s psychoanalysis. ▪ Carl Jung was Freud's handpicked successor in the field of psychodynamic theory. FREUD JUNG ▪ Believed libido motivated behavior ▪ Believed pure energy “horme” motivates us ▪ Felt neurotics suffered from damaged reality ▪ Felt neurotics were processing the world correctly but were involved in myth-making, analogy producing activities ▪ Believed neurosis was a personal disorder ▪ Believed neurosis was a transpersonal, universal experience ▪ Focused on brain and body ▪ Focused on man’s spirit ▪ He differed from Freud on several fundamental issues: CARL JUNG: ANALYTICAL PSYCHOLOGY
Distinctive Feature: ▪ Human Behavior - Individual and racial history (causality- prior experience) ▪ Aims and aspiration (teleology) ▪ Constant search for wholeness and completion ▪ Yearning for rebirth ▪ Individual and racial history (causality) o Jung did not discount causality (prior experiences) to explain adult personality, he finds that it does not give a complete picture of human behavior and motivation. o He added Teleology (Aims and aspiration) which means that human behavior has a purpose; our behavior tends towards the future as much as it is pushed by the past. ▪ To truly understand a person, one must understand his/her aims and aspirations; his yearnings, and constant search for wholeness and completion. Analytical Psychology
🠶 Jung did not discount causality (prior experiences) to explain adult personality, he finds that it does not give a complete picture of human behavior and motivation. 🠶 He added teleology (aims and aspiration) which means that human behavior has a purpose; our behavior tends towards the future as much as it is pushed by the past. ❖ To truly understand a person, one must understand his/her aims and aspirations; his yearnings, and constant search for wholeness and completion. Individual and Racial History (Causality)
Structure of Personality ❑ Ego ❑ Personal Unconscious ▪ Complexes ❑ Collective Unconscious ▪Archetypes ▪Persona ▪Anima/Animus ▪Shadow ❑ Attitudes ▪ Introversion ▪ Extroversion ❑ Functions ▪ Thinking ▪ Feeling ▪ Sensing ▪ Intuiting ❑ Self
Structure of Personality ❖ EGO ✔ the center of the field of consciousness, ✔ the part of the psyche where our conscious awareness resides, our sense of identity and existence ✔ HQ concerned with thinking, feeling, thinking, perceiving, remembering; ✔ responsible for seeing that functions of daily life are carried out; ❖ Ego - conscious mind; responsible for feelings of identity and continuity. ▪ Ego is not equated to Psyche- it’s only a small portion of personality. ❖ Psyche refers to both conscious and the more substantial unconscious aspects of personality.
❖ PERSONAL UNCONSCIOUS– arises from the interaction between the collective unconscious and one’s personal growth ▪ all information that is present within an individual's mind, but not readily available to conscious recall, i.e. memories that have been forgotten or repressed. ▪ Contents of personal unconscious are COMPLEXES- emotionally toned conglomeration of associated ideas ❖Ex. A person's experience with Mother may become grouped around an emotional core so that the person's mother, or even the word ‘mother” sparks an emotional response that block smooth flow of thought ⮚ It is largely personal, but may also be derived from humanities collective experience ❖Ex. Mother complex comes not only from one’ personal relationship with mother but also from entire species experience with mother
▪ COLLECTIVE UNCONSCIOUS – the boldest, most mystical and most controversial concept of Jungian Psychology. ❖ It is the heart of Jung’s theory. ✔ storehouse of latent memories, inherited from ancestral past, repeated experience over many generations, more or less same collective unconscious in all cultures. ▪ It is the collective experiences that humans had in their evolutionary past; the “deposit of ancestral experiences from untold million of years; it results from common experiences that all humans have. ▪ These ancestral experiences that are registered in the psyche -called at various times racial memories, primordial images or more commonly archetypes. ❖ the most important and influential part of the psyche and its inherited predisposition seeks outward manifestation. ▪ When the contents of collective unconscious are not recognized in consciousness, they are manifested in dreams, fantasies, images.
COLLECTIVE UNCONSCIOUS- ARCHETYPES: Persona, Anima, Animus, Shadow, Self ▪ Archetypes – ancient archaic images derived from collective unconscious ❖ Similar to complexes, emotionally charged thought from (ideas) and images, they are generalized and derived from the contents of the collective unconscious, and have universal meaning. 🠶 Structural component of collective unconscious. ❖ Each archetype can be viewed as an inherited tendency to respond, emotionally and mythologically to certain kinds of experience. ▪ Persona - mask person adopts in response to demands of social convention & tradition; part society expects one to play in life; public personality.
⮚ Jung believed that all humans are psychologically bisexual and possesses both masculine and feminine side. ❑Anima - feminine archetype in man. ❑Animus - masculine archetype in woman. ❖“no man, is so entirely masculine that he has nothing feminine in him.” ❑Shadow – archetype of darkness and repression, which we do not wish to acknowledge and attempt to hide from ourselves and others. ✔ either hidden from public by persona or repressed into personal unconscious.
❖ Jung’s goal was to introduce his patient to the various components of his/her psyche, & when known, to synthesize them into an interrelated configuration towards a deeper and more creative person. 🠶 SELF -midpoint of personality that holds other systems together; represents human striving for unity/ wholeness; the goal people constantly strive for but rarely reached; the archetype that represent the transcendence of the opposites. 🠶 According to Jung, life’s primary goal is to achieve self-realization (a harmonious blending of the many components and forces within the psyche; never completely achieved (can approximate- through a long complex journey of self-discovery. 🠶 Self-realization & individuation go hand in hand. Individuation is a lifelong process. 🠶 Process of psychological maturity-components of psyche recognized & given expression by the individual. 🠶 Individuation or the tendency toward self-realization is inherent in all living organisms.
🠶 Jung - is the first to describe introvert (inner directed) and extravert (outer-directed) personality types. 🠶 2 major Attitudes/Orientation Of Personality. ▪ Introversion - internal world of one’s thoughts, feelings and experiences. ▪ Extraversion - external world of people and thing 🠶 The Fundamental Psychological Functions : Thinking, Sensing, Feeling, Intuiting 1. THINKING refers to the faculty of rational analysis; of understanding and responding to things through the intellect, the "head" so to speak. Thinking means connecting ideas in order to arrive at a general understanding. The Thinking-type often appears detached and unemotional. The Scientist and the Philosopher are examples of the "thinking type", which is found more commonly in men.
🠶 2. FEELING is the interpretation of things at a value- level, a "heart"-level rather than a "head"-level. Feeling evaluates, it accepts or rejects an idea on the basis of whether it is pleasant or unpleasant. According to Jung this is the emotional personality type, and occurs more frequently in women. 🠶 3. SENSATION means conscious perception through the sense- organs. The Sensation personality-type relates to physical stimulii. But there is a difference according to whether the person is an introvert or an extrovert. 🠶 4. INTUITION is like sensation in that it is an experience which is immediately given to consciousness rather than arising through mental activity (e.g. thinking or feeling). But it differs in that it has no physical cause. It constitutes an intuition or hunch, a "gut"-level feeling, or an "ESP" experience. 🠶 It is the source of inspiration, creativity, novel ideas, etc. According to Jung, the Intuitive type jumps from image, is interested in a while, but soon loses interest
❑ Stages of Personality ▪ Childhood - Birth to Adolescence ▪ Young Adulthood - Adolescence-about age 40 ▪ Middle Age - 40 to later years of life 🠶 Radical transformation/new interests/more cultural, less biological; youthful interests & pursuit ,lose values/wisdom & sagacity vs. physical and mental vigor 🠶 Values more sublimated to social, religious, civic/more spiritual
Alfred Adler: Individual Psychology 🠶 Austrian doctor and therapist, born in 1870, died in 1937 🠶 Sickly child, suffered rickets, which prevented him from walking until the age of four, considered childhood as an unhappy experience. 🠶 Resented an older brother, Mother’s favorite. 🠶 Pursued medicine at the University of Vienna. 🠶 902 – First Association with Freud
FREUD ADLER ▪ Man is motivated by Sex and Aggression. ▪ People have no choice in shaping their personality. ▪ Present behavior is caused by the past. ▪ Emphasis on the unconscious. ▪ Man is motivated by social influences & striving for superiority. ▪ People are largely responsible for who they are. ▪ Present behavior is shaped by the future. ▪ People are usually aware of what they are doing and why. ADLER'S THEORY VS. FREUD’S
🠶 Adler attempts to understand the experiences and behavior of each person as an organized entity. 🠶 viewed the mind as an integrated whole working to attain the future goal of man. 🠶 Actions are guided by a person’s fundamental attitudes towards life. 🠶 assumes that man is motivated primarily by social motives. 🠶 Stressed social context of Personality development. Humans are social creatures by nature not by habits. 🠶 Greatest contribution: social determinants of behavior. First to focus attention on the importance of birth order as factor governing personality 🠶 Adler contended that each child is treated differently within a family depending on the child’s birth order; 🠶 this deferential treatment influences the child's worldview and thus his choice of a life’s goal and lifestyle. 🠶 His crowning achievement as a personality theories is the concept of creative Self. All other concepts are subordinated to it.
🠶 Adler’s Basic Concepts and Principles: ▪ Striving for superiority ▪ The struggle for perfections ▪ Feelings of Inferiority and striving for superiority ▪ Style of life and the creative self ▪ Parental influence of early childhood ▪ Birth order ▪ Development of a Constructive & Destructive lifestyle
❑ Striving for Superiority - the foremost source of human motivation 🠶 Superiority - striving for perfect completion not for individual superiority but for the good of others-better society. 🠶 Superiority vs. superiority complex ❖ How do this striving for superiority come into being in a person? 🠶 Inferiority feelings + compensation 🠶 In general feelings of inferiority arise from a sense of incompletion or imperfection in any sphere of life. 🠶 a child dependent on adults for survival-feeling weak stimulates child to seek power to overcome inferiority. ❖ Superiority Complex- overcompensation for feelings of inferiority, exaggerated opinion of one’s abilities and accomplishments
Striving for Success or Superiority 🠶 Single drive of motivation 🠶 Physical deficiencies activate feelings of inferiority. 🠶 Psychologically unhealthy individuals strive for personal superiority. (Superiority) 🠶 Psychologically healthy individuals seek success for all humanity. (Success) 🠶 Guided by a Final Goal 🠶 Acts of Compensation
❑ Organ Inferiority and Compensation 🠶 Physical deficiency 🠶 Puts forth the idea that people are especially vulnerable to organ deficiencies, inhibiting them from normal functioning and must be dealt with. 🠶 Compensation means the effort to overcome marginalized/real inferiority by developing one’s abilities. 🠶 Growth results from compensation: attempts to overcome inferior feelings 🠶 Since the body acts as an integrated unit, a person can compensate for a weakness. Some persons may overcompensate by converting a weakness into strength. 🠶 Organ Dialect- organ jargon and organ language -refers to somatic signs and symptoms that express (though veiled) an individual's attitudes and opinions.
❑ Fictional Goals and Lifestyles 🠶 People strive for superiority or success to compensate for the feelings of inferiority, but the manner in which they strive is not shaped by reality but by their subjective perception of reality, i.e. by their fictions or experience of the future. 🠶 Fictional future goal to which a person aspires. This goal is the end to which the person is aspiring, and his or her lifestyle is the means to that end. 🠶 As fictions , these perception need not be conscious or understood; yet they give a purpose on people’s action and are responsible for a consistent pattern that runs throughout his life. (Lifestyle); 🠶 The individual invents a worldview and derives a final goal of guiding self-ideal from that worldview; then invent a unique lifestyle as a means of achieving that goal. ❖ Unconscious for neglected or pampered children. ❖ Conscious for children who experienced love and security.
❑ Social Interest 🠶 value of all human activity must be seen from the viewpoint of social interest ⮚ i.e an attitude of RELATEDNESS with humanity (membership) in general as well as EMPATHY for each member of human community, manifested in cooperation with others for a better society. 🠶 A person’s fictional goal and lifestyle must consider the improvement of society, social advancement rather than personal gain 🠶 The index of normality, sole criterion of human values 🠶 A natural condition of the human species and the adhesive that bind society together 🠶 The natural inferiority of individuals necessitates their joining the society together; e.g. without social protection a baby will not survive; without protection from family or clan, early human would have perished due to animals, etc., 🠶 Rooted as a potentiality in everyone, must be developed to contribute to style of life; originates from mother-child relationship during early months of infancy, provided by mothering person who possessed some amount of social interest, thus is sowed to a child during this stage
🠶 Feeling of inferiority 🠶 Personal gain 🠶 Physical deficiencies 🠶 Innate striving force 🠶 Normal feelings of incompletion 🠶 Exaggerated feelings 🠶 Social Interest 🠶 Personal superiority 🠶 Success 🠶 Final Goal Dimly Perceived 🠶 Final Goal Clearly Perceived Two Basic Methods of Striving Toward Final Goal Psychologically Healthy Individuals Psychologically Unhealthy Individuals
❑ STYLE OF LIFE – flavor of one’s life 🠶 Include person’s goal, self-concept, feelings for others, and attitude toward the world 🠶 Fairly established by age 4 or 5 🠶 Learned from early social interactions, the product of interaction, heredity, environment and persons’ creative power 🠶 Expression of striving for superiority to attain goals 🠶 Guiding framework for all later behaviors 🠶 Includes a person’s goal, self- concept, feelings for others, and attitude towards the world. 🠶 Unhealthy individuals = rigid Style Of Life 🠶 Healthy individuals = flexible Style of Life 🠶 Problems: Neighborly love, sexual love, and occupation 🠶 Means: cooperation, courage, and willingness to contribute to another
Universal Problems and Styles of Life for Dealing with Problems 🠶 Problems: ▪ Involving behavior toward others ▪ Occupational ▪ Relationships/Love 🠶 Styles of Life: Specific Types ▪ Dominant: Little social awareness ▪ Getting: Expects to receive satisfaction from others, becomes dependent ▪ Avoiding: Avoids life’s problems ▪ Socially useful: Cooperates with others, shows social interest
❑ CREATIVE SELF - 🠶 Ability to create an appropriate style of life 🠶 Humans are not simply passive recipients of environmental & genetic influences; 🠶 rather each person is free to construct their own personality out of the raw materials of heredity and experiences. 🠶 We create ourselves, personality and character 🠶 Creative power- man has control of their on lives, responsible for final goal, determines methods of striving for that goal and contribute to the development of social interest ❑ “the law of low doorway” - You can use your creative power to solve the problem successfully ❖ Reactions and interpretations of experience more important than actual experience
❑ Birth Order – Adler contended that each child is treated differently within a family depending on the child’s birth order; this deferential treatment influences the child's worldview and thus his choice of a life’s goal and lifestyle. Adler’s View of Some Possible Traits By Birth Order POSITIVE NEGATIVE OLDEST CHILD Nurturing and protective of others; Good organizer Highly anxious; exaggerated feelings of power; unconscious hostility; fights for acceptance; must always be right; highly critical of others; uncooperative Second Child Highly motivated; cooperative; moderately competitive Highly competitive; easily discouraged YOUNGEST CHILD Realistically ambitious Pampered style of life; dependent on others; wants to excel in everything; unrealistic ambitious ONLY CHILD Socially mature Exaggerated feelings of superiority; low feelings of cooperation; inflated sense of self; pampered lifestyle
🠶 ABNORMAL DEVELOPMENT - LACK of social interest. 🠶 Creative power is not limited to healthy people; unhealthy individuals also create their own personalities, each is free to choose either a useful or a useless style of life. 🠶 People with a useless style of life tend to (1) set their goals too high, (2) have a dogmatic style of life, and (3) live in their own private world. 🠶 External Factors in Maladjustment three factors that relate to abnormal development: 🠶 (1) exaggerated physical deficiencies, which do not by themselves cause abnormal development, but which may contribute to it by generating subjective and exaggerated feelings of inferiority; 🠶 (2) a pampered style of life, which contributes to an overriding drive to establish a permanent parasitic relationship with the mother or a mother substitute; and 🠶 (3) a neglected style of life, which leads to distrust of other people.
Safeguarding Tendencies ⮚ patterns of behavior created to protect exaggerated sense of self-esteem against public disgrace 🠶 enable people to hide inflated self- image and to maintain current style of life 🠶 Compared to Freud’s Defense Mechanisms: ❖Largely conscious , protects self- esteem from public disgrace TYPES: Excuses, Aggression, & Withdrawal
1. Excuses - which allow people to preserve their inflated sense of personal worth; 2. Aggression, which may take the form of: ❖depreciating others' accomplishments -one’s accomplishments are overvalued and the accomplishments of others are undervalued, ❖accusing others of being responsible for one's own failures - blaming other people for one’s shortcomings and seeking revenge against those people, and ❖ self-accusation - wallowing in self-torture and guilt, the ultimate purpose of which is to hurt other people) 3. Withdrawal, which can be expressed by psychologically moving backward, standing still, hesitating, or constructing obstacles
🠶 MASCULINE PROTEST - Both men and women sometimes overemphasize the desirability of being manly, ❖Attempting to become more powerful by being more masculine, and thereby less feminine ❖ describe the behavior of women who reject traditional feminine roles in favor of more masculine ones. 🠶 According to Adler’s earlier theorizing, both men and women attempt to gain power by becoming more like the cultural ideal of a man. 🠶 The frequently found inferior status of women is not based on physiology but on historical developments and social learning.
