PERSONALITY!

Standards

IIIB-2.1 Explain the characteristics of the psychodynamic, cognitive-behavioral, humanistic, and trait approaches.

Objective

Students will be able to interpret the psychodynamic approach toward personality with the analysis of Freud and his teachings.

WARM UP: WHO IS SIGMUND FREUD? WHAT WAS HIS TEACHINGS ABOUT? WHAT IS HE MOST FAMOUSLY KNOWN FOR?

Across

4. preconscious7. external9. id10. trait11. ego12. defense

mechanisms

Down

1. displacement2. learned

helplessness3. fixation4. personality5. Oedipus6. identification8. Rorschach13. MMPI

CROSSWORD PUZZLE CHECK

Sigmund Freud Father of the subconscious and the unconscious mind Began diving into the subconscious with the use of free

association A method of exploring the unconscious in which the person

relates and says whatever comes to mind Example: you sit on a couch and talk to the psychologist until

the time is up. Free association later turned into psychoanalysis

Freud’s theory of personality which attributes thoughts and actions to the unconscious mind. According to Freud, a place where unacceptable thoughts for society would lay

Believed that we repress (block) these thoughts from our consciousness because of how unsettling it would be to our minds

In today’s world, the unconscious is simply where information we are unaware of

Used to treat psychological disorders by finding where the unconscious tensions where and why they were there

PSYCHOANALYTICS

Id A large reserve of unconscious thought who’s goal is to satisfy the basic

drives (sexual, survival, and aggression) Based primarily on pleasure

Wants to be immediately satisfied Example: babies crying or drug users

Ego The middle ground between the id and the superego.

Also known as the executive part of personality because of how it manages the two

Often struggles to satisfy both the superego and the id Based on reality and real time

Tries to satisfy the id through gratification but with a realistic time frame without harming the person

Contains conscious perceptions, thoughts, judgments, and memories Superego

Voice of conscience to regulate the ego to not being only real but to consider the ideal

The goal is to achieve perfection and not settle for instant gratification This is where you feel proud or guilty because of the higher level of

thought

THE THREE PARTS OF PERSONALITY

According to Freud, children undergo fi ve diff erent psychosexual stages Focus on distinct erogenous zones of the body Oral

0-18 months where infants like to put things in their mouths Anal

18-36 months where toddlers focus on bowel control and how to deal with the demand for the control

Phallic 3-6 years where children are sexually aroused by the genitals Incestuous feelings (Oedipus Complex or Electra Complex) begin to arise Identification

Superego begins to take on parents values Illustrates that we as a society take on values and personalities of those who care for us at a

young age

Latency 6- Puberty when children repress their sexual feelings

Genital Puberty + when one begins to mature sexually

DEVELOPMENT STAGES OF PERSONALITY

Fixation begins to occur Can occur at any stage When someone begins to overindulge in their stage

Example: someone in the orally who has been deprived or given too much may stay in the oral phase later than expected.

Penis Envy Freud believed women were jealous of men because they

had a penis Blame their mother for not having a penis and begin to

become closer to their father (Electra Complex)

OTHER INFORMATION ABOUT PERSONALITY

Defense mechanisms protect the ego from itself The protective method of reducing anxiety by unconsciously distorting reality Freud proposed 6 different methods of how the ego can protect itself

Repression The basic defense that banishes anxious thoughts, feelings or memories from consciousness Underlines all the other defense mechanism Freud’s explanation for not remembering our childhood

Regression When anxiety arises, the subject retreat to a more infantile psychosexual stage Example: first day of school, you are scared so you start to suck your thumb for comfort

Reaction formation People express the opposite of the anxious feelings Example: someone you hate you would say “ I love you”

Projection Disguise their own threating impulse by attributing them to others Example: She doesn’t trust me! Rather than I don’t trust her

Rationalization The generating of self justifying explanation to hide ourselves from the real reason of our actions Example: you tell people you don’t want to go out with your friends because you’re “tired” rather

than you hate going out Displacement

Place your sexual or aggressive impulses toward a less threatening person Example: you yell at your mom because you had a bad day at school

DE-FENSE! DE-FENSE!

Do you believe you use any of the 6 diff erent types of defense mechanism when it comes to your personality? (you can say you use more than one) Why or why not. Explain.

QUICK WRITE

Alfred Adler Proposed the inferiority complex

The want to conquer childhood feelings of being inferior This triggers our want to become superior and powerful

Karen Horney Our anxiety is triggered by our feelings of helplessness This makes us have a want for love and security

Carl Jung Unlike Freud Jung believed that we had more than just

repressed thoughts and feelings in our unconscious. Added the collective conscious

Shared, inherited reservoir of memories traces from our species history

Explains why different cultures have share certain myths (the flood story)

FREUD’S THEORY BECOMES MODERNIZED

WRITE A STORY ABOUT THIS PICTURE

WHAT DO YOU SEE?

