Theories of Personality PDF (1)

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PSYCHODYNAMIC THEORIES PSYCHODYNAMIC THEORIES

I.

I. PsPsy y ch ch oaoananal l ytytic Thic Theoeory – ry – SiSig g mmn! n! "re "re !! “Turn your eyes inward, look into your own depths, learn

“Turn your eyes inward, look into your own depths, learn to first know yourself.” to first know yourself.”  Psychoanalysis

Psychoanalysis



  Attempt  Attempt to to explain explain personality, personality, motivation motivation and and psychological psychological disorders disorders by by  focus

focusing ing on on the influence of the influence of early childhoearly childhood od experexperienceiences, s, on unconscioon unconsciousus motives and conflicts, and on the methods people use to cope with their motives and conflicts, and on the methods people use to cope with their sexual and aggressive urges

sexual and aggressive urges "OC#S$

"OC#S$ unconscious – unconscious – people people are not are not aware of aware of the most ithe most importantmportant deter

determinaminants onts of f their their behabehaviour/bviour/body lody languageanguage; and s; and such uch contcontains ains thethe unresolved issues of one’s self 

unresolved issues of one’s self 

*the dynamic unconscious has the motivations or energies that can *the dynamic unconscious has the motivations or energies that can influence behaviour and experience

influence behaviour and experience "re!

"re!::

•

• sychoanalysis emphasi!ed unconscious forces, biologically based drivessychoanalysis emphasi!ed unconscious forces, biologically based drives

of sex and agg

of sex and aggression and unavoidable conflicts in early childhoodression and unavoidable conflicts in early childhood

•

• "atisfaction of the libido"atisfaction of the libido •

• #eredity $ environment % #eredity $ environment % personality personality  •

• uunnccoonnsscciioouuss ccoonnssiissttss ooff sseexxuuaall aanndd aaggggrreessssiivvee iinnssttiinnccttss tthhaatt aarree

unacceptable to the conscious personality  unacceptable to the conscious personality  %e&els o' Personality (The

%e&els o' Personality (The ICE)ER*+ICE)ER*+ &'

&' ConsciosConscios



 (ncludes all the sensations and experiences of which we are (ncludes all the sensations and experiences of which we are aware at any givenaware at any given moment

moment



  A portion above the surface o A portion above the surface of the water – tip of the icebergf the water – tip of the iceberg "r

"re!e!$$ conscious is a limited aspect conscious is a limited aspect of personality because only a smallof personality because only a small portion of our thoughts,

portion of our thoughts, sensations and memories exists in conscioussensations and memories exists in conscious awareness at any time

awareness at any time )'

)' PreconsciosPreconscios



 etween the conscious and the unconsciousetween the conscious and the unconscious



 +he storehouse of memories, perceptions and thoughts, of which we are not+he storehouse of memories, perceptions and thoughts, of which we are not consciousl

consciously aware at y aware at the moment but the moment but that we can easily that we can easily summon intosummon into consciousness

'

' #nconscios#nconscios



 #ome of the instincts, those wishes and desires that di#ome of the instincts, those wishes and desires that direct our behaviourrect our behaviour



 -ontains the driving power behind all behaviors and -ontains the driving power behind all behaviors and is the repository of fis the repository of forcesorces  we cannot see o

 we cannot see or controlr control

Instincts$ The Pro,elling "orces o'

Instincts$ The Pro,elling "orces o' Personality Personality  Instincts

Instincts



 +he motivating force that drives behaviour and +he motivating force that drives behaviour and determines its directiondetermines its direction



 (t aim to satisfy the need and thereby reduces tension(t aim to satisfy the need and thereby reduces tension



 #omeostatic approach – people are motivated to restore and maintain a#omeostatic approach – people are motivated to restore and maintain a condition of physiological e.uilibrium or balanc

condition of physiological e.uilibrium or balance, to eep the e, to eep the body free of body free of  tension

tension Ty,es o' Instincts Ty,es o' Instincts

&'

&' %i'e Instincts%i'e Instincts



 0or survival of the individual and the species by seeing to satisfy the needs0or survival of the individual and the species by seeing to satisfy the needs for food, water, air and sex

for food, water, air and sex %i-i!o

%i-i!o



 a form of psychic energy which is manifested by the life instincts, thata form of psychic energy which is manifested by the life instincts, that drives a person toward pleasurable behaviors and thoughts

'

' #nconscios#nconscios



 #ome of the instincts, those wishes and desires that di#ome of the instincts, those wishes and desires that direct our behaviourrect our behaviour



 -ontains the driving power behind all behaviors and -ontains the driving power behind all behaviors and is the repository of fis the repository of forcesorces  we cannot see o

 we cannot see or controlr control

Instincts$ The Pro,elling "orces o'

Instincts$ The Pro,elling "orces o' Personality Personality  Instincts

Instincts



 +he motivating force that drives behaviour and +he motivating force that drives behaviour and determines its directiondetermines its direction