Ego Psychology/ Psychosocial Theory of Development ❖ Danish-German-American developmental psychologist and psychoanalyst ❖ Erik Homberger Erikson was born in June 15, 1902 in Frankfurt, Germany (http://www.muskingum.edu/~psych/psycweb/hist ory/erikson.htm) ❖ Erik Erikson is the best known among the ego psychologists. Erik Erikson (1902-1994)
❑The ego is viewed as that part of the personality that takes action in life situations. ✔ It is considered as the “executive officer” of the personality. ❑Psychosocial factors -major motivators of the individual- not instinct, not unconscious, not early childhood development. ❑Psychosocial stages in the development of personality: ❑Each is critical for developing certain personality characteristics and for preparing the individual for subsequent ones. ❑Each involves a specific developmental task and a crisis, the successful resolution of which leads to optimal ego development.
❑ Psychosocial stages in the development of personality: ⮚ There is optimal time for each task ⮚ Each stage contributes to the formation of the total personality. ⮚ Each is critical for developing certain personality characteristics and for preparing the individual for subsequent ones. ⮚ Each involves a specific developmental task and a crisis, the successful resolution of which leads to optimal ego development. 🠶 If the stage is well managed – virtue/ psychosocial strength- will help thru the rest of the stages of life 🠶 If not- maladaptation/malignancies –endangers future development.
❖ The resolution of each stage is seen as dependent on the following: ✔ the individual’s own innate capacities ✔ those with whom he interacts ✔culture ✔environment as they shape child-bearing practices and provide opportunities or obstacles to optimal adaptation. ❑ Erikson saw reciprocity between the individual and the environment that if the environment meets the basic needs of the individual, the person will take his place in society.
🠶 “HOPE is both the earliest and the most indispensable virtue inherent in the state of being alive. If LIFE is to be sustained HOPE must remain, even where confidence is wounded, trust impaired”-- Erik Erikson
❑ KAREN HORNEY: PSYCHOANALYTIC SOCIAL THEORY 🠶 Karen Horney was born near Hamburg, Germany, in 1885. 🠶 As a teenager, she suffered her first episode of depression, a challenge she faced several times throughout her life. 🠶 Lecturer at the New School for Social Research and a teacher at the New York Psychoanalytic Institute 🠶 Horney’s beliefs differed from traditional Freudian theories, and this led to her expulsion from the New York Psychoanalytic Institute. Psychoanalytic Social Theory: ❖ Cultural conditions especially childhood experience are largely responsible for shaping personality
🠶 Horney’s writings deal mostly with what she called neuroses and neurotic personalities ❖ HORNEY on FREUD’s Theory: Freud’s explanations result in a pessimistic view of humanity. 🠶 Criticized Freudian theory on at least three accounts: 1) its rigidity toward new ideas, 2) objected to Freud’s idea on feminine psychology 3) its overemphasis on biology and the pleasure principle. 🠶 Major Concept: Basic anxiety which can be related to two basic needs in childhood ❖ Satisfaction - Children's need for food, water, sleep (At least minimal satisfaction is necessary for children's survival) ❖ Safety: Need for security + Freedom from fear.
🠶 Neurotic conflict stems largely from childhood traumas, most of which are traced to a lack of genuine love. 🠶 Children who do not receive genuine affection feel threatened and adopt rigid behavioral patterns in an attempt to gain love. ❑ BASIC HOSTILITY AND BASIC ANXIETY- parents often neglect, dominate, reject, or overindulge their children, conditions that lead to the child’s feelings of BASIC HOSTILITY toward parents. 🠶 If children repress basic hostility, they will develop feelings of insecurity and a pervasive sense of apprehension called BASIC ANXIETY. 🠶 Basic evil - the behavior of parents that undermines a child’s security 🠶 To combat this basic anxiety, they adopt one of the 3 fundamental styles of relating to others: Moving towards, moving against, or moving away from people. 🠶 Normal individuals may use any of these moves of relating to others, but neurotics are compelled to rigidly rely on only one (compulsive behavior)- generates a basic intrapsychic conflict that may take the form of either an idealized self-image or self-hatred. ❑The Importance Of Childhood Experiences
❑REAL VS. IDEALIZED SELF 🠶 Horney contends that a person whose needs for safety and satisfaction have not been adequately met tends to develop an idealized self which may be at variance of real self. 🠶 Homey's idea of healthy self depends on person's view about self which may have been formed through his experience with significant others family.
The Three Major Adjustment Techniques and the 10 Neurotic Needs (Hergenhahn, 1994) Self-Effacing Solution Love – “Moving Toward” (Compliance) Expansive Solution Mastery – “Moving Against” (Aggression) Resignation Solution Freedom – “Moving Away” (Detachment) Need for: 1. Affection and approval 2. Partner to take control 3. Restriction of life to narrow borders “If you love me, you will not hurt me” Identification with the despised self Need for: 4. Power and omnipotence and perfection 5. Exploitation of others. 6. Social recognition and prestige 7. Personal admiration 8. Personal achievement “If I have power, no one can hurt me” Identification with the ideal self Need for: 9. Self-sufficiency 10. Perfection and unassailability “If I withdraw, nothing can hurt me” Vacillation between despised and ideal self
Erich Fromm: Humanistic Psychoanalysis 🠶 “People have lost their connection with nature and one another” 🠶 everybody’s main goal in life is to become stronger, freer, more noble – essentially, the person you were meant to be. 🠶 swapped Freud’s idea of libido as the life drive for a more practical one that included a new understanding of assimilation and socialization. 🠶 Erich Fromm was born in Germany in 1900, the only child of orthodox Jewish parents. 🠶 A thoughtful young man, Fromm was influenced by the bible, Freud, and Marx, as well as by socialist ideology. 🠶 After receiving his Ph.D., Fromm began studying psychoanalysis and became an analyst by being analyzed by Hanns Sachs, a student of Freud.
Basic Assumptions 🠶 Believed that humans have been torn away from their prehistoric union with nature and left with no powerful instincts to adapt to a changing world. But because humans have acquired the ability to reason, they can think about their isolated condition-a situation called the human dilemma. 🠶 According to Fromm, human dilemma cannot be solved by satisfying our animal needs. Can only be addressed by fulfilling our uniquely human needs, an accomplishment that moves us toward a reunion with the natural world. 🠶 Fromm identified five of these distinctively human or existential needs: 1) Relatedness 2) Transcendence 3) Rootedness 4) Sense of Identity 5) Frame of Orientation
▪Relatedness - which can take the form of (1) submission, (2) power, and (3) love. Love, or the ability to unite with another while retaining one's own individuality and integrity, is the only relatedness need that can solve our basic human dilemma. ▪Transcendence- Being thrown into the world without their consent, humans have to transcend their nature by destroying or creating people or things. ⮚ Humans can destroy through malignant aggression, or killing for reasons other than survival, but they can also create and care about their creations. ▪Rootedness- Rootedness is the need to establish roots and to feel at home again in the world. ⮚ Productively, rootedness enables us to grow beyond the security of our mother and establish ties with the outside world. ⮚ With the nonproductive strategy, we become fixated and afraid to move beyond the security and safety of our mother or a mother substitute.
▪Sense of Identity- The fourth human need is for a sense of identity, or an awareness of ourselves as a separate person. ⮚ The drive for a sense of identity is expressed nonproductively as conformity to a group and productively as individuality. ▪Frame of Orientation- a road map or consistent philosophy by which we find our way through the world. ⮚ This need is expressed nonproductively as a striving for irrational goals and productively as movement toward rational goals.
❑ The Burden of Freedom 🠶 As the only animal possessing self-awareness, humans are what Fromm called the "freaks of the universe.“ 🠶 Historically, as people gained more political freedom, they began to experience more isolation from others and from the world and to feel free from the security of a permanent place in the world. 🠶 As a result, freedom becomes a burden, and people experience basic anxiety, or a feeling of being alone in the world.
❑ Mechanisms of Escape 🠶 To reduce the frightening sense of isolation and aloneness, people may adopt one of three mechanisms of escape: 1) Authoritarianism, or the tendency to give up one's independence and to unite with a powerful partner; 2) Destructiveness, an escape mechanism aimed at doing away with other people or things; and 3) Conformity, or surrendering of one's individuality in order to meet the wishes of others. ❑ Positive Freedom 🠶 The human dilemma can only be solved through positive freedom, which is the spontaneous activity of the whole, integrated personality, and which is achieved when a person becomes reunited with others.
❑ Character Orientations = how people relate to the world 1) Assimilation 2) Socialization 3) The Nonproductive Orientations 1) Receptive 2) Exploitative 3) Hoarding 4) Marketing 4) The Productive Orientations 1) Working 2) Loving 3) Reasoning 4) Psychologically healthy people work toward positive freedom
❑ Character Orientations - People relate to the world by acquiring and using things (assimilation) and by relating to self and others (socialization), and they can do so either nonproductively or productively. ❑ Nonproductive Orientations - Four nonproductive strategies that fail to move people closer to positive freedom and self-realization. ⮚ People with a receptive orientation - believe that the source of all good lies outside themselves and that the only way they can relate to the world is to receive things, including love, knowledge, and material objects. ⮚ People with an exploitative orientation- believe that the source of good lies outside themselves, but they aggressively take what they want rather than passively receiving it. ⮚ Hoarding characters try to save what they have already obtained, including their opinions, feelings, and material possessions. ⮚ People with a marketing orientation see themselves as commodities and value themselves against the criterion of their ability to sell themselves. They have fewer positive qualities than the other orientations because they are essentially empty.
❑ The Productive Orientation Psychologically healthy people work toward positive freedom through productive work, love, and reasoning. ⮚ Productive love necessitates a passionate love of all life and is called biophilia. ❑ Personality Disorders- Unhealthy people have nonproductive ways of working, reasoning, and especially loving. 🠶 Fromm recognized three major personality disorders: 🠶 (1) necrophilia, or the love of death and the hatred of all humanity; 🠶 (2) malignant narcissism, or a belief that everything belonging to one's self is of great value and anything belonging to others is worthless; and 🠶 3) incestuous symbiosis, or an extreme dependence on one's mother or mother surrogate.
❑ Harry Stack Sullivan- Interpersonal Theory 🠶 Born Feb. 21, 1892; oldest existing son of poor Irish Catholic parents, lonely childhood existence, poor relationship with father. 🠶 People develop their personality within a social context. Without other people, humans would have no personality. 🠶 Development rests on the individual’s ability to establish intimacy with another person. Anxiety can interfere with satisfying interpersonal relations. 🠶 Sullivan had a lonely and isolated childhood, he evolved a theory of personality that emphasized the importance of interpersonal relations. 🠶 He insisted that personality is shaped almost entirely by the relationships we have with other people. 🠶 Sullivan's principal contribution to personality theory was his conception of developmental stages.
❑ Tensions- personality as an energy system, with energy existing either as tension (potentiality for action) or as energy transformations (the actions themselves). ⮚ He further divided tensions into needs and anxiety. ❑ A. Needs - can relate either to the general well-being of a person or to specific zones, such as the mouth or genitals. ❖General needs can be either physiological, such as food or oxygen, or they can be interpersonal, such as tenderness and intimacy. ❑ B. Anxiety - unlike needs-which are conjunctive and call for specific actions to reduce them-anxiety is disjunctive and calls for no consistent actions for its relief. ❖All infants learn to be anxious through the empathic relationship that they have with their mothering one. ❖Sullivan called anxiety the chief disruptive force in interpersonal relations. ❖A complete absence of anxiety and other tensions is called euphoria.
🠶 Dynamisms: Malevolence, Intimacy, Lust, Self-System Sullivan used the term dynamism to refer to a typical pattern of behavior. Dynamisms may relate either to specific zones of the body or to tensions. ❑ A. Malevolence The disjunctive dynamism of evil and hatred is called malevolence, defined by Sullivan as a feeling of living among one's enemies. Those children who become malevolent have much difficulty giving and receiving tenderness or being intimate with other people. ❑ B. Intimacy The conjunctive dynamism marked by a close personal relationship between two people of equal status is called intimacy. Intimacy facilitates interpersonal development while decreasing both anxiety and loneliness.
🠶 C. Lust - In contrast to both malevolence and intimacy, lust is an isolating dynamism. ⮚ is a self-centered need, can be satisfied in the absence of an intimate interpersonal relationship. ⮚ In other words, although intimacy presupposes tenderness or love, lust is based solely on sexual gratification and requires no other person for its satisfaction. ❑ D. Self-System -The most inclusive of all dynamisms is the self-system, or that pattern of behaviors that protects us against anxiety and maintains our interpersonal security. ⮚ The self-system is a conjunctive dynamism, but because its primary job is to protect the self from anxiety, it tends to stifle personality change. ❖ Experiences that are inconsistent with our self-system threaten our security and necessitate our use of security operations, which consist of behaviors designed to reduce interpersonal tensions: dissociation and selective inattention ▪ Dissociation- all those experiences that we block from awareness. ▪ Selective inattention- involves blocking only certain experiences from awareness.
🠶 Personifications - people acquire certain images of self and others throughout the developmental stages, and he referred to these subjective perceptions as personifications. ❑ A. Bad-Mother, Good-Mother The bad-mother personification grows out of infants' experiences with a nipple that does not satisfy their hunger needs. ⮚ All infants experience the bad-mother personification, even though their real mothers may be loving and nurturing. ⮚ Later, infants acquire a good-mother personification as they become mature enough to recognize the tender and cooperative behavior of their mothering one. ⮚ Still later, these two personifications combine to form a complex and contrasting image of the real mother.
❑ B. Me Personifications - during infancy, children acquire three "me" personifications: 1) the bad-me- grows from experiences of punishment and disapproval, 2) the good-me -results from experiences with reward and approval, and 3) the not-me - allows a person to dissociate or selectively inattend the experiences related to anxiety. ❑ C. Eidetic Personifications- people often create imaginary traits that they project onto others. ❖ Included in these eidetic personifications are the imaginary playmates that preschool-aged children often have. ❖ These imaginary friends enable children to have a safe, secure relationship with another person, even though that person is imaginary.
🠶 Levels of Cognition (ways of perceiving things) Prototaxic, Parataxic, and Syntaxic. ❑ Prototaxic Level- Experiences that are impossible to put into words or to communicate to others are called prototaxic. ❖ Newborn infants experience images mostly on a prototaxic level, but adults, too, frequently have preverbal experiences that are momentary and incapable of being communicated. ❑ Parataxic Level Experiences that are prelogical and nearly impossible to accurately communicate to others are called parataxic. ❖ Included in these are erroneous assumptions about cause and effect, which Sullivan termed parataxic distortions. ❑ Syntaxic Level Experiences that can be accurately communicated to others are called syntaxic. ❖ Children become capable of syntaxic language at about 12 to 18 months of age when words begin to have the same meaning for them that they do for others.
🠶 Stages of Development Sullivan saw interpersonal development as taking place over seven stages, from infancy to mature adulthood. Personality changes can take place at any time but are more likely to occur during transitions between stages.
❑ Hans Eysenck: Biological Theory of Personality 🠶 born in Berlin, Germany on March 4, 1916. 🠶 received his Ph.D. in Psychology from the University of London in 1940 🠶 Developed the concept of neuroticism, arguing that it was a biological form of emotional instability, argued that much of personality is genetically determined 🠶 Personality: a person’s internally based characteristic way of acting and thinking. 🠶 Character: Personal characteristics that have been judged or evaluated 🠶 Temperament: Hereditary aspects of personality, including sensitivity, moods, irritability, and distractibility 🠶 Personality Trait: Stable qualities that a person shows in most situations 🠶 Personality Type: People who have several traits in common
Hans Eysenck: Biological Theory of Personality ▪ Personality is a more stable person’s character, temperament, intellect and physique which determines his unique adjustment in the environment 🠶 Main Dimension of Personality 1. Will 2. Emotion 3. Intelligence 🠶 Dopamine Levels and creativity 🠶 Inhibition Theory 🠶 Arousal theory Personality Development ⮚ The Role of Hereditary ⮚ The role of Socialization
🠶 PERSONALITY ❑ is “the sum-total of the actual or potential behavior-patterns of the organism, as determined by heredity and environment it originates and develops through the functional interaction of the four main sectors into which these behavior-patterns are organized. ❖ For Eysenck, personality consists of acts and dispositions organized in a hierarchical fashion in terms of their level of generality: 🠶 The cognitive sector (intelligence) 🠶 the conative sector (character) 🠶 the affective sector (temperament) 🠶 and the somatic sector (constitution)
🠶 Three Dimensions of Personality: 1.Extraversion 2. Neuroticism 3. Psychoticism ❖ Introversion versus Extroversion ❖ Emotionally Stable versus Unstable (neurotic) ❖ Impulse Control versus Psychotic ❑ Extraversion - Introversion: 🠶 Extraversion: toughmindedness; impulsiveness; tendency to be outgoing; desire for novelty; performance enhanced by excitement; preference for vocations involving contact with other people; tolerance for pain. 🠶 Introversion: tendermindedness; introspectiveness; seriousness; performance interfered with by excitement; easily aroused but restrained, inhibited; preference for solitary vocations; sensitivity to pain.
