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