 (t aim to satisfy the need and thereby reduces tension(t aim to satisfy the need and thereby reduces tension



 #omeostatic approach – people are motivated to restore and maintain a#omeostatic approach – people are motivated to restore and maintain a condition of physiological e.uilibrium or balanc

condition of physiological e.uilibrium or balance, to eep the e, to eep the body free of body free of  tension

tension Ty,es o' Instincts Ty,es o' Instincts

&'

&' %i'e Instincts%i'e Instincts



 0or survival of the individual and the species by seeing to satisfy the needs0or survival of the individual and the species by seeing to satisfy the needs for food, water, air and sex

for food, water, air and sex %i-i!o

%i-i!o



 a form of psychic energy which is manifested by the life instincts, thata form of psychic energy which is manifested by the life instincts, that drives a person toward pleasurable behaviors and thoughts

Catheis Catheis



 an investment of psychic energy in an ob1ect an investment of psychic energy in an ob1ect or personor person )'

)' Death InstinctsDeath Instincts



 +he unconscious drive toward decay, destruction and aggression –+he unconscious drive toward decay, destruction and aggression – TanathusTanathus  Aggressi&e D

 Aggressi&e Dri&eri&e



 one of the components of death instincts that compels us to destroy,one of the components of death instincts that compels us to destroy, con.uer and ill

con.uer and ill

Strctres o'

Strctres o' PePerrsonasonalliity ty  &'

&' I!I!



 2eservoir of the instincts and libido and vitally and directly related to the2eservoir of the instincts and libido and vitally and directly related to the satisfaction of bodily needs

satisfaction of bodily needs



 3nly nows3nly nows instant gratificationinstant gratification – it drives us to what we want, when we– it drives us to what we want, when we  want it, without regard for an

 want it, without regard for anyone else’s wantsyone else’s wants



 4o awareness of the reality 4o awareness of the reality 



 3perates in accordance with the3perates in accordance with the  Pleasure  Pleasure PrinciplePrinciple –– increase pleasureincrease pleasure and avoid pain

and avoid pain



 +he ways that it can attempt to satisfy it needs are through reflex action and+he ways that it can attempt to satisfy it needs are through reflex action and  wish5fulfilling

 wish5fulfilling hallucinations hallucinations or or fantasy fantasy experience experience labelled labelled asas Primary Primary  Thoght Process Thoght Process )' )' EgoEgo   re5consciousre5conscious 

 2ational master of personality 2ational master of personality 



 urpose: to help the id obtain the tension reduction it cravesurpose: to help the id obtain the tension reduction it craves



 6oes not prevent the id but i6oes not prevent the id but it postpone, delay or redirect the id in terms of t postpone, delay or redirect the id in terms of thethe demands of reality 

demands of reality 



 (t perceives and manipulates the environment in a practical and realistic(t perceives and manipulates the environment in a practical and realistic manner so that it will operate in accordance with the

manner so that it will operate in accordance with the Reality Princ Reality Principleiple



 6etermines the appropriate and socially acceptable times, places and ob1ects6etermines the appropriate and socially acceptable times, places and ob1ects that will satisfy the id i

that will satisfy the id impulses which involves thempulses which involves the Secon!ary ThoghtSecon!ary Thoght Process

Process '

' S,eregoS,erego



 (nternal morality of (nternal morality of conscienceconscience



  A  A powerful powerful and and largely largely unconscious unconscious set set of of beliefs beliefs – – we we ac.uire ac.uire through through ourour experience, childhood, rules and regulations, do’s and do

experience, childhood, rules and regulations, do’s and don’tsn’ts



 urpose: to inhibit the id and the ego completely, particularly to thoseurpose: to inhibit the id and the ego completely, particularly to those demands concernin

Pa Parts$rts$

a'

a' ConConsciensciencece



 contains the behaviors for which a child contains the behaviors for which a child has been punishedhas been punished



 where guilt come where guilt comes froms from  b'

 b' EEgo/igo/i!!eaeall



 consists of the good or correct behaviors for which children haveconsists of the good or correct behaviors for which children have  been punished

 been punished "re!$

"re!$

•

• +he three parts of the psychic structure are in a+he three parts of the psychic structure are in a  perpetual  perpetual conflictconflict – the– the

continuing conflict between the id, ego and

continuing conflict between the id, ego and superegosuperego

•

• +he dynamics of personality involve a continuous interaction and clash between+he dynamics of personality involve a continuous interaction and clash between

id impulses which sees to be released and the inhibitions or restraining forces id impulses which sees to be released and the inhibitions or restraining forces against such impulses – these urges or

against such impulses – these urges or impulses and counter5forces motivateimpulses and counter5forces motivate personality 

personality 

+he inevitable result of the friction between the id, ego and superego, and the ego is +he inevitable result of the friction between the id, ego and superego, and the ego is severely strained, is the development of

severely strained, is the development of aniety aniety '' "re!$

"re!$

•

•  Anxiety is the fundamen Anxiety is the fundamental development of neurotic and pstal development of neurotic and psychotic behaviourychotic behaviour •