❑Neuroticism- Psychoticism 🠶 Neuroticism: Below-average emotional control, will- power, and capacity to exert self; slowness in thought and action; suggestibility; lack of persistence; tendency to repress unpleasant facts; lack of sociability; below- average sensory acuity but high level of activation. 🠶 Psychoticism: Poor concentration, poor memory; insensitivity; lack of caring for others; cruelty; disregard for danger and convention; occasionally originality and/or creativity; liking for unusual things; considered peculiar by others.
🠶 4 Basic Temperaments
Abraham Maslow: Motivation Theory 🠶 Against Freudian theories, and thought psychology shouldn’t be pessimistic. 🠶 He was against because psychology was before, focused on psychological flaws, and was very objective. 🠶 His unique contribution is drawing upon his investigation of healthy and creative persons to arrive as certain formulations regarding personality. 🠶 Abraham Maslow sighted healthy people instead of mentally ill ones. 🠶 It was his pursuance of subjective Psychology and eagerness in optimism that made Humanistic Psychology. 🠶 He thought the heart of learning lied in experiences, and that psychologically speaking people’s fulfillment or “self-actualization” is the “development of human potential,” 🠶 To Maslow, reason, dignity, worth, nobility are key concerns and foundations o Humanistic Psychology.
🠶 Propounded a theory of human motivat ion that differentiates between basic needs & metaneeds 🠶 His theory of human motivation suggests a hierarchical principle - takes both biological and social foundation of human motives into consideration. 🠶 The whole person is motivated requiring a holistic approach. 🠶 People are continually motivated by one need or another. 🠶 Satisfying one need results in the individual trying to satisfy other needs. 🠶 People are universally motivated by the same basic needs 🠶 Needs can be arranged in a hierarchical fashion
: G R O W T H N E E D S D E F I C I E N C Y N E E D S PROGRESSION IF LOWER NEEDS ARE SATISFIED 1 2 3 4 5
⚫Key contribution to personality theory – the self- actualizing person as an example of psychological health. ⚫Maslow (1971) held that self-actualizing people are motivated” what he called B-values. ❖“Being” values - indicators of Psychological health and are opposed to deficiency needs ❖Maslow termed B-values “metaneeds” (growth needs)to indicate that they are the ultimate level of needs. ❖The motives of self-actualizing people, which called Metamotivation. (Feist and Feist 2006).
🠶 Maslow advocated a holistic analytic approach to study the total person. His theory is concerned with growth motivation, which can be gained through self actualization. 🠶 The value of self-actualizing people include: ✔ truth, ✔goodness, ✔ beauty ✔ spontaneity, ✔Simplicity ✔ playfulness or humor, ✔ justice and order, ✔transcendence of dichotomies totality.
Peak Experience 🠶 Are especially joyous and exciting moments in the life of every individual. 🠶 Feelings of limitless horizons opening up to the vision; the feeling of being; mystical in nature; somehow gave a feeling of transcendence. ❑ Jonah Complex 🠶 It is the “ the fear of one’s own greatness ..evasion of one’s destiny... running away from one’s talents”. (Maslow, Hergenhahn, & Olson, 2003) 🠶 The Jonah Complex is the fear of success which prevents self- actualization, or the realization of one’s potential. It is the fear of one’s own greatness, the evasion of one’s destiny, or the avoidance of exercising one’s talents. 🠶 Everyone has a voice inside them that tells them they can be something great. Many of us believe that, if given the right opportunities and resources, we can be as successful or as great as our predecessors. “We have, all of us, an impulse to improve ourselves, an impulse toward actualizing more of our potentialities, toward self-actualization, or full humanness or human fulfillment, or whatever term you like. Granted this, then what holds us up? What blocks us? = Maslow
🠶 Characteristic of Self-actualizing People ▪ More Efficient Perception of Reality ▪ Acceptance of Self, others, and Nature ▪ Spontaneity, simplicity and Naturalness ▪ Problem-centering ▪ The need for privacy ▪ Autonomy ▪ Continued Freshness of Appreciation ▪ The Peak Experience ▪ Profound Interpersonal Relations ▪ The Democratic character structure ▪ Discrimination between means and ends ▪ Sense of Humor ▪ Creativeness ▪ Resistance to Enculturation
CARL ROGERS: Person-Centered Theory ▪ Humanistic Psychology - unique qualities of human. i.e. potential for growth, hopeful and optimistic ▪ Organismic Theory - individual motivated by one sovereign drive – SELF-ACTUALIZATION. ⮚ unity, coherence, integration of a normal personality ▪ Ideally, all individuals evaluate their experiences using the organismic valuing process. ❖ Healthy people use these processes as guides to living their lives. This means that people can trust their feelings.
🠶 According to Rogers all people live in a subjective world, their own subjective reality, called their phenomenological field. 🠶 In Rogers' view, the self is the central ingredient in human personality and personal adjustment 🠶 His theory is basically phenomenological in character ❖ Growth occurs when individuals confront problems, struggle to master them, and through that struggle develop new aspects of their skills, capacities, views about life. ❖ Life, therefore, is an endless process of creatively moving forward, even if only in small ways.
Structure of Personality 1.Organism - locus of all experiences; the person is experiencing organism. 2.Self or Self-Concept - subjective nature (own picture of yourself); collection of self-perception. - not entirely consistent with external reality (Distortion) 🞂 HOWEVER, if the person’s self-concept is reasonably accurate - there is CONGRUENCE. 🞂 If distortion occurs- there is INCONCRUENCE (gap between self-concept and reality). 🞂 Some Incongruence is probably unavoidable but TOO MUCH incongruence undermines one’s psychological well-being.
Development of Personality 🠶 Roger focuses upon ways in which evaluation of an individual by others. 🠶 Organismic self-possess inherent actualizing tendency (to expand to grow) - subject to strong influence from social environment (parents/significant other) 🠶 Also strong need for affection, love, acceptance (positive regards). ❖ In childhood - parents provide this, but some parent make positive regard Conditional-this creates conditions of worth and child's block out of His self-concept those experiences that makes them unworthy of love. ⚫ If given unconditional love -less need to block out unworthy experience and grow up to be the kind of person he wants to be (Real Self). ✔ Unconditional love foster CONGRUENCE ✔ Conditional love foster INCONGRUENCE.
▪ If child grow up believing that affection from others is very conditional – more and more distortion in child’s experience in order to feel worthy of acceptance. ▪ Self-concept evolves throughout child and adolescence as it gradually stabilizes person 1) Behave consistent with it 2) Resistant to information that contradicts self- concept. 🞂 Contradictory information threatens- principal cause of anxiety. 🞂 To ward off-behave defensively (ignore, deny twist reality) to protect and perpetuate self-concept. 🞂 Defensiveness is the protection of the self-concept against anxiety and threat by using denial or distortion, (two major defense mechanism), allowing us to block out experiences that otherwise would cause unpleasant anxiety or threat. 🞂 Whenever these defenses, (denial or distortion) fail or are insufficient to block out incongruence, people become disorganized..
▪ In general, organismic theory feels that potentialities of organism – If allowed to unfold in an orderly manner by an appropriate environment (warm, affectionate, accepting) will produce, healthy, integrated personality. ▪ Malignant environment forces – cripple /destroy the person. ▪ Nothing is inherent “bad” in the organism – It is made bad by an inadequate environment. 🠶 Psychotherapy 🠶 Conditions (3) which are necessary for psychological growth to take place: 1. Counselor Therapist Congruence 2. Unconditional Positive Regard 3. Empathic Listening
IVAN PAVLOV: Classical Conditioning ▪ Classical conditioning is a reflexive or automatic type of learning ▪ Originators and Key Contributors: First described by Ivan Pavlov (1849-1936). Russian Physiologist in 1903, and studied in infants by John B. Watson (1878-1958) ▪ The most basic form is associative learning (like, making a new association between events in the environment). ▪ There are two forms of associative learning ; ✔ Classical Conditioning, (experimenting with dogs) and ✔ Operant Conditioning ( ⚫ Classical conditioning -(later developed by John Watson) involves learning to associate an unconditioned stimulus that already brings about a particular response (i.e., a reflex) with a new (conditioned) stimulus, so that the new stimulus brings about the same response.
✔Operant Conditioning
JOHN B. WATSON 🞂 coined the term behaviourism, based on the assumption that: ✔ All learning occurs through interactions with the environment ✔ The environment shapes behavior 🞂 Watson urged that there is no such thing as consciousness; 🞂 That all human activity is conditioned and conditionable in spite of the variation in genetic makeup. 🞂 He placed the emphasis on external behavior of people and their reactions in given situations, rather than on their internal, mental state 🞂 Experimented on “Little Albert”
🠶 WATSON FOUND: 🠶 In addition to demonstrating that emotional responses could be conditioned in humans, Watson and Rayner also observed that stimulus generalization had occurred. 🠶 After conditioning, Albert feared not just the white rat, but a wide variety of similar white objects as well. His fear included other furry objects including Raynor's fur coat and Watson wearing a Santa Claus beard.
B. F. Skinner: Operant Conditioning, Reinforcement Theory ▪ Operant Conditioning – learning occurs when a reward is provided after an organism makes the desired response. ▪ The term operant refers to how an organism operates in the environment. ⚫The fundamental principle of operant conditioning is embodied in the Skinner’s concept of Reinforcement. ⚫Reinforcement – occurs when an event following a response strengthens the tendency to make that response
Types of Reinforcement 1. Positive – adding something (positive reinforcer) in order to increase/strengthen a response. 2. Negative – strengthening a response by avoiding/removing an unpleasant stimulus(aversive stimulus). 3. Punishment –something aversive to decrease a behavior. MAKING PUNISHMENT MORE EFFECTIVE ▪ Guidelines ( research evidence) on how to make punishment more effective (Weiten, 1989) 1) Apply punishment swiftly – delay undermines the impact 2) Make punishment consistent – inconsistency creates more confusion in learning. 3) Explain why the punishment – to make children understand. 4) Make alternative response available and reinforce Ex. attention seeking behavior
Albert Bandura : SOCIAL LEARNING THEORY ⮚ Albert Bandura (1977) agrees with the behaviourist learning theories of classical conditioning and operant conditioning. However, he adds two important ideas: 1.Mediating processes occur between stimuli & responses. 2.Behavior is learned from the environment through the process of observational learning. 🠶 Observational Learning 🠶 Children observe the people around them behaving in various ways. This is illustrated during the famous Bobo doll experiment (Bandura, 1961). 🠶 Individuals that are observed are called models. 🠶 In society, children are surrounded by many influential models, such as parents within the family, characters on children’s TV, friends within their peer group and teachers at school. Theses models provide examples of behavior to observe and imitate, e.g. masculine and feminine, pro and anti-social etc.
Albert Bandura: Social Learning Theory ▪ Emphasizes interaction of cognitive, behavioral and environmental determinants ▪ Observational learning -organism’s response is influenced through observation of others (model). ❖ Key processes in Observational Learning 🠶 Attention 🠶 Retention 🠶 Motor Reproduction 🠶 Motivational Processes
🠶 There are Four Meditational Processes proposed by Bandura: 1. Attention: The extent to which we are exposed/notice the behaviour. For a behavior to be imitated it has to grab our attention 2. Retention: How well the behaviour is remembered. The behaviour may be noticed, but is it not always remembered which obviously prevents imitation. It is important therefore that a memory of the behaviour is formed to be performed later by the observer. 3. Reproduction: This is the ability to perform the behavior that the model has just demonstrated. We see much behaviour on a daily basis that we would like to be able to imitate but that this not always possible. We are limited by our physical ability and for that reason, even if we wish to reproduce the behaviour, we cannot. 4. Motivation: The will to perform the behaviour. The rewards and punishment that follow a behaviour will be considered by the observer. If the perceived rewards outweighs the perceived costs (if there are any) then the behaviour will be more likely to be imitated by the observer.
🞂 Cognitive theory- is a learning theory of psychology that attempts to explain human behavior by understanding the thought processes. ▪ Triadic reciprocal determinism – assumes that human action is a result of a interaction among three variables Environment, behavior and person ▪ Self-Efficacy – the capacity to organize, execute the sources of action required to manage prospective situation (Bandura) 🞂 Self-regulation – controlling our own behavior. ▪ Bandura suggests 3 steps of self-regulation: ✔Self-observation ✔Judgment ✔Self-response
Jean Piaget: COGNITIVE THEORIES 🠶 The principle in development stages theory defining progress from one stage to the next depending upon maturational changes 🠶 He built his theory on how the children use their intelligence rather than how their intelligence measured ▪ Sensation – refers to the processes by which organism detects internal and external stimulation at is various receptor ▪ Assimilation – what people perceive in the external world does not always fit out internal schema or thought ▪ Accommodation – we can accommodate our thought patterns to what we are perceive or change what we think.
APPROX. AGE RANGE STAGE MAJOR CHARACTERISTICS Birth – 2 years Sensorimotor Period • coordination of sensory input into motor action. • development of object permanence. • little or no capacity for symbolic representation. 2 – 7 years Pre-operational Period • development of symbolic thought. • egocentric thinking. (animism) • thought marked by centration (concentrate only one detail/ignore other aspects)and irreversibility.(follow & think thru in one direction) • attention span improves. 7 – 11 years Concrete Operational Period • mental operations applied to concrete objects and events; • development of conservation, decentration and reversibility. • Acquire concept of classification.; fairly good in inductive logic; difficulty with deductive logic Through Adulthood Formal Operational Period • Mental operations applied to abstractions. • Development of logical and systematic thinking. • Problem solving Cognitive Development PIAGET FOUR MAJOR STAGES IN THE DEVELOPMENT OF CHILDREN’S THOUGHT PROCESSES
Lawrence Kohlberg: Moral Development Theory ▪ Expanded on Piaget’s theory ( e.g shifting of moral judgment from heteronomous morality) ❑ Stages of Moral development 🠶 Level 1. Preconventional Morality ▪ Stage 1 - Obedience and Punishment ▪ Stage 2 - Individualism and Exchange 🠶 Level 2. Conventional Morality ▪ Stage 3 - Interpersonal Relationships ▪ Stage 4 - Maintaining Social Order 🠶 Level 3. Postconventional Morality ▪ Stage 5. Social Contract and Individual Rights ▪ Stage 6 - Universal Principles
Kohlberg's Moral Development
Lawrence Kohlberg: Moral Development Theory ⮚ Expanded on Piaget’s theory ( e.g shifting of moral judgment from heteronomous morality) ⮚ Stages of Moral development 🠶 Level 1. Preconventional Morality Stage 1 - Obedience and Punishment The earliest stage of moral development is especially common in young children, but adults are also capable of expressing this type of reasoning. At this stage, children see rules as fixed and absolute. Obeying the rules is important because it is a means to avoid punishment. Stage 2 - Individualism and Exchange At this stage of moral development, children account for individual points of view and judge actions based on how they serve individual needs. In the Heinz dilemma, children argued that the best course of action was the choice that best-served Heinz’s needs. Reciprocity is possible at this point in moral development but only if it serves one's own interests.
Level 2. Conventional Morality 🠶 Stage 3 - Interpersonal Relationships Often referred to as the "good boy-good girl" orientation, this stage of moral development is focused on living up to social expectations and roles. There is an emphasis on conformity, being "nice," and consideration of how choices influence relationships. 🠶 Stage 4 - Maintaining Social Order At this stage of moral development, people begin to consider society as a whole when making judgments. The focus is on maintaining law and order by following the rules, doing one’s duty and respecting authority. Level 3. Postconventional Morality 🠶 Stage 5 - Social Contract and Individual Rights At this stage, people begin to account for the differing values, opinions, and beliefs of other people. Rules of law are important for maintaining a society, but members of the society should agree upon these standards. 🠶 Stage 6 - Universal Principles Kohlberg’s final level of moral reasoning is based upon universal ethical principles and abstract reasoning. At this stage, people follow these internalized principles of justice, even if they conflict with laws and rules.

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FILIPINO PERSONALITY and Social Work.pptx

  • 1.
  • 2.
    FILIPINO PERSONALITY ANDSOCIAL WORK 🠶 Learn the interplay of human behavior and the environment from a developmental and ecosystem perspective 🠶 Apply human behavior and personality development concepts and theories in understanding the Filipino personality- its uniqueness, similarities to other cultures and adaptation to changing times 🠶 Understand the essence of behavioral/social science theories 🠶 To critically select and use appropriate human behavior and social environment theory in the assessment of client’s situation and in intervention planning 🠶 Be able explain the causes and effects of social problems on personal and collective well-being
  • 3.