Projective tests A test which is ambiguous in order to trigger projections of

the subjects internal dynamic Two forms of tests

Thematic Apperception Test (TAT) View ambiguous pictures then make up stories about them This is to express their feelings and interests through stories

Rorschach inkblot test Subject would look at 10 inkblots This was to see their inner feelings by analyzing the inkblot and how it appears

to them

These tests do not have a lot of reliability and validity No way to universally score these tests

HOW DO WE TEST PERSONALITY AND THE UNCONSCIOUS?

Standards

IIIB-2.1 Explain the characteristics of the psychodynamic, cognitive-behavioral, humanistic, and trait approaches.

Objective

Students will be able to interpret the trait and social-behavioral approach toward personality and analyze a character through the lens of psychoanalysis.

WARM UP: COMPARE THE PSYCHOANALYTIC PERSPECTIVE TO THE HUMANISTIC PERSPECTIVE. HOW ARE THEY THE SAME? HOW ARE THEY DIFFERENT?

Wanted a healthy way for people to strive for self-actualization

Abraham Maslow! Yes the same guy that did the hierarchy of needs We want to see the top of the pyramid of self-actualization

Carl Rogers Agreed with Maslow that people are good and want to reach

self-actualization People grow by the unconditional positive regard

The attitude of total acceptance toward another person We understand our weaknesses but we can accept them Based around empathy

This could affect all types of relationships not just the client-therapist Featured the self-concept

All our thoughts and feelings about ourselves to the answer to the question “Who am I?”

THE HUMANISTIC PERSPECTIVE

Fill out a questionnaire to evaluate self concept Example: Rogers had a questionnaire which was who you

would like to be versus who you currently are If they happen to have a lot of commonalities, self-concept is

reached How do you know if someone is getting closer to their

desired self? Keep giving them the assessment to gauge whether they are

becoming more like their desired self

Can be depersonalizing because it puts the answers into narrow categories rather than letting the subject talk Rather have a form of conversation to assess the subject.

HOW DO YOU ASSESS SELF?

Began when Gordon Allport interviewed Freud Believed people had fundamental traits

People’s characteristic behaviors and conscious motives Did not want to identify traits rather than have traits describe a

person

Briggs-Myers Traits Indicator Test which shows which type of traits you have Used by 89 out of 100 of the large US companies One column is “feeling” vs “thinking”

Factor Analysis A statistical procedure that has been used to identify

cluster of related items Usually in the form of extraverted-introverted and stable

and unstable

TRAIT PERSPECTIVE

Used instead of the two personality dimensions Acronym of OCEAN or CANOE Openness

imagination and insight, and those high in this trait also tend to have a broad range of interests.

Conscientiousness high levels of thoughtfulness, with good impulse control and goal-

directed behaviors. Those high in conscientiousness tend to be organized and mindful of details.

Extraversion excitability, sociability, talkativeness, assertiveness and high amounts

of emotional expressiveness Agreeableness

trust, altruism, kindness, aff ection, and other pro-social behaviors. Neuroticism

emotional instability, anxiety, moodiness, irritability, and sadness.

Best approximation of basic trait dimensions

BIG FIVE FACTORS

Proposed by Albert Bandura Emphasis on the interactions of persons and their situations Learned through conditioning or observations and modeling Also put an emphasis on mental processes

How does our situation affect our behavior?

Reciprocal determinism Interacting influences between personality and

environmental factors Different people choose different environments

You choose what you like and choose to put yourself in these situations Our personalities shape how we interpret and react to events

People who are anxious will view the world in a more threatening manner Our personalities help create situations to which we react

With the expectation of something, we will react accordingly (potentially angry person, give him the cold shoulder before they interact with you)

SOCIAL COGNITIVE PERSPECTIVE

Social Cognitive personality perspective emphasizes personal control Our sense of controlling our environment rather than

feeling helpless Internal vs external locus of control

Internal – the perception that one controls their own fate External – the perception that chance or outside forces

beyond ones personal control determines their fateLearned Helplessness vs. Personal Control

The hopelessness and passive resignation an animal or human learns when unable to avoid repeated aversive events “when it rains, it pours”

PERSONAL CONTROL

Each of you will be within a group. Each group will have a certain lens to analyze the Grinch.

Read your packet and highlight any characteristics you may think may help you apply to the Grinch.

As you watch the fi lm, write down anything you see in order to analyze him

You need to have at least 4 characteristics about the Grinch through your perspective of personality.

You will create a poster demonstrating each characteristic you found and illustrate how he progresses

Each group will present at the end of class.

YOU’RE A MEAN ONE MR. GRINCH