    Human Behavior andSocial Environment FOCUSED ON MAN SOCIETY Biopsychosocial/Spiritual Social, cultural, political and economic forces Continuous desire to live productive, satisfying life Condition of equilibrium between needs and demands imposed upon him by social environment. MUST BE ESTABLISHED Inability to satisfy needs because of: Inability to cope with problems of living Impairment of social functioning Personal Inadequacies Harsh and difficult social environment 🡪 DEVIATION
  • 4.
    SOCIAL WORK &BEHAVIORAL SCIENCE 🠶Human behavior can be explained adequately by understanding the biological, physical, psychological and social factors which influence such behavior. These forces interact and affect each other, thus we say that the individual is a “biopsychosocial” being (Mendoza, 2008)
  • 5.
    PERSONALITY ⮚ Origin –”persona”-theatricalmasks – Romans in Greek & Latin drama ▪ Totality of individual psychic qualities that includes temperament, traits, one’s mode of reaction & character. Basic Concepts of Personality ▪ Stable & enduring organization of a person’s character, temperament, intellect, physique which determines his/her unique adjustment to his/her environment ▪ Unique constellation of consistent behavioral traits. ▪ A relatively permanent pattern of traits, dispositions or characteristics that give some degree of consistency t a person's behavior (Feist & Feist , 2010)
  • 6.
    ▪ TRAITS –a relatively permanent disposition of an individual, which is inferred from behavior ✔ Maybe unique, common to some group or shared by entire specie, but their pattern is different from each individual ▪ CHARACTER – relatively permanent acquired qualities through which people relate themselves to others and to the world, (Fromm) ✔ Unique qualitied of an individual that include attributes such as temperament, physique and intelligence (Feist & Feist, 2010)
  • 7.
    ❑ Assumption -component of a theory that are not proven facts in the sense that their validity has been absolutely established. ✔ Result of which continue to build and reshape the original theory ❑ It is a set of assumptions ✔ A single assumption could not serve to integrate several observations, a requirement of an adequate theory ❑ It is a set of related assumptions ✔ Isolated assumption can neither generate meaningful hypotheses nor posses internal consistency- two criteria of a useful theory What is Theory? – it is a set of related assumptions that allows scientist to use logical deductive reasoning to formulate testable hypotheses.
  • 8.
    ❑Social Worker usestheory to help organize and make sense of the situations we encounter. ❖Reid and Smith (1989, p 45) suggest: Scratch any social worker and you will find a theoretician. Her own theoretical perspectives about people and practice may be informed by theories in print ( or formal theories) but are put together in her own way with many modifications and additions growing out of her own professional and personal experience. ❑ Thus, theory gives us a framework for interpreting person/ environment transactions and planning intervention.
  • 9.
    Personality Theories TYPE AUTHORTheory Psychoanalytic Approach Sigmund Freud (1856- 1939) Psychodynamic/ Psychoanalytic Theory Social Psychological Approach Carl Jung (1875-1961) Analytical Psychology Alfred Adler (1870- 1937) Individual Psychology Erik Erikson (1902-1994) Psychosocial Theory of Development (Ego Psychology) Karen Horney Psychoanalytic Social Theory/ Social Psychoanalysis Harry Stack Sullivan Erich Fromm Interpersonal theory Humanistic Psychoanalysis Biological Approach (Trait) Hans Eysenck Trait theory Humanistic Approach Carl Rogers Abraham Maslow Person-Centered Theory Motivation Theory Behavioral/Social Learning Approach B.F. Skinner Albert Bandura John Watson Trait Theory Social Learning Theory Cognitive & Moral Approach Jean Piaget Lawrence Kohlberg Cognitive Theory Moral Development Theory
  • 10.
    1. Psychoanalytic– arguethat people’s unconscious minds are largely responsible for important differences in their behavior styles. 2. Trait– identifies where the person might lie along a continuum of various personality characteristics. It viewed personality as the result of internal characteristics that are genetically based. 3. Biological– point to inherited predispositions and physiological processes to explain individual differences in personality Theories and Approaches to Personality
  • 11.
    4. Humanistic– identifiespersonal responsibility and feelings of self-acceptance as the key causes of differences in personality. theories emphasize the importance of free will and individual experience in the development of personality. 5. Behavioral/Social Learning– explains consistent behavior patterns as the result of conditioning and expectations. Behavioral theories suggest that personality is a result of interaction between the individual and the environment. Behavioral theorists study observable and measurable behaviors, rejecting theories that take internal thoughts and feelings into account. 6. Cognitive– looks at differences in the way people process information to explain differences in behavior.
  • 12.
    Concept of HumanNature ✔Conscious vs. Unconscious Determinants ✔Biological vs. Social Factors ✔Determinism vs. Free Choice ✔Pessimism vs. Optimism ✔Causality (prior experience) vs. Teleology (aims and aspirations) ✔Uniqueness vs. Similarities
  • 13.
    Sigmund Freud: PsychodynamicTheory ❖the father of psychoanalysis ❖a physiologist, medical doctor, psychologist and influential thinker ❖born in Moravia (now Czech Republic ) but when he was four years old his family moved to Vienna where he was to live and work until the last years of his life. http://www.iep.utm.edu/freu d/#H1 (1856-1939)
  • 14.
    Psychodynamic Theory KeyConcepts: 🠶 Concerned primarily with internal psychological processes 🠶 Early childhood experiences is significant 🠶 Unconscious motivation 🠶 Presence of ego (rationality) and superego (morality) 🠶 Use of defense mechanism
  • 15.
    Psychodynamic Theory 🠶 Refersto a wide group of theories that emphasize the overriding influence of instinctive drive and forces, and the importance of developmental experiences in shaping personality 🠶 Dynamic - The interplay of the forces in the mind, forces acting in unison or in opposition and finding expression in a form representing a compromise of the participating elements.
  • 16.
    ▪ What makesFreud theory interesting and controversial? ✔ Twin cornerstone of psychoanalysis: sex and aggression ✔ Theory spread beyond Vienna through ardent followers, romanticizing him as nearly mythological and lonely hero ✔ His command of language enabled him to present his theories in stimulating and exciting manner
  • 17.
    ▪ Freud’s understandingof human personality was based on: ⮚ his experience with patients, ⮚ his analysis of his own dreams and ⮚ his vast readings in the various sciences and humanities 🠶 According to him, theory followed observation, and his concept of personality underwent constant revision during the last 50 years of his life 🠶 Freud insist that psychoanalysis could not be subjected to eclecticism and disciples who deviated from his basic idea found themselves personally and professionally ostracized by Freud
  • 18.
    ▪ First-born amonghis parents, although his father has two grown sons from previous marriage, and had seven other siblings ▪ Did not have close relationship with any of his younger siblings ▪ He was his mother’s favorite, and enjoyed a warm, indulgent relationship with his mother ▪ Lead him to observe that mother/son relationship was the most perfect, the most free from ambivalence of all human relationships Freud’s Biography and His Personality Theory
  • 19.
    ▪ The birthof his younger brother Julius made a significant impact in his psychic development ❖ He was filled with hostility and harbored an unconscious wish for his brother’s death ▪ When he reached middle aged, he began to understand that his wish did not actually caused his brother’s death and that children often have a death wish for a younger sibling ▪ When Julius died at 6 months of age, Freud was left with feelings of guilt at having caused his death ▪ This discovery purged him of the guilt he carried into adulthood and by his own analysis, contributed in his later psychic development
  • 20.
    ▪ He wasdrawn into medicine for his intense curiosity about human nature ▪ Entered Vienna Medical School, with no intention to practice medicine but to teach and do research in physiology ▪ He worked in Vienna General Hospital and became familiar with medicine, psychiatry and nervous diseases ▪ Received a traveling grant from University of Vienna and studied in Paris under French neurologist Jean-Martin Charcot, from whom he learned the hypnotic technique for treating hysteria ❖ HYSTERIA - a disorder typically characterized by paralysis or improper functioning of a certain part of the body, and through hypnosis ▪ Freud was convinced of psychogenic and sexual origin of hysterical symptoms.
  • 21.
    ▪ He developeda close professional and personal friendship with Josef Breuer, well known Viennese physician who taught him about catharsis ❖ Catharsis – the process of removing hysterical symptoms through “talking them out”. ▪ Freud, while using catharsis discovered free association technique, which he soon replaced hypnosis as his principal therapeutic technique ❖ Free Association Technique – therapist instructs the patient verbalize every thought that comes to mind, no matter how irrelevant or repugnant it may appear ✔ Considered as the pioneer forms of psychodynamic treatment, later became known as psychoanalysis
  • 22.
    PSYCHOANALYSIS Key factors: ▪ Theunconscious can affect our behavior. ▪ Human personality & abnormality can develop from childhood. ▪ You can treat neurotic patients through talking ▪ ideas were based on dream interpretation
  • 23.
    ❖ Man areprimarily motivated by drives of which they have little or no awareness Divided into two levels: unconscious and conscious ▪ Unconscious – contains all the drives, urges or instincts that are beyond awareness but nevertheless motivate most of our words, feelings and actions. LEVELS OF MENTAL LIFE ❑ Conscious- mental elements in awareness in any given point in time, the only level of mental life directly available to us ❖ Preconscious –contains all the elements that are not conscious but come become conscious either quite readily or with some difficulty
  • 24.
    PERSONALITY STRUCTURE ⮚ Consistsof 3 elements: the Id, Ego and Superego
  • 25.
    PERSONALITY STRUCTURE –Personality is consists of 3 elements: the Id, Ego and Superego Processes or Systems of the Mind: ❑ ID ✔ origin of personality, most basic, instinctual- beyond conscious awareness ✔ satisfaction of, internal and basic drive (hunger, thirst, drive for sex) ✔ serves the pleasure principle (avoid pain & seek pleasure feelings) ✔demands immediate satisfaction- powered by libido ❖ Libido (energy that permit life instinct to work; the motive force of sexual life; the driving force behind behavior)
  • 26.
    ❑ID- subjective/directed –in its wants and demands ❖Operates on 2 processes: reflex and primary process ✔ Primary process works to resolve tension created by the pleasure principle. ✔ The primary process acts as the id's mechanism for discharging the tension created by the pleasure principle. ✔ Rather than act on dangerous or unacceptable urges, the id forms a mental image of a desired object to substitute for an urge in order to diffuse tension and anxiety.
  • 27.
    ✔ This imagecan take the form of a dream, hallucination, fantasy, or delusion. ❖For example: Hungry = Form mental image of pizza or a sandwich. ❖The experience of this mental image through the primary process is known as wish fulfillment. ✔ The primary process has no way to distinguish between the fantasy image and reality, it can be used to temporarily reduce tension, such that it is only effective in the short-term.
  • 28.
    2 Basic Categoriesof Instincts 1) Eros (Life Instinct)- for survival; the energy for preserving oneself and one’s species (libido) ⮚sexual instincts, the life instincts are those which deal with basic survival, pleasure, and reproduction ⮚Also include thirst, hunger, and pain avoidance 2) Thanatos (death Instinct)- Freud noted that people who experience traumatic event would often reenact that experience; people hold an unconscious desire to die 🠶 aggression, violence, murder, suicide 🠶 “the goal of all life is death.” 🠶 aim of returning living things to their original lifeless state;
  • 29.
    ❑ Ego ✔ objective,directed ✔ Manager of personality – to cope with conflicting demands of id, superego & society ✔ works to satisfy id’s needs in a socially acceptable manner. ▪ Operates according to: ✔ reality principle (delay gratification of id demands; allows satisfaction without harmful consequences) ✔ secondary process (thinking, planning, decision making, etc.
  • 30.
    ✔ guided bythe moralistic and idealistic principles ✔ Unrealistic in its demand for perfection ✔ internal representation of society’s standards & values taught by parents to child –reinforcement or punishment. ❑Superego Two Subsystems of Superego 1) Conscience- results from the experiences w/ punishments for improper behavior; tells what we shouldn’t do; ❖ Guilt- function of conscience- guilt results when ego acts or intends to act contrary to moral standard of superego. 2) Ego-ideal -results from experiences with rewards for proper behavior; tells us what we should do; ❖ Inferiority feelings stems from ego- ideal ❖ Feelings of inferiority arise when ego is unable to meet superego’s standard of perfection.
  • 31.
    Three types ofAnxiety 1) Reality anxiety - caused by real, objective sources of danger in the environment (ex.) 2) Moral anxiety – result from guilt/shame-fail to live up to dictates of superego 3) Neurotic anxiety- fear that instinctual impulses (id) overpowers ego control/gets into trouble
  • 32.
    Types of Anxiety ⮚Ego reaction to threatening surges of its instincts is anxiety ❖ Anxiety- a state of extremely unpleasant emotional discomfort ⮚ To ward off anxiety ego utilizes: defense mechanism ⮚ Defense mechanisms - psychological strategies (mostly unconscious ) for coping with or regaining control over threatening urges. ⮚ According to Freud, our most overwhelming experience of anxiety - birth trauma where feeling of helplessness following birth - the basis of all subsequent feelings of anxiety.
  • 33.
    Defense Mechanisms 🠶 Functions:protect ego & minimize anxiety & distress 🠶 Largely unconscious -help people achieve some balance between instinctual drives - demands of reality. 🠶 Assist in coping with reality, in deferring gratification & in meeting needs in socially acceptable ways. 🠶 Tend to distort or deny reality & operate unconsciously- person not aware of what is taking place- often & self-defeating behaviors.
  • 34.
    Most Common Typesof Defense Mechanisms ❑ Denial – refusal to face unpleasant aspects or reality; refusal to perceive anxiety-provoking stimuli. 🠶 a person told that their spouse was killed in a motor vehicle accident acts as if he/ or she is still alive (not consciously lying) ❑ Rationalization – justifying one’s failure with socially acceptable reasons instead of the real reason ❑ Reaction Formation - Over-compensation for fear of the opposite. Two conflicting parts of self -- one is strengthened while the other is repressed. 🠶 Transforming anxiety producing thoughts into their opposites in consciousness 🠶 a person will attempt to hide his true feelings or desires by demonstrating or adopting the exact opposite feelings ❖ An overly nice and agreeable person may have a lot of repressed hostility and rage of which they are completely unaware on a conscious level 🠶 A common pattern in Reaction Formation is where the person uses ‘excessive behavior
  • 35.
    ❑ Regression -involves a reversion to immature patterns of behavior. 🠶 Way of alleviating anxiety by withdrawing into behaviors that have in earlier years. 🠶 a person abandons age-appropriate coping strategies in favor of earlier, more childlike patterns of behavior. This regression is a form of retreat, bringing back a time when the person feels safe and taken care of. ❖ After the divorce of his parents, a 10-year-old begins wetting the bed. ❖ An adult suffering from a mental breakdown may begin to rock back and forth in the fetal position. ❑ Repression- process where a threatening thought, memory, emotion or event are excluded from consciousness. 🠶 Repression involves keeping distressing thoughts and feelings buried in the unconscious.
  • 36.
    ❑Projection - Attributingown characteristics or unacceptable thoughts feeling (often persecutory) unto others. ❖ e.g. Someone with adulterous feelings might accuse their partner of infidelity ❑Introjection (or identification) 🠶 internalization of the characteristics of a loved or feared individual in order to reduce anxiety, increase closeness with that individual. 🠶 bolstering self-esteem by forming an imaginary or real alliance with some person or group.
  • 37.
    ❑ Displacement -involves diverting emotional feelings (usually anger) from their original source to a substitute target. 🠶 It is the expression of some feelings against and object that has not provoked it. It is used when the real object is perceived as being too threatening to confront directly ❑ Sublimation (type of displacement) 🠶 Modification of unacceptable urges into acceptable ones by changing the object or vehicle of expression. 🠶 Psychic energies are channeled so that it results to valuable/ beneficial contribution to society. ❑ Fixation– when the prospect of making the next step becomes too anxiety provoking, resorts to remain at the present, more comfortable physiological stage 🠶 Oral fixation: derives pleasure from eating, smoking talking 🠶 Anal fixation: obsessed with neatness and orderliness
  • 39.
    I was accusedby my professor cheating at examination . At first, I cried a great deal and locked myself in my room, and I refused to eat. I told several of my friends that my professor was trying to put me down. Later, I began to feel that it was not entirely my fault because my professor rarely teaches at all. Frustrated, I started to kick and throw my things. Fearing I will have a failing grade, I went to outings and socialized and forget about the incident. It's funny – at one point I couldn't even remember I have a problem! But eventually I began to look at the situation more objectively. I realized that I was not really into academics and that I am destined to be an artist, so it is better to concentrate in my painting and photography. Rationalization Displacement Sublimation Projection Regression Repression- Denial Rationalization
  • 40.
    Freud’s Psychosexual Stagesof Development 🠶 every child goes through a sequence of developmental stages ; 🠶 the child’s experiences during these stages determine adult personality characteristics. 🠶 that every person’s personality is established by the age of FIVE (5) 🠶 In order to make smooth transition from one stage to the next, the child must not be overgratified or undergratified because it can lead to either fixation or regression.
  • 41.
    Stages of PsychosexualDevelopment STAGES APPROX. AGES EROTIC FOCUS KEY TASKS AND EXPERIENCES Oral 0 – 1 Mouth (sucking, biting) Fixation-oral receptive & oral aggressive types Weaning (from breast or bottle) Anal 1 – 3 Anus (expelling or retaining feces) Fixation- anal retentive & anal expulsive types Toilet training Phallic 3 – 6 Genitals (masturbating) Fixation- Oedipus complex(male) Electra complex (female) Identifying with adult role models; coping with oedipal crisis Latency 6 – 12 None (Sexually repressed) Expanding social contacts Genital Puberty onward Genitals (being sexually intimate) Fixation- immaturity, sexual deviation & neurosis Establishing intimate relationships; contributing to society through working
  • 42.
    ❑although he isthe best known personality theorist, many of his followers and associates disagreed with him, developed their own theories or modified and expanded on his original theory. Carl Jung and Alfred Adler ⮚ disagreed with him regarding the role of the libido or sexual motivation as the root of all human conflicts and anxieties. ❖ Jung believed that human beings are guided, as much as aims and aspirations, as by sexual urges. ❖ Adler’s tenet is that human beings have an innate social interest and a tendency to strive for superiority.
  • 43.
    ▪ Carl GustavJung (born in Switzerland1875-1961), Swiss psychologist and psychiatrist, founded analytic psychology, in some aspects a response to Sigmund Freud’s psychoanalysis. ▪ Carl Jung was Freud's handpicked successor in the field of psychodynamic theory. FREUD JUNG ▪ Believed libido motivated behavior ▪ Believed pure energy “horme” motivates us ▪ Felt neurotics suffered from damaged reality ▪ Felt neurotics were processing the world correctly but were involved in myth-making, analogy producing activities ▪ Believed neurosis was a personal disorder ▪ Believed neurosis was a transpersonal, universal experience ▪ Focused on brain and body ▪ Focused on man’s spirit ▪ He differed from Freud on several fundamental issues: CARL JUNG: ANALYTICAL PSYCHOLOGY
  • 44.
    Distinctive Feature: ▪ HumanBehavior - Individual and racial history (causality- prior experience) ▪ Aims and aspiration (teleology) ▪ Constant search for wholeness and completion ▪ Yearning for rebirth ▪ Individual and racial history (causality) o Jung did not discount causality (prior experiences) to explain adult personality, he finds that it does not give a complete picture of human behavior and motivation. o He added Teleology (Aims and aspiration) which means that human behavior has a purpose; our behavior tends towards the future as much as it is pushed by the past. ▪ To truly understand a person, one must understand his/her aims and aspirations; his yearnings, and constant search for wholeness and completion. Analytical Psychology
  • 45.
    🠶 Jung didnot discount causality (prior experiences) to explain adult personality, he finds that it does not give a complete picture of human behavior and motivation. 🠶 He added teleology (aims and aspiration) which means that human behavior has a purpose; our behavior tends towards the future as much as it is pushed by the past. ❖ To truly understand a person, one must understand his/her aims and aspirations; his yearnings, and constant search for wholeness and completion. Individual and Racial History (Causality)
  • 46.
    Structure of Personality ❑Ego ❑ Personal Unconscious ▪ Complexes ❑ Collective Unconscious ▪Archetypes ▪Persona ▪Anima/Animus ▪Shadow ❑ Attitudes ▪ Introversion ▪ Extroversion ❑ Functions ▪ Thinking ▪ Feeling ▪ Sensing ▪ Intuiting ❑ Self
  • 47.
    Structure of Personality ❖EGO ✔ the center of the field of consciousness, ✔ the part of the psyche where our conscious awareness resides, our sense of identity and existence ✔ HQ concerned with thinking, feeling, thinking, perceiving, remembering; ✔ responsible for seeing that functions of daily life are carried out; ❖ Ego - conscious mind; responsible for feelings of identity and continuity. ▪ Ego is not equated to Psyche- it’s only a small portion of personality. ❖ Psyche refers to both conscious and the more substantial unconscious aspects of personality.
  • 48.
    ❖ PERSONAL UNCONSCIOUS–arises from the interaction between the collective unconscious and one’s personal growth ▪ all information that is present within an individual's mind, but not readily available to conscious recall, i.e. memories that have been forgotten or repressed. ▪ Contents of personal unconscious are COMPLEXES- emotionally toned conglomeration of associated ideas ❖Ex. A person's experience with Mother may become grouped around an emotional core so that the person's mother, or even the word ‘mother” sparks an emotional response that block smooth flow of thought ⮚ It is largely personal, but may also be derived from humanities collective experience ❖Ex. Mother complex comes not only from one’ personal relationship with mother but also from entire species experience with mother
  • 49.
    ▪ COLLECTIVE UNCONSCIOUS– the boldest, most mystical and most controversial concept of Jungian Psychology. ❖ It is the heart of Jung’s theory. ✔ storehouse of latent memories, inherited from ancestral past, repeated experience over many generations, more or less same collective unconscious in all cultures. ▪ It is the collective experiences that humans had in their evolutionary past; the “deposit of ancestral experiences from untold million of years; it results from common experiences that all humans have. ▪ These ancestral experiences that are registered in the psyche -called at various times racial memories, primordial images or more commonly archetypes. ❖ the most important and influential part of the psyche and its inherited predisposition seeks outward manifestation. ▪ When the contents of collective unconscious are not recognized in consciousness, they are manifested in dreams, fantasies, images.
  • 50.
    COLLECTIVE UNCONSCIOUS- ARCHETYPES:Persona, Anima, Animus, Shadow, Self ▪ Archetypes – ancient archaic images derived from collective unconscious ❖ Similar to complexes, emotionally charged thought from (ideas) and images, they are generalized and derived from the contents of the collective unconscious, and have universal meaning. 🠶 Structural component of collective unconscious. ❖ Each archetype can be viewed as an inherited tendency to respond, emotionally and mythologically to certain kinds of experience. ▪ Persona - mask person adopts in response to demands of social convention & tradition; part society expects one to play in life; public personality.
  • 51.
    ⮚ Jung believedthat all humans are psychologically bisexual and possesses both masculine and feminine side. ❑Anima - feminine archetype in man. ❑Animus - masculine archetype in woman. ❖“no man, is so entirely masculine that he has nothing feminine in him.” ❑Shadow – archetype of darkness and repression, which we do not wish to acknowledge and attempt to hide from ourselves and others. ✔ either hidden from public by persona or repressed into personal unconscious.
  • 52.
    ❖ Jung’s goalwas to introduce his patient to the various components of his/her psyche, & when known, to synthesize them into an interrelated configuration towards a deeper and more creative person. 🠶 SELF -midpoint of personality that holds other systems together; represents human striving for unity/ wholeness; the goal people constantly strive for but rarely reached; the archetype that represent the transcendence of the opposites. 🠶 According to Jung, life’s primary goal is to achieve self-realization (a harmonious blending of the many components and forces within the psyche; never completely achieved (can approximate- through a long complex journey of self-discovery. 🠶 Self-realization & individuation go hand in hand. Individuation is a lifelong process. 🠶 Process of psychological maturity-components of psyche recognized & given expression by the individual. 🠶 Individuation or the tendency toward self-realization is inherent in all living organisms.
  • 54.
    🠶 Jung -is the first to describe introvert (inner directed) and extravert (outer-directed) personality types. 🠶 2 major Attitudes/Orientation Of Personality. ▪ Introversion - internal world of one’s thoughts, feelings and experiences. ▪ Extraversion - external world of people and thing 🠶 The Fundamental Psychological Functions : Thinking, Sensing, Feeling, Intuiting 1. THINKING refers to the faculty of rational analysis; of understanding and responding to things through the intellect, the "head" so to speak. Thinking means connecting ideas in order to arrive at a general understanding. The Thinking-type often appears detached and unemotional. The Scientist and the Philosopher are examples of the "thinking type", which is found more commonly in men.
  • 55.
    🠶 2. FEELINGis the interpretation of things at a value- level, a "heart"-level rather than a "head"-level. Feeling evaluates, it accepts or rejects an idea on the basis of whether it is pleasant or unpleasant. According to Jung this is the emotional personality type, and occurs more frequently in women. 🠶 3. SENSATION means conscious perception through the sense- organs. The Sensation personality-type relates to physical stimulii. But there is a difference according to whether the person is an introvert or an extrovert. 🠶 4. INTUITION is like sensation in that it is an experience which is immediately given to consciousness rather than arising through mental activity (e.g. thinking or feeling). But it differs in that it has no physical cause. It constitutes an intuition or hunch, a "gut"-level feeling, or an "ESP" experience. 🠶 It is the source of inspiration, creativity, novel ideas, etc. According to Jung, the Intuitive type jumps from image, is interested in a while, but soon loses interest
  • 56.
    ❑ Stages ofPersonality ▪ Childhood - Birth to Adolescence ▪ Young Adulthood - Adolescence-about age 40 ▪ Middle Age - 40 to later years of life 🠶 Radical transformation/new interests/more cultural, less biological; youthful interests & pursuit ,lose values/wisdom & sagacity vs. physical and mental vigor 🠶 Values more sublimated to social, religious, civic/more spiritual
  • 57.
    Alfred Adler: IndividualPsychology 🠶 Austrian doctor and therapist, born in 1870, died in 1937 🠶 Sickly child, suffered rickets, which prevented him from walking until the age of four, considered childhood as an unhappy experience. 🠶 Resented an older brother, Mother’s favorite. 🠶 Pursued medicine at the University of Vienna. 🠶 902 – First Association with Freud
  • 58.
    FREUD ADLER ▪ Manis motivated by Sex and Aggression. ▪ People have no choice in shaping their personality. ▪ Present behavior is caused by the past. ▪ Emphasis on the unconscious. ▪ Man is motivated by social influences & striving for superiority. ▪ People are largely responsible for who they are. ▪ Present behavior is shaped by the future. ▪ People are usually aware of what they are doing and why. ADLER'S THEORY VS. FREUD’S
  • 59.
    🠶 Adler attemptsto understand the experiences and behavior of each person as an organized entity. 🠶 viewed the mind as an integrated whole working to attain the future goal of man. 🠶 Actions are guided by a person’s fundamental attitudes towards life. 🠶 assumes that man is motivated primarily by social motives. 🠶 Stressed social context of Personality development. Humans are social creatures by nature not by habits. 🠶 Greatest contribution: social determinants of behavior. First to focus attention on the importance of birth order as factor governing personality 🠶 Adler contended that each child is treated differently within a family depending on the child’s birth order; 🠶 this deferential treatment influences the child's worldview and thus his choice of a life’s goal and lifestyle. 🠶 His crowning achievement as a personality theories is the concept of creative Self. All other concepts are subordinated to it.
  • 60.
    🠶 Adler’s BasicConcepts and Principles: ▪ Striving for superiority ▪ The struggle for perfections ▪ Feelings of Inferiority and striving for superiority ▪ Style of life and the creative self ▪ Parental influence of early childhood ▪ Birth order ▪ Development of a Constructive & Destructive lifestyle
  • 61.
    ❑ Striving forSuperiority - the foremost source of human motivation 🠶 Superiority - striving for perfect completion not for individual superiority but for the good of others-better society. 🠶 Superiority vs. superiority complex ❖ How do this striving for superiority come into being in a person? 🠶 Inferiority feelings + compensation 🠶 In general feelings of inferiority arise from a sense of incompletion or imperfection in any sphere of life. 🠶 a child dependent on adults for survival-feeling weak stimulates child to seek power to overcome inferiority. ❖ Superiority Complex- overcompensation for feelings of inferiority, exaggerated opinion of one’s abilities and accomplishments
  • 62.
    Striving for Successor Superiority 🠶 Single drive of motivation 🠶 Physical deficiencies activate feelings of inferiority. 🠶 Psychologically unhealthy individuals strive for personal superiority. (Superiority) 🠶 Psychologically healthy individuals seek success for all humanity. (Success) 🠶 Guided by a Final Goal 🠶 Acts of Compensation
  • 63.
    ❑ Organ Inferiorityand Compensation 🠶 Physical deficiency 🠶 Puts forth the idea that people are especially vulnerable to organ deficiencies, inhibiting them from normal functioning and must be dealt with. 🠶 Compensation means the effort to overcome marginalized/real inferiority by developing one’s abilities. 🠶 Growth results from compensation: attempts to overcome inferior feelings 🠶 Since the body acts as an integrated unit, a person can compensate for a weakness. Some persons may overcompensate by converting a weakness into strength. 🠶 Organ Dialect- organ jargon and organ language -refers to somatic signs and symptoms that express (though veiled) an individual's attitudes and opinions.
  • 64.
    ❑ Fictional Goalsand Lifestyles 🠶 People strive for superiority or success to compensate for the feelings of inferiority, but the manner in which they strive is not shaped by reality but by their subjective perception of reality, i.e. by their fictions or experience of the future. 🠶 Fictional future goal to which a person aspires. This goal is the end to which the person is aspiring, and his or her lifestyle is the means to that end. 🠶 As fictions , these perception need not be conscious or understood; yet they give a purpose on people’s action and are responsible for a consistent pattern that runs throughout his life. (Lifestyle); 🠶 The individual invents a worldview and derives a final goal of guiding self-ideal from that worldview; then invent a unique lifestyle as a means of achieving that goal. ❖ Unconscious for neglected or pampered children. ❖ Conscious for children who experienced love and security.
  • 65.
    ❑ Social Interest 🠶value of all human activity must be seen from the viewpoint of social interest ⮚ i.e an attitude of RELATEDNESS with humanity (membership) in general as well as EMPATHY for each member of human community, manifested in cooperation with others for a better society. 🠶 A person’s fictional goal and lifestyle must consider the improvement of society, social advancement rather than personal gain 🠶 The index of normality, sole criterion of human values 🠶 A natural condition of the human species and the adhesive that bind society together 🠶 The natural inferiority of individuals necessitates their joining the society together; e.g. without social protection a baby will not survive; without protection from family or clan, early human would have perished due to animals, etc., 🠶 Rooted as a potentiality in everyone, must be developed to contribute to style of life; originates from mother-child relationship during early months of infancy, provided by mothering person who possessed some amount of social interest, thus is sowed to a child during this stage
  • 66.
    🠶 Feeling ofinferiority 🠶 Personal gain 🠶 Physical deficiencies 🠶 Innate striving force 🠶 Normal feelings of incompletion 🠶 Exaggerated feelings 🠶 Social Interest 🠶 Personal superiority 🠶 Success 🠶 Final Goal Dimly Perceived 🠶 Final Goal Clearly Perceived Two Basic Methods of Striving Toward Final Goal Psychologically Healthy Individuals Psychologically Unhealthy Individuals
  • 67.
    ❑ STYLE OFLIFE – flavor of one’s life 🠶 Include person’s goal, self-concept, feelings for others, and attitude toward the world 🠶 Fairly established by age 4 or 5 🠶 Learned from early social interactions, the product of interaction, heredity, environment and persons’ creative power 🠶 Expression of striving for superiority to attain goals 🠶 Guiding framework for all later behaviors 🠶 Includes a person’s goal, self- concept, feelings for others, and attitude towards the world. 🠶 Unhealthy individuals = rigid Style Of Life 🠶 Healthy individuals = flexible Style of Life 🠶 Problems: Neighborly love, sexual love, and occupation 🠶 Means: cooperation, courage, and willingness to contribute to another
  • 68.
    Universal Problems andStyles of Life for Dealing with Problems 🠶 Problems: ▪ Involving behavior toward others ▪ Occupational ▪ Relationships/Love 🠶 Styles of Life: Specific Types ▪ Dominant: Little social awareness ▪ Getting: Expects to receive satisfaction from others, becomes dependent ▪ Avoiding: Avoids life’s problems ▪ Socially useful: Cooperates with others, shows social interest
  • 69.
    ❑ CREATIVE SELF- 🠶 Ability to create an appropriate style of life 🠶 Humans are not simply passive recipients of environmental & genetic influences; 🠶 rather each person is free to construct their own personality out of the raw materials of heredity and experiences. 🠶 We create ourselves, personality and character 🠶 Creative power- man has control of their on lives, responsible for final goal, determines methods of striving for that goal and contribute to the development of social interest ❑ “the law of low doorway” - You can use your creative power to solve the problem successfully ❖ Reactions and interpretations of experience more important than actual experience
  • 70.
    ❑ Birth Order– Adler contended that each child is treated differently within a family depending on the child’s birth order; this deferential treatment influences the child's worldview and thus his choice of a life’s goal and lifestyle. Adler’s View of Some Possible Traits By Birth Order POSITIVE NEGATIVE OLDEST CHILD Nurturing and protective of others; Good organizer Highly anxious; exaggerated feelings of power; unconscious hostility; fights for acceptance; must always be right; highly critical of others; uncooperative Second Child Highly motivated; cooperative; moderately competitive Highly competitive; easily discouraged YOUNGEST CHILD Realistically ambitious Pampered style of life; dependent on others; wants to excel in everything; unrealistic ambitious ONLY CHILD Socially mature Exaggerated feelings of superiority; low feelings of cooperation; inflated sense of self; pampered lifestyle
  • 71.
    🠶 ABNORMAL DEVELOPMENT- LACK of social interest. 🠶 Creative power is not limited to healthy people; unhealthy individuals also create their own personalities, each is free to choose either a useful or a useless style of life. 🠶 People with a useless style of life tend to (1) set their goals too high, (2) have a dogmatic style of life, and (3) live in their own private world. 🠶 External Factors in Maladjustment three factors that relate to abnormal development: 🠶 (1) exaggerated physical deficiencies, which do not by themselves cause abnormal development, but which may contribute to it by generating subjective and exaggerated feelings of inferiority; 🠶 (2) a pampered style of life, which contributes to an overriding drive to establish a permanent parasitic relationship with the mother or a mother substitute; and 🠶 (3) a neglected style of life, which leads to distrust of other people.
  • 72.
    Safeguarding Tendencies ⮚ patternsof behavior created to protect exaggerated sense of self-esteem against public disgrace 🠶 enable people to hide inflated self- image and to maintain current style of life 🠶 Compared to Freud’s Defense Mechanisms: ❖Largely conscious , protects self- esteem from public disgrace TYPES: Excuses, Aggression, & Withdrawal
  • 73.
    1. Excuses -which allow people to preserve their inflated sense of personal worth; 2. Aggression, which may take the form of: ❖depreciating others' accomplishments -one’s accomplishments are overvalued and the accomplishments of others are undervalued, ❖accusing others of being responsible for one's own failures - blaming other people for one’s shortcomings and seeking revenge against those people, and ❖ self-accusation - wallowing in self-torture and guilt, the ultimate purpose of which is to hurt other people) 3. Withdrawal, which can be expressed by psychologically moving backward, standing still, hesitating, or constructing obstacles
  • 74.
    🠶 MASCULINE PROTEST -Both men and women sometimes overemphasize the desirability of being manly, ❖Attempting to become more powerful by being more masculine, and thereby less feminine ❖ describe the behavior of women who reject traditional feminine roles in favor of more masculine ones. 🠶 According to Adler’s earlier theorizing, both men and women attempt to gain power by becoming more like the cultural ideal of a man. 🠶 The frequently found inferior status of women is not based on physiology but on historical developments and social learning.
  • 75.
    Ego Psychology/ PsychosocialTheory of Development ❖ Danish-German-American developmental psychologist and psychoanalyst ❖ Erik Homberger Erikson was born in June 15, 1902 in Frankfurt, Germany (http://www.muskingum.edu/~psych/psycweb/hist ory/erikson.htm) ❖ Erik Erikson is the best known among the ego psychologists. Erik Erikson (1902-1994)
  • 76.
    ❑The ego isviewed as that part of the personality that takes action in life situations. ✔ It is considered as the “executive officer” of the personality. ❑Psychosocial factors -major motivators of the individual- not instinct, not unconscious, not early childhood development. ❑Psychosocial stages in the development of personality: ❑Each is critical for developing certain personality characteristics and for preparing the individual for subsequent ones. ❑Each involves a specific developmental task and a crisis, the successful resolution of which leads to optimal ego development.
  • 77.
    ❑ Psychosocial stagesin the development of personality: ⮚ There is optimal time for each task ⮚ Each stage contributes to the formation of the total personality. ⮚ Each is critical for developing certain personality characteristics and for preparing the individual for subsequent ones. ⮚ Each involves a specific developmental task and a crisis, the successful resolution of which leads to optimal ego development. 🠶 If the stage is well managed – virtue/ psychosocial strength- will help thru the rest of the stages of life 🠶 If not- maladaptation/malignancies –endangers future development.
  • 79.
    ❖ The resolutionof each stage is seen as dependent on the following: ✔ the individual’s own innate capacities ✔ those with whom he interacts ✔culture ✔environment as they shape child-bearing practices and provide opportunities or obstacles to optimal adaptation. ❑ Erikson saw reciprocity between the individual and the environment that if the environment meets the basic needs of the individual, the person will take his place in society.
  • 80.
    🠶 “HOPE isboth the earliest and the most indispensable virtue inherent in the state of being alive. If LIFE is to be sustained HOPE must remain, even where confidence is wounded, trust impaired”-- Erik Erikson
  • 81.
    ❑ KAREN HORNEY:PSYCHOANALYTIC SOCIAL THEORY 🠶 Karen Horney was born near Hamburg, Germany, in 1885. 🠶 As a teenager, she suffered her first episode of depression, a challenge she faced several times throughout her life. 🠶 Lecturer at the New School for Social Research and a teacher at the New York Psychoanalytic Institute 🠶 Horney’s beliefs differed from traditional Freudian theories, and this led to her expulsion from the New York Psychoanalytic Institute. Psychoanalytic Social Theory: ❖ Cultural conditions especially childhood experience are largely responsible for shaping personality
  • 82.
    🠶 Horney’s writingsdeal mostly with what she called neuroses and neurotic personalities ❖ HORNEY on FREUD’s Theory: Freud’s explanations result in a pessimistic view of humanity. 🠶 Criticized Freudian theory on at least three accounts: 1) its rigidity toward new ideas, 2) objected to Freud’s idea on feminine psychology 3) its overemphasis on biology and the pleasure principle. 🠶 Major Concept: Basic anxiety which can be related to two basic needs in childhood ❖ Satisfaction - Children's need for food, water, sleep (At least minimal satisfaction is necessary for children's survival) ❖ Safety: Need for security + Freedom from fear.
  • 83.
    🠶 Neurotic conflictstems largely from childhood traumas, most of which are traced to a lack of genuine love. 🠶 Children who do not receive genuine affection feel threatened and adopt rigid behavioral patterns in an attempt to gain love. ❑ BASIC HOSTILITY AND BASIC ANXIETY- parents often neglect, dominate, reject, or overindulge their children, conditions that lead to the child’s feelings of BASIC HOSTILITY toward parents. 🠶 If children repress basic hostility, they will develop feelings of insecurity and a pervasive sense of apprehension called BASIC ANXIETY. 🠶 Basic evil - the behavior of parents that undermines a child’s security 🠶 To combat this basic anxiety, they adopt one of the 3 fundamental styles of relating to others: Moving towards, moving against, or moving away from people. 🠶 Normal individuals may use any of these moves of relating to others, but neurotics are compelled to rigidly rely on only one (compulsive behavior)- generates a basic intrapsychic conflict that may take the form of either an idealized self-image or self-hatred. ❑The Importance Of Childhood Experiences
  • 84.
    ❑REAL VS. IDEALIZEDSELF 🠶 Horney contends that a person whose needs for safety and satisfaction have not been adequately met tends to develop an idealized self which may be at variance of real self. 🠶 Homey's idea of healthy self depends on person's view about self which may have been formed through his experience with significant others family.
  • 85.
    The Three MajorAdjustment Techniques and the 10 Neurotic Needs (Hergenhahn, 1994) Self-Effacing Solution Love – “Moving Toward” (Compliance) Expansive Solution Mastery – “Moving Against” (Aggression) Resignation Solution Freedom – “Moving Away” (Detachment) Need for: 1. Affection and approval 2. Partner to take control 3. Restriction of life to narrow borders “If you love me, you will not hurt me” Identification with the despised self Need for: 4. Power and omnipotence and perfection 5. Exploitation of others. 6. Social recognition and prestige 7. Personal admiration 8. Personal achievement “If I have power, no one can hurt me” Identification with the ideal self Need for: 9. Self-sufficiency 10. Perfection and unassailability “If I withdraw, nothing can hurt me” Vacillation between despised and ideal self
  • 86.
    Erich Fromm: HumanisticPsychoanalysis 🠶 “People have lost their connection with nature and one another” 🠶 everybody’s main goal in life is to become stronger, freer, more noble – essentially, the person you were meant to be. 🠶 swapped Freud’s idea of libido as the life drive for a more practical one that included a new understanding of assimilation and socialization. 🠶 Erich Fromm was born in Germany in 1900, the only child of orthodox Jewish parents. 🠶 A thoughtful young man, Fromm was influenced by the bible, Freud, and Marx, as well as by socialist ideology. 🠶 After receiving his Ph.D., Fromm began studying psychoanalysis and became an analyst by being analyzed by Hanns Sachs, a student of Freud.
  • 87.
    Basic Assumptions 🠶 Believedthat humans have been torn away from their prehistoric union with nature and left with no powerful instincts to adapt to a changing world. But because humans have acquired the ability to reason, they can think about their isolated condition-a situation called the human dilemma. 🠶 According to Fromm, human dilemma cannot be solved by satisfying our animal needs. Can only be addressed by fulfilling our uniquely human needs, an accomplishment that moves us toward a reunion with the natural world. 🠶 Fromm identified five of these distinctively human or existential needs: 1) Relatedness 2) Transcendence 3) Rootedness 4) Sense of Identity 5) Frame of Orientation
  • 88.
    ▪Relatedness - whichcan take the form of (1) submission, (2) power, and (3) love. Love, or the ability to unite with another while retaining one's own individuality and integrity, is the only relatedness need that can solve our basic human dilemma. ▪Transcendence- Being thrown into the world without their consent, humans have to transcend their nature by destroying or creating people or things. ⮚ Humans can destroy through malignant aggression, or killing for reasons other than survival, but they can also create and care about their creations. ▪Rootedness- Rootedness is the need to establish roots and to feel at home again in the world. ⮚ Productively, rootedness enables us to grow beyond the security of our mother and establish ties with the outside world. ⮚ With the nonproductive strategy, we become fixated and afraid to move beyond the security and safety of our mother or a mother substitute.
  • 89.
    ▪Sense of Identity-The fourth human need is for a sense of identity, or an awareness of ourselves as a separate person. ⮚ The drive for a sense of identity is expressed nonproductively as conformity to a group and productively as individuality. ▪Frame of Orientation- a road map or consistent philosophy by which we find our way through the world. ⮚ This need is expressed nonproductively as a striving for irrational goals and productively as movement toward rational goals.
  • 90.
    ❑ The Burdenof Freedom 🠶 As the only animal possessing self-awareness, humans are what Fromm called the "freaks of the universe.“ 🠶 Historically, as people gained more political freedom, they began to experience more isolation from others and from the world and to feel free from the security of a permanent place in the world. 🠶 As a result, freedom becomes a burden, and people experience basic anxiety, or a feeling of being alone in the world.
  • 91.
    ❑ Mechanisms ofEscape 🠶 To reduce the frightening sense of isolation and aloneness, people may adopt one of three mechanisms of escape: 1) Authoritarianism, or the tendency to give up one's independence and to unite with a powerful partner; 2) Destructiveness, an escape mechanism aimed at doing away with other people or things; and 3) Conformity, or surrendering of one's individuality in order to meet the wishes of others. ❑ Positive Freedom 🠶 The human dilemma can only be solved through positive freedom, which is the spontaneous activity of the whole, integrated personality, and which is achieved when a person becomes reunited with others.
  • 92.
    ❑ Character Orientations= how people relate to the world 1) Assimilation 2) Socialization 3) The Nonproductive Orientations 1) Receptive 2) Exploitative 3) Hoarding 4) Marketing 4) The Productive Orientations 1) Working 2) Loving 3) Reasoning 4) Psychologically healthy people work toward positive freedom
  • 93.
    ❑ Character Orientations- People relate to the world by acquiring and using things (assimilation) and by relating to self and others (socialization), and they can do so either nonproductively or productively. ❑ Nonproductive Orientations - Four nonproductive strategies that fail to move people closer to positive freedom and self-realization. ⮚ People with a receptive orientation - believe that the source of all good lies outside themselves and that the only way they can relate to the world is to receive things, including love, knowledge, and material objects. ⮚ People with an exploitative orientation- believe that the source of good lies outside themselves, but they aggressively take what they want rather than passively receiving it. ⮚ Hoarding characters try to save what they have already obtained, including their opinions, feelings, and material possessions. ⮚ People with a marketing orientation see themselves as commodities and value themselves against the criterion of their ability to sell themselves. They have fewer positive qualities than the other orientations because they are essentially empty.
  • 94.
    ❑ The ProductiveOrientation Psychologically healthy people work toward positive freedom through productive work, love, and reasoning. ⮚ Productive love necessitates a passionate love of all life and is called biophilia. ❑ Personality Disorders- Unhealthy people have nonproductive ways of working, reasoning, and especially loving. 🠶 Fromm recognized three major personality disorders: 🠶 (1) necrophilia, or the love of death and the hatred of all humanity; 🠶 (2) malignant narcissism, or a belief that everything belonging to one's self is of great value and anything belonging to others is worthless; and 🠶 3) incestuous symbiosis, or an extreme dependence on one's mother or mother surrogate.
  • 95.
    ❑ Harry StackSullivan- Interpersonal Theory 🠶 Born Feb. 21, 1892; oldest existing son of poor Irish Catholic parents, lonely childhood existence, poor relationship with father. 🠶 People develop their personality within a social context. Without other people, humans would have no personality. 🠶 Development rests on the individual’s ability to establish intimacy with another person. Anxiety can interfere with satisfying interpersonal relations. 🠶 Sullivan had a lonely and isolated childhood, he evolved a theory of personality that emphasized the importance of interpersonal relations. 🠶 He insisted that personality is shaped almost entirely by the relationships we have with other people. 🠶 Sullivan's principal contribution to personality theory was his conception of developmental stages.
  • 96.
    ❑ Tensions- personalityas an energy system, with energy existing either as tension (potentiality for action) or as energy transformations (the actions themselves). ⮚ He further divided tensions into needs and anxiety. ❑ A. Needs - can relate either to the general well-being of a person or to specific zones, such as the mouth or genitals. ❖General needs can be either physiological, such as food or oxygen, or they can be interpersonal, such as tenderness and intimacy. ❑ B. Anxiety - unlike needs-which are conjunctive and call for specific actions to reduce them-anxiety is disjunctive and calls for no consistent actions for its relief. ❖All infants learn to be anxious through the empathic relationship that they have with their mothering one. ❖Sullivan called anxiety the chief disruptive force in interpersonal relations. ❖A complete absence of anxiety and other tensions is called euphoria.
  • 97.
    🠶 Dynamisms: Malevolence,Intimacy, Lust, Self-System Sullivan used the term dynamism to refer to a typical pattern of behavior. Dynamisms may relate either to specific zones of the body or to tensions. ❑ A. Malevolence The disjunctive dynamism of evil and hatred is called malevolence, defined by Sullivan as a feeling of living among one's enemies. Those children who become malevolent have much difficulty giving and receiving tenderness or being intimate with other people. ❑ B. Intimacy The conjunctive dynamism marked by a close personal relationship between two people of equal status is called intimacy. Intimacy facilitates interpersonal development while decreasing both anxiety and loneliness.
  • 98.
    🠶 C. Lust- In contrast to both malevolence and intimacy, lust is an isolating dynamism. ⮚ is a self-centered need, can be satisfied in the absence of an intimate interpersonal relationship. ⮚ In other words, although intimacy presupposes tenderness or love, lust is based solely on sexual gratification and requires no other person for its satisfaction. ❑ D. Self-System -The most inclusive of all dynamisms is the self-system, or that pattern of behaviors that protects us against anxiety and maintains our interpersonal security. ⮚ The self-system is a conjunctive dynamism, but because its primary job is to protect the self from anxiety, it tends to stifle personality change. ❖ Experiences that are inconsistent with our self-system threaten our security and necessitate our use of security operations, which consist of behaviors designed to reduce interpersonal tensions: dissociation and selective inattention ▪ Dissociation- all those experiences that we block from awareness. ▪ Selective inattention- involves blocking only certain experiences from awareness.
  • 99.
    🠶 Personifications -people acquire certain images of self and others throughout the developmental stages, and he referred to these subjective perceptions as personifications. ❑ A. Bad-Mother, Good-Mother The bad-mother personification grows out of infants' experiences with a nipple that does not satisfy their hunger needs. ⮚ All infants experience the bad-mother personification, even though their real mothers may be loving and nurturing. ⮚ Later, infants acquire a good-mother personification as they become mature enough to recognize the tender and cooperative behavior of their mothering one. ⮚ Still later, these two personifications combine to form a complex and contrasting image of the real mother.
  • 100.
    ❑ B. MePersonifications - during infancy, children acquire three "me" personifications: 1) the bad-me- grows from experiences of punishment and disapproval, 2) the good-me -results from experiences with reward and approval, and 3) the not-me - allows a person to dissociate or selectively inattend the experiences related to anxiety. ❑ C. Eidetic Personifications- people often create imaginary traits that they project onto others. ❖ Included in these eidetic personifications are the imaginary playmates that preschool-aged children often have. ❖ These imaginary friends enable children to have a safe, secure relationship with another person, even though that person is imaginary.
  • 101.
    🠶 Levels ofCognition (ways of perceiving things) Prototaxic, Parataxic, and Syntaxic. ❑ Prototaxic Level- Experiences that are impossible to put into words or to communicate to others are called prototaxic. ❖ Newborn infants experience images mostly on a prototaxic level, but adults, too, frequently have preverbal experiences that are momentary and incapable of being communicated. ❑ Parataxic Level Experiences that are prelogical and nearly impossible to accurately communicate to others are called parataxic. ❖ Included in these are erroneous assumptions about cause and effect, which Sullivan termed parataxic distortions. ❑ Syntaxic Level Experiences that can be accurately communicated to others are called syntaxic. ❖ Children become capable of syntaxic language at about 12 to 18 months of age when words begin to have the same meaning for them that they do for others.
  • 102.
    🠶 Stages ofDevelopment Sullivan saw interpersonal development as taking place over seven stages, from infancy to mature adulthood. Personality changes can take place at any time but are more likely to occur during transitions between stages.
  • 103.
    ❑ Hans Eysenck:Biological Theory of Personality 🠶 born in Berlin, Germany on March 4, 1916. 🠶 received his Ph.D. in Psychology from the University of London in 1940 🠶 Developed the concept of neuroticism, arguing that it was a biological form of emotional instability, argued that much of personality is genetically determined 🠶 Personality: a person’s internally based characteristic way of acting and thinking. 🠶 Character: Personal characteristics that have been judged or evaluated 🠶 Temperament: Hereditary aspects of personality, including sensitivity, moods, irritability, and distractibility 🠶 Personality Trait: Stable qualities that a person shows in most situations 🠶 Personality Type: People who have several traits in common
  • 104.
    Hans Eysenck: BiologicalTheory of Personality ▪ Personality is a more stable person’s character, temperament, intellect and physique which determines his unique adjustment in the environment 🠶 Main Dimension of Personality 1. Will 2. Emotion 3. Intelligence 🠶 Dopamine Levels and creativity 🠶 Inhibition Theory 🠶 Arousal theory Personality Development ⮚ The Role of Hereditary ⮚ The role of Socialization
  • 105.
    🠶 PERSONALITY ❑ is“the sum-total of the actual or potential behavior-patterns of the organism, as determined by heredity and environment it originates and develops through the functional interaction of the four main sectors into which these behavior-patterns are organized. ❖ For Eysenck, personality consists of acts and dispositions organized in a hierarchical fashion in terms of their level of generality: 🠶 The cognitive sector (intelligence) 🠶 the conative sector (character) 🠶 the affective sector (temperament) 🠶 and the somatic sector (constitution)
  • 106.
    🠶 Three Dimensionsof Personality: 1.Extraversion 2. Neuroticism 3. Psychoticism ❖ Introversion versus Extroversion ❖ Emotionally Stable versus Unstable (neurotic) ❖ Impulse Control versus Psychotic ❑ Extraversion - Introversion: 🠶 Extraversion: toughmindedness; impulsiveness; tendency to be outgoing; desire for novelty; performance enhanced by excitement; preference for vocations involving contact with other people; tolerance for pain. 🠶 Introversion: tendermindedness; introspectiveness; seriousness; performance interfered with by excitement; easily aroused but restrained, inhibited; preference for solitary vocations; sensitivity to pain.
  • 107.
    ❑Neuroticism- Psychoticism 🠶 Neuroticism:Below-average emotional control, will- power, and capacity to exert self; slowness in thought and action; suggestibility; lack of persistence; tendency to repress unpleasant facts; lack of sociability; below- average sensory acuity but high level of activation. 🠶 Psychoticism: Poor concentration, poor memory; insensitivity; lack of caring for others; cruelty; disregard for danger and convention; occasionally originality and/or creativity; liking for unusual things; considered peculiar by others.
  • 108.
    🠶 4 BasicTemperaments
  • 109.
    Abraham Maslow: MotivationTheory 🠶 Against Freudian theories, and thought psychology shouldn’t be pessimistic. 🠶 He was against because psychology was before, focused on psychological flaws, and was very objective. 🠶 His unique contribution is drawing upon his investigation of healthy and creative persons to arrive as certain formulations regarding personality. 🠶 Abraham Maslow sighted healthy people instead of mentally ill ones. 🠶 It was his pursuance of subjective Psychology and eagerness in optimism that made Humanistic Psychology. 🠶 He thought the heart of learning lied in experiences, and that psychologically speaking people’s fulfillment or “self-actualization” is the “development of human potential,” 🠶 To Maslow, reason, dignity, worth, nobility are key concerns and foundations o Humanistic Psychology.
  • 110.
    🠶 Propounded atheory of human motivat ion that differentiates between basic needs & metaneeds 🠶 His theory of human motivation suggests a hierarchical principle - takes both biological and social foundation of human motives into consideration. 🠶 The whole person is motivated requiring a holistic approach. 🠶 People are continually motivated by one need or another. 🠶 Satisfying one need results in the individual trying to satisfy other needs. 🠶 People are universally motivated by the same basic needs 🠶 Needs can be arranged in a hierarchical fashion
  • 111.
  • 112.
    ⚫Key contribution topersonality theory – the self- actualizing person as an example of psychological health. ⚫Maslow (1971) held that self-actualizing people are motivated” what he called B-values. ❖“Being” values - indicators of Psychological health and are opposed to deficiency needs ❖Maslow termed B-values “metaneeds” (growth needs)to indicate that they are the ultimate level of needs. ❖The motives of self-actualizing people, which called Metamotivation. (Feist and Feist 2006).
  • 113.
    🠶 Maslow advocateda holistic analytic approach to study the total person. His theory is concerned with growth motivation, which can be gained through self actualization. 🠶 The value of self-actualizing people include: ✔ truth, ✔goodness, ✔ beauty ✔ spontaneity, ✔Simplicity ✔ playfulness or humor, ✔ justice and order, ✔transcendence of dichotomies totality.
  • 114.
    Peak Experience 🠶 Areespecially joyous and exciting moments in the life of every individual. 🠶 Feelings of limitless horizons opening up to the vision; the feeling of being; mystical in nature; somehow gave a feeling of transcendence. ❑ Jonah Complex 🠶 It is the “ the fear of one’s own greatness ..evasion of one’s destiny... running away from one’s talents”. (Maslow, Hergenhahn, & Olson, 2003) 🠶 The Jonah Complex is the fear of success which prevents self- actualization, or the realization of one’s potential. It is the fear of one’s own greatness, the evasion of one’s destiny, or the avoidance of exercising one’s talents. 🠶 Everyone has a voice inside them that tells them they can be something great. Many of us believe that, if given the right opportunities and resources, we can be as successful or as great as our predecessors. “We have, all of us, an impulse to improve ourselves, an impulse toward actualizing more of our potentialities, toward self-actualization, or full humanness or human fulfillment, or whatever term you like. Granted this, then what holds us up? What blocks us? = Maslow
  • 115.
    🠶 Characteristic ofSelf-actualizing People ▪ More Efficient Perception of Reality ▪ Acceptance of Self, others, and Nature ▪ Spontaneity, simplicity and Naturalness ▪ Problem-centering ▪ The need for privacy ▪ Autonomy ▪ Continued Freshness of Appreciation ▪ The Peak Experience ▪ Profound Interpersonal Relations ▪ The Democratic character structure ▪ Discrimination between means and ends ▪ Sense of Humor ▪ Creativeness ▪ Resistance to Enculturation
  • 116.
    CARL ROGERS: Person-CenteredTheory ▪ Humanistic Psychology - unique qualities of human. i.e. potential for growth, hopeful and optimistic ▪ Organismic Theory - individual motivated by one sovereign drive – SELF-ACTUALIZATION. ⮚ unity, coherence, integration of a normal personality ▪ Ideally, all individuals evaluate their experiences using the organismic valuing process. ❖ Healthy people use these processes as guides to living their lives. This means that people can trust their feelings.
  • 117.
    🠶 According toRogers all people live in a subjective world, their own subjective reality, called their phenomenological field. 🠶 In Rogers' view, the self is the central ingredient in human personality and personal adjustment 🠶 His theory is basically phenomenological in character ❖ Growth occurs when individuals confront problems, struggle to master them, and through that struggle develop new aspects of their skills, capacities, views about life. ❖ Life, therefore, is an endless process of creatively moving forward, even if only in small ways.
  • 118.
    Structure of Personality 1.Organism- locus of all experiences; the person is experiencing organism. 2.Self or Self-Concept - subjective nature (own picture of yourself); collection of self-perception. - not entirely consistent with external reality (Distortion) 🞂 HOWEVER, if the person’s self-concept is reasonably accurate - there is CONGRUENCE. 🞂 If distortion occurs- there is INCONCRUENCE (gap between self-concept and reality). 🞂 Some Incongruence is probably unavoidable but TOO MUCH incongruence undermines one’s psychological well-being.
  • 119.
    Development of Personality 🠶Roger focuses upon ways in which evaluation of an individual by others. 🠶 Organismic self-possess inherent actualizing tendency (to expand to grow) - subject to strong influence from social environment (parents/significant other) 🠶 Also strong need for affection, love, acceptance (positive regards). ❖ In childhood - parents provide this, but some parent make positive regard Conditional-this creates conditions of worth and child's block out of His self-concept those experiences that makes them unworthy of love. ⚫ If given unconditional love -less need to block out unworthy experience and grow up to be the kind of person he wants to be (Real Self). ✔ Unconditional love foster CONGRUENCE ✔ Conditional love foster INCONGRUENCE.
  • 120.
    ▪ If childgrow up believing that affection from others is very conditional – more and more distortion in child’s experience in order to feel worthy of acceptance. ▪ Self-concept evolves throughout child and adolescence as it gradually stabilizes person 1) Behave consistent with it 2) Resistant to information that contradicts self- concept. 🞂 Contradictory information threatens- principal cause of anxiety. 🞂 To ward off-behave defensively (ignore, deny twist reality) to protect and perpetuate self-concept. 🞂 Defensiveness is the protection of the self-concept against anxiety and threat by using denial or distortion, (two major defense mechanism), allowing us to block out experiences that otherwise would cause unpleasant anxiety or threat. 🞂 Whenever these defenses, (denial or distortion) fail or are insufficient to block out incongruence, people become disorganized..
  • 121.
    ▪ In general,organismic theory feels that potentialities of organism – If allowed to unfold in an orderly manner by an appropriate environment (warm, affectionate, accepting) will produce, healthy, integrated personality. ▪ Malignant environment forces – cripple /destroy the person. ▪ Nothing is inherent “bad” in the organism – It is made bad by an inadequate environment. 🠶 Psychotherapy 🠶 Conditions (3) which are necessary for psychological growth to take place: 1. Counselor Therapist Congruence 2. Unconditional Positive Regard 3. Empathic Listening
  • 122.
    IVAN PAVLOV: ClassicalConditioning ▪ Classical conditioning is a reflexive or automatic type of learning ▪ Originators and Key Contributors: First described by Ivan Pavlov (1849-1936). Russian Physiologist in 1903, and studied in infants by John B. Watson (1878-1958) ▪ The most basic form is associative learning (like, making a new association between events in the environment). ▪ There are two forms of associative learning ; ✔ Classical Conditioning, (experimenting with dogs) and ✔ Operant Conditioning ( ⚫ Classical conditioning -(later developed by John Watson) involves learning to associate an unconditioned stimulus that already brings about a particular response (i.e., a reflex) with a new (conditioned) stimulus, so that the new stimulus brings about the same response.
  • 123.
  • 125.
    JOHN B. WATSON 🞂coined the term behaviourism, based on the assumption that: ✔ All learning occurs through interactions with the environment ✔ The environment shapes behavior 🞂 Watson urged that there is no such thing as consciousness; 🞂 That all human activity is conditioned and conditionable in spite of the variation in genetic makeup. 🞂 He placed the emphasis on external behavior of people and their reactions in given situations, rather than on their internal, mental state 🞂 Experimented on “Little Albert”
  • 126.
    🠶 WATSON FOUND: 🠶In addition to demonstrating that emotional responses could be conditioned in humans, Watson and Rayner also observed that stimulus generalization had occurred. 🠶 After conditioning, Albert feared not just the white rat, but a wide variety of similar white objects as well. His fear included other furry objects including Raynor's fur coat and Watson wearing a Santa Claus beard.
  • 127.
    B. F. Skinner:Operant Conditioning, Reinforcement Theory ▪ Operant Conditioning – learning occurs when a reward is provided after an organism makes the desired response. ▪ The term operant refers to how an organism operates in the environment. ⚫The fundamental principle of operant conditioning is embodied in the Skinner’s concept of Reinforcement. ⚫Reinforcement – occurs when an event following a response strengthens the tendency to make that response
  • 128.
    Types of Reinforcement 1.Positive – adding something (positive reinforcer) in order to increase/strengthen a response. 2. Negative – strengthening a response by avoiding/removing an unpleasant stimulus(aversive stimulus). 3. Punishment –something aversive to decrease a behavior. MAKING PUNISHMENT MORE EFFECTIVE ▪ Guidelines ( research evidence) on how to make punishment more effective (Weiten, 1989) 1) Apply punishment swiftly – delay undermines the impact 2) Make punishment consistent – inconsistency creates more confusion in learning. 3) Explain why the punishment – to make children understand. 4) Make alternative response available and reinforce Ex. attention seeking behavior
  • 129.
    Albert Bandura :SOCIAL LEARNING THEORY ⮚ Albert Bandura (1977) agrees with the behaviourist learning theories of classical conditioning and operant conditioning. However, he adds two important ideas: 1.Mediating processes occur between stimuli & responses. 2.Behavior is learned from the environment through the process of observational learning. 🠶 Observational Learning 🠶 Children observe the people around them behaving in various ways. This is illustrated during the famous Bobo doll experiment (Bandura, 1961). 🠶 Individuals that are observed are called models. 🠶 In society, children are surrounded by many influential models, such as parents within the family, characters on children’s TV, friends within their peer group and teachers at school. Theses models provide examples of behavior to observe and imitate, e.g. masculine and feminine, pro and anti-social etc.
  • 130.
    Albert Bandura: SocialLearning Theory ▪ Emphasizes interaction of cognitive, behavioral and environmental determinants ▪ Observational learning -organism’s response is influenced through observation of others (model). ❖ Key processes in Observational Learning 🠶 Attention 🠶 Retention 🠶 Motor Reproduction 🠶 Motivational Processes
  • 131.
    🠶 There areFour Meditational Processes proposed by Bandura: 1. Attention: The extent to which we are exposed/notice the behaviour. For a behavior to be imitated it has to grab our attention 2. Retention: How well the behaviour is remembered. The behaviour may be noticed, but is it not always remembered which obviously prevents imitation. It is important therefore that a memory of the behaviour is formed to be performed later by the observer. 3. Reproduction: This is the ability to perform the behavior that the model has just demonstrated. We see much behaviour on a daily basis that we would like to be able to imitate but that this not always possible. We are limited by our physical ability and for that reason, even if we wish to reproduce the behaviour, we cannot. 4. Motivation: The will to perform the behaviour. The rewards and punishment that follow a behaviour will be considered by the observer. If the perceived rewards outweighs the perceived costs (if there are any) then the behaviour will be more likely to be imitated by the observer.
  • 132.
    🞂 Cognitive theory-is a learning theory of psychology that attempts to explain human behavior by understanding the thought processes. ▪ Triadic reciprocal determinism – assumes that human action is a result of a interaction among three variables Environment, behavior and person ▪ Self-Efficacy – the capacity to organize, execute the sources of action required to manage prospective situation (Bandura) 🞂 Self-regulation – controlling our own behavior. ▪ Bandura suggests 3 steps of self-regulation: ✔Self-observation ✔Judgment ✔Self-response
  • 133.
    Jean Piaget: COGNITIVETHEORIES 🠶 The principle in development stages theory defining progress from one stage to the next depending upon maturational changes 🠶 He built his theory on how the children use their intelligence rather than how their intelligence measured ▪ Sensation – refers to the processes by which organism detects internal and external stimulation at is various receptor ▪ Assimilation – what people perceive in the external world does not always fit out internal schema or thought ▪ Accommodation – we can accommodate our thought patterns to what we are perceive or change what we think.
  • 135.
    APPROX. AGE RANGE STAGE MAJORCHARACTERISTICS Birth – 2 years Sensorimotor Period • coordination of sensory input into motor action. • development of object permanence. • little or no capacity for symbolic representation. 2 – 7 years Pre-operational Period • development of symbolic thought. • egocentric thinking. (animism) • thought marked by centration (concentrate only one detail/ignore other aspects)and irreversibility.(follow & think thru in one direction) • attention span improves. 7 – 11 years Concrete Operational Period • mental operations applied to concrete objects and events; • development of conservation, decentration and reversibility. • Acquire concept of classification.; fairly good in inductive logic; difficulty with deductive logic Through Adulthood Formal Operational Period • Mental operations applied to abstractions. • Development of logical and systematic thinking. • Problem solving Cognitive Development PIAGET FOUR MAJOR STAGES IN THE DEVELOPMENT OF CHILDREN’S THOUGHT PROCESSES
  • 137.
    Lawrence Kohlberg: MoralDevelopment Theory ▪ Expanded on Piaget’s theory ( e.g shifting of moral judgment from heteronomous morality) ❑ Stages of Moral development 🠶 Level 1. Preconventional Morality ▪ Stage 1 - Obedience and Punishment ▪ Stage 2 - Individualism and Exchange 🠶 Level 2. Conventional Morality ▪ Stage 3 - Interpersonal Relationships ▪ Stage 4 - Maintaining Social Order 🠶 Level 3. Postconventional Morality ▪ Stage 5. Social Contract and Individual Rights ▪ Stage 6 - Universal Principles
  • 138.
  • 139.
    Lawrence Kohlberg: MoralDevelopment Theory ⮚ Expanded on Piaget’s theory ( e.g shifting of moral judgment from heteronomous morality) ⮚ Stages of Moral development 🠶 Level 1. Preconventional Morality Stage 1 - Obedience and Punishment The earliest stage of moral development is especially common in young children, but adults are also capable of expressing this type of reasoning. At this stage, children see rules as fixed and absolute. Obeying the rules is important because it is a means to avoid punishment. Stage 2 - Individualism and Exchange At this stage of moral development, children account for individual points of view and judge actions based on how they serve individual needs. In the Heinz dilemma, children argued that the best course of action was the choice that best-served Heinz’s needs. Reciprocity is possible at this point in moral development but only if it serves one's own interests.
  • 140.
    Level 2. ConventionalMorality 🠶 Stage 3 - Interpersonal Relationships Often referred to as the "good boy-good girl" orientation, this stage of moral development is focused on living up to social expectations and roles. There is an emphasis on conformity, being "nice," and consideration of how choices influence relationships. 🠶 Stage 4 - Maintaining Social Order At this stage of moral development, people begin to consider society as a whole when making judgments. The focus is on maintaining law and order by following the rules, doing one’s duty and respecting authority. Level 3. Postconventional Morality 🠶 Stage 5 - Social Contract and Individual Rights At this stage, people begin to account for the differing values, opinions, and beliefs of other people. Rules of law are important for maintaining a society, but members of the society should agree upon these standards. 🠶 Stage 6 - Universal Principles Kohlberg’s final level of moral reasoning is based upon universal ethical principles and abstract reasoning. At this stage, people follow these internalized principles of justice, even if they conflict with laws and rules.

Editor's Notes

  • #5 “face; appearance; mask used in ancient theatre to denote a character
  • #6 Example of Trait: matipid ng Ilocano, “lavish” ng kapampangana
  • #17 Eclecticism = conceptual approach that does not hold rigidly to a single paradigm or set of assumptions, but instead draws upon multiple theories, styles, or ideas to gain complementary insights into a subject, or applies different theories in particular cases. Freud = hold rigidly to a single paradigm which is based on internal psychological processes
  • #19 This experience gave birth to ideas in the Development of the ID, EGO and SUPEREGO where:  At birth, personality is ruled by ID (pleasure principle)  Early childhood, EGO starts to develop (reality principle)  Later childhood, the SUPER EGO emerges (Morality principle)
  • #20 psychogenic = having a psychological origin or cause rather than a physical one.
  • #25 Based on the pleasure principle – EAT, SLEEP AND PEE RIIIGHT NOOOW! – NO THINKING – JUST DOING  Id too strong – selfish, out of control, could become psychopathic- destructive tendencies & uninhibited sexual behavior
  • #26 Id too strong – selfish, out of control, could become psychopathic- destructive tendencies & uninhibited sexual behavior This image can take the form of a dream, hallucination, fantasy, or delusion. For example: Hungry = Form mental image of pizza or a sandwich.
  • #27 Id too strong – selfish, out of control, could become psychopathic- destructive tendencies & uninhibited sexual behavior
  • #29 Link to abnormality  Ego too weak – allows id and superego to dominate,
  • #30 Link to abnormality  Ego too weak – allows id and superego to dominate,  Id too strong – selfish, out of control, could become psychopathic- destructive tendencies & uninhibited sexual behavior  Superego too strong – strict, anxious, obsessive – depression, anxiety, OCD
  • #32 birth trauma = separation from the mother; infat is in erfect harmony with the mother inside the womb, then painful state of separation
  • #34 A person who is angry with a colleague actually ends up being particularly courteous and friendly towards them. A man who is gay has a number of conspicuous heterosexual affairs and openly criticizes gays. A mother who has a child she does not want becomes very protective of the child. An alcoholic extols the virtues of abstinence.
  • #35 A child who is abused by a parent later has no recollection of the events, but has trouble forming relationships. A woman who found childbirth particularly painful continues to have children (and each time the level of pain is surprising). Repressed memories may appear through subconscious means and in altered forms, such as dreams or slips of the tongue ('Freudian slips'). An optimist remembers the past with a rosy glow and constantly repeats mistakes. A man has a phobia of spiders but cannot remember the first time he was afraid of them. A person greets another with 'pleased to beat you' (the repressed idea of violence toward the other person creeping through).
  • #36  Projection : For instance, you might hate someone, but your superego tells you that such hatred is unacceptable.  You can 'solve' the problem by believing that they hate you. Introjection (or identification: I have to give a presentation but feel scared. I put on the hat of Abraham Lincoln and imagine I am confidently giving an important address to the nation. A child is threatened at school. They take on the strong-defender attributes that they perceive in their father and push away the bully.
  • #37 Sublimation = a person experiencing extreme anger might take up kick-boxing as a means of venting frustration I am angry. I go out and chop wood. I end up with a useful pile of firewood. I am also fitter and nobody is harmed. A person with strong sexual urges becomes an artist. A man who has extra-marital desires takes up household repairs when his wife is out of town. Sublimation is probably the most useful and constructive of the defense mechanisms as it takes the energy of something that is potentially harmful and turns it to doing something good and useful. Freud believed that the greatest achievements in civilization were due to the effective sublimation of our sexual and aggressive urges that are sourced in the Id and then channeled by the Ego as directed by the Super ego. In his more basic musings, he considered such as painting as a potentially sublimated desire to smear one's own faeces.
  • #41 Identify the erotic focus of anal stage, oral stage, phallic stage, genital stage Fixation in each stage- 3. Key tasks and experiences per stage
  • #43 Horme = Jung used horme (1915) in reference to hypothetical mental energy that drives unconscious activities and instincts.  = elating the term to psychological values transpersonal= consciousness studies, spiritual inquiry, body-mind relationships and transformation. 
  • #48 Complexes is largely personal, but may also be derived from humanities collective experience Ex. Mother complex comes not only from one’ personal relationship with mother but also from entire species experience with mother, such mother complex is partly formed of persons conscious image of mother which may stem from personal and collective unconsciousness
  • #49 Example of Collective Unconscious: Genetic Memory and the Collective Unconscious (Phobia of Snakes) Genetic memory may explain specific phobias, a fear of a specific object or situation. A phobia of snakes (ophidiophobia) manifests in children even when there is no apparent traumatic origin for their fear. Shared: example : your being “brave” is a learned behavior by your ancestors who had difficult life, that to survive learned to be brave, which you possessed not as a learned behavior but comes out naturally when faced with difficulties
  • #52 transcendence of the opposites= IDEAL As we get older, most of us come to be more comfortable with our different facets. We are a bit less naively idealistic and recognize that we are all mixtures of good and bad. We are less threatened by the opposite sex within us and become more androgynous. Even physically, in old age, men and women become more alike. This process of rising above our opposites, of seeing both sides of who we are, is called transcendence.
  • #55 SENSATION = So we could have an Introverted-Sensation type,  such as an artist, who experiences the physical world (sensation) from the perspective of the  psychic or inner consciousness (introversion).  As opposed to this, the Extroverted-Sensation type  would be the person who is a simple materialist or  hedonist, interested only in physical or pragmatic  things.  This type tends to be realistic and practical.  At worst, one may be crudely sensual.  This  personality-type occurs more often in men.
  • #56 THINKING refers to the faculty of rational analysis; of understanding and responding to  things through the intellect, the "head" so to speak.  Thinking means connecting ideas in order to arrive at a general understanding.  The Thinking-type often appears detached and unemotional.  The  Scientist and the Philosopher are examples of the "thinking type", which is found more commonly in men.  FEELING is the interpretation of things at a value- level, a "heart"-level rather than a "head"-level.   Feeling evaluates, it accepts or rejects an idea on the basis of whether it is pleasant or unpleasant.   According to Jung this is the emotional personality type, and occurs more frequently in women.  Thinking and Feeling are both rational, in that  they both require an act of Judgment.  Sensation and Intuition are both irrational, in that they involve  no reason, but simply result from stimullii (whether  external or internal) acting upon the individual.  SENSATION means conscious perception through the  sense-organs.  The Sensation personality-type relates to physical stimulii.  But there is a difference according to whether the person is an introvert or an extrovert.  So we could have an Introverted-Sensation type,  such as an artist, who experiences the physical world (sensation) from the perspective of the  psychic or inner consciousness (introversion).  As opposed to this, the Extroverted-Sensation type  would be the person who is a simple materialist or  hedonist, interested only in physical or pragmatic  things.  This type tends to be realistic and practical.  At worst, one may be crudely sensual.  This  personality-type occurs more often in men.  Finally, INTUITION is like sensation in that it is  an experience which is immediately given to con-sciousness rather than arising through mental activity (e.g. thinking or feeling).  But it differs  in that it has no physical cause.  It constitutes an  intuition or hunch, a "gut"-level feeling, or an  "ESP" experience.  It is the source of inspiration,  creativity, novel ideas, etc.  According to Jung,  the Intuitive type jumps from image, is interested  in a while, but soon loses interest.
  • #62 Acts of Compensation = undercompensate/overcompensate (inferiority and superiority) basic motivation was compensation, which in this case was meant to denote the process of striving to overcome one’s inherent limitations. Adler postulated that since we all have various issues and shortcomings as people, our personalities develop largely through the ways in which we do (or do not) compensate for or overcome these inherent challenges. 
  • #63 example of organ dialect – the case of a very obedient boy who wet the bed at night to send a message that he does not wish to obey parental wishes. His behavior is “really a creative expression, for the child is speaking with his bladder instead of his mouth.”
  • #64 Fictional Goals and Lifestyles- Potential goals guide behavior
  • #72 Safeguarding Tendencies = defense mechanism
  • #74 Boys are often taught early that being masculine means being courageous, strong, and dominant. The ultimate accomplishment for boys is to win, to be powerful, to be on top. In contrast, girls often learn to be passive and to accept an inferior position in society. One way women express this is by choosing traditionally masculine careers like firefighting, military service, or even professional mixed marital arts. These women tend to feel more equal and powerful in their own lives and in many ways they are slowly paving the way for all women.
  • #79 person will take his place in society. = social NICHE (Neesh)
  • #82 PENIS ENVY= "Women oppose change, receive passively, and add nothing of their own," he wrote in a 1925 paper entitled "The Psychical Consequences of the Anatomic Distinction Between the Sexes.“  In his theory of psychosexual development, Freud suggested that during the phallic stage (around ages 3 to 5 years) young girls distance themselves from their mothers and instead devote their affections to their fathers. According to Freud, this occurs when a girl realizes that she has no penis. "Girls hold their mother responsible for their lack of a penis and do not forgive her for their being thus put at a disadvantage," Freud suggested (1933).
  • #85 omnipotence = supremacy Vacillation = Indecisiveness
  • #89 Frame of Orientation- Whether he believed in sorcery and magic as final explanations of all events, or in the spirit of his ancestors as guiding his life and fate, or in an omnipotent god who will reward or punish him, or in the power of science to give answers to all human problems - from the standpoint of his need for a frame of orientation, it does not make any difference. His world makes sense to him, and he feels certain about his ideas through the consensus with those around him. Even if the map is wrong, it fulfills its psychological function. But the map was never entirely wrong - nor has it ever been entirely right, either. It has always been enough of an approximation to the explanation of phenomena to serve the purpose of living. Only to the degree to which the practice of life is freed from its contradictions and its irrationality can the theoretical picture correspond to the truth. But a map is not enough as a guide for action; man also needs a goal that tells him where to go. The animal has no such problems. Its instincts provide it with a map as well as with goals. But man, lacking instinctive determination and having a brain that permits him to think of many directions in which he could go, needs an object of total devotion; he needs an object of devotion to be the focal point of all his strivings and the basis for all his effective - and not only proclaimed - values.
  • #90 Burden of Freedom = comared to animals who are guided by instinct , man has will power and freedom
  • #91 Fromm explores humanity's shifting relationship with freedom, with particular regard to the personal consequences of its absence. His special emphasis is the psychosocial conditions that facilitated the rise of Nazism.
  • #98 . Self-System - defense mechanism
  • #102 A. Infancy The period from birth until the emergence of syntaxic language is called infancy, a time when the child receives tenderness from the mothering one while also learning anxiety through an empathic linkage with the mother. Anxiety may increase to the point of terror, but such terror is controlled by the built-in protections of apathy and somnolent detachment that allow the baby to go to sleep. During infancy children use autistic language, which takes place on a prototaxic or parataxic level. B. Childhood The stage that lasts from the beginning of syntaxic language until the need for playmates of equal status is called childhood. The child's primary interpersonal relationship continues to be with the mother, who is now differentiated from other persons who nurture the child.  C. Juvenile Era The juvenile stage begins with the need for peers of equal status and continues until the child develops a need for an intimate relationship with a chum. At this time, children should learn how to compete, to compromise, and to cooperate. These three abilities, as well as an orientation toward living, help a child develop intimacy, the chief dynamism of the next developmental stage. D. Preadolescence Perhaps the most crucial stage is preadolescence, because mistakes made earlier can  be corrected during preadolescence, but errors made during preadolescence are nearly impossible to overcome in later life. Preadolescence spans the time from the need  for a single best friend until puberty. Children who do not learn intimacy during preadolescence have added difficulties relating to potential sexual partners during  later stages. E. Early Adolescence With puberty comes the lust dynamism and the beginning of early adolescence. Development during this stage is ordinarily marked by a coexistence of intimacy  with a single friend of the same gender and sexual interest in many persons of the opposite gender. However, if children have no preexisting capacity for intimacy, they may confuse lust with love and develop sexual relationships that are devoid  of true intimacy.  F. Late Adolescence Chronologically, late adolescence may start at any time after about age 16, but psychologically, it begins when a person is able to feel both intimacy and lust toward the same person. Late adolescence is characterized by a stable pattern of sexual activity and the growth of the syntaxic mode, as young people learn how to live in the adult world. G. Adulthood Late adolescence flows into adulthood, a time when a person establishes a stable relationship with a significant other person and develops a consistent pattern of viewing the world.
  • #108 The first two factors create 4 combinations, related to the four basic temperaments recognized by ancient Greeks: Melancholic (introverted + unstable): sad, gloomy Choleric (extroverted + unstable): hot-tempered, irritable Phlegmatic (introverted + stable): sluggish, calm Sanguine (extroverted + stable): cheerful, hopeful
  • #110 Metaneeds = any need for knowledge, beauty, or creativity.
  • #114 It was named after Jonah, a Biblical prophet who attempted to run away from his “fate” and hide from God.
  • #116 we have a remarkable capacity for self-healing and personal growth leading towards self-actualization
  • #121 Congruence is also called genuineness.  Congruence is the most important attribute in counseling, according to Rogers.  This means that, unlike the psychodynamic therapist who generally maintains a 'blank screen' and reveals little of their own personality in therapy, the Rogerian is keen to allow the client to experience them as they really are. In short, the therapist is authentic. Empathy is the ability to understand what the client is feeling.  This refers to the therapist's ability to understand sensitively and accurately [but not sympathetically] the client's experience and feelings in the here-and-now.  An important part of the task of the person-centered counselor is to follow precisely what the client is feeling and to communicate to them that the therapist understands what they are feeling. Roger; “We do not understand their world. But, when the therapist does understand how it truly feels to be in another person's world, without wanting or trying to analyze or judge it, then the therapist and the client can truly blossom and grow in that climate'.
  • #122 Operant Conditioning -– learning occurs when a reward is provided after an organism makes the desired response First described by B. F. Skinner, an American psychologist Involves applying reinforcement or punishment after a behavior Focuses on strengthening or weakening voluntary behaviors
  • #123 Operant Conditioning First described by B. F. Skinner, an American psychologist Involves applying reinforcement or punishment after a behavior Focuses on strengthening or weakening voluntary behaviors
  • #124 Pavlov’s Experiment: Food- Unconditioned Stimulus Salivation- Unconditioned Response (natural, not learned) -i.e., a stimulus-response connection that required no learning) Bell -Conditioned Stimulus Salivation - Conditioned Response (to bell)
  • #125 “Little Albert - Around the age of 9 months, Watson and Rayner exposed the child to a series of stimuli including a white rat, a rabbit, a monkey, masks, and burning newspapers and observed the boy's reactions. The boy initially showed no fear of any of the objects he was shown. The next time Albert was exposed to the rat, Watson made a loud noise by hitting a metal pipe with a hammer. Naturally, the child began to cry after hearing the loud noise. After repeatedly pairing the white rat with the loud noise, Albert began to cry simply after seeing the rat. Elements of Classical Conditioning in the Little Albert Experiment The Little Albert experiment presents and example of how classical conditioning can be used to condition an emotional response. Neutral Stimulus: The white rat Unconditioned Stimulus: The loud noise Unconditioned Response: Fear Conditioned Stimulus: The white rat Conditioned Response: Fear
  • #127  Classical conditioning is a reflexive or automatic type of learning