• +he prototype of all anxiety is the+he prototype of all anxiety is the -irth trama -irth trama

Three Ty,es o' Aniety  Three Ty,es o' Aniety 

&'

&' Reality or O-0ecti&e Aniety Reality or O-0ecti&e Aniety 



 (nvolves a fear of tangible dangers in the real world(nvolves a fear of tangible dangers in the real world )'

)' Nerotic Aniety Nerotic Aniety 



 +he +he uncounconscionscious fus fearear of bof being eing punispunished hed for for impulimpulsivelsively diy displasplaying ying id5id5 dominated behaviour

dominated behaviour



 6oing without thining6oing without thining '

' Moral Aniety Moral Aniety 



 +he fear of one’s +he fear of one’s conscienceconscience *oals o' Psychoanalysis

*oals o' Psychoanalysis



 +o maintain and regain an acceptable level of dynamic e.uilibrium that+o maintain and regain an acceptable level of dynamic e.uilibrium that maximi!es pleasure and minimi!ing tension

maximi!es pleasure and minimi!ing tension Role o' Psychoanalysis

Role o' Psychoanalysis



 "trengthen the ego; to mae it independent of "trengthen the ego; to mae it independent of the overly strict concerns of thethe overly strict concerns of the superego, and to increase its capacity to deal with formerly repressed superego, and to increase its capacity to deal with formerly repressed  behaviour hidden in the id

De'ense Mechanism Against A n.iety  &' Re,ression

 +he unconscious denial of the existence of something that causes anxiety  )' Denial

 2efusal to admit the existence of an existence of an external threat or traumatic event

'  Asceticism

 +he renunciation of needs

  A person renounces his interest in what other people en1oy  7' Isolation 1 Intellectali2ation

 "tripping the emotion from a difficult memory or threatening impulse

 "omething that is to be treated as a big deal is treated as if it was not – deadma

8' Reaction "ormation

 9xpressing an id impulse that is the opposite of the one that is truly driving the person

' #n!oing

 agical gestures or rituals that are meant to cancel out unpleasant thoughts or feelings after they have already occurred

 <oing bac to what had happened, step5by5step =' Intro0ection1I!enti'ication

 +aing into you own personality, characteristics of someone else, because doing so solves some emotional difficulty 

>' I!enti'ication 3ith the Aggressor

 0ocuses on the adoption of negative or feared traits

  A person can partially overcome the fear of another by becoming more lie them

?' Pro0ection

 +he attributing a disturbing impulse to someone else &@' Altristic Srren!er

  A form of pro1ection; when a person attempts to fulfil his own needs  vicariously, through other people

&&' Regression

 2etreating to an earlier, less frustrating period of life and displaying the usually childish behaviors characteristic of that more secure time

&)' Rationali2ation

 2einterpreting our behaviour to mae it more acceptable and less threatening to us

&' Dis,lacement

 "hifting id impulses from a threatening ob1ect or from one that is unavailable to an ob1ect that is available

&7' Trning against the Sel' 

  A form of displacement wherein the person becomes his own substitute target, i'e' suicide

&8' S-limation

  Altering and displacing id impulses by diverting instinctual energy into socially acceptable behaviors

Ho3 to ta, the nconscios$

 0ree Association – spea freely about anything

 6ream Analysis – manifest and latent contents of dream/s

 9veryday life – little mistaes, slips of the tongue, body language, lapses in memory 

 #umor – what has already been repressed thoughts in a society at approved manner; what a person finds humorous

Psychoseal Stages o' Personality De&elo,ment "re!$

  A person’s uni.ue character develops in childhood largely from parent5child relationship

 6evelopment consists of several stages and each psychological stage is defined by  an erogenous !one of the body 

Erogenos 2ones

  Areas of the body that are sensitive to pleasant and sensual feelings, hence giving rise to sexual feeling when simulated

*the conflict that exists in each developmental stage must be resolved before the infant/child can progress to the next stage

*if the conflict has not been resolved or when the needs have been supremely  satisfied by the parent, the individual is said to be fixated at his stag e of  development

"iation

  A portion of the libido or psychic energy remains invested in a that developmental stage, leaving less energy for the following stage

 A' Oral Stage

 @5&> months

 9rogenous !one: outh

  Activity: sucing, biting and swallowing

 rimary 3b1ect of ibido: mother or caregiver

 -onclusion/6evelopmental ilestone: time of weaning

 0ixations:

a' Oral Passi&e Personality – oral incorporative behaviour Btaing inC  b' Oral Aggressi&e )eha&ior – oral aggressive or sadistic behaviour

Bbiting or spitting outC '  Anal Stage

 )5 years old

 9rogenous !one: anus

  Activities: retention of feces and wilful defecation

 6evelopmental ilestone: Toilet Training – gratification of an instinctual impulse is interfered with as parents attempt to regulate the time and place of  defecation

 0ixations:

a'  Anal E,lsi&e1Aggressi&e Personality – defying attempts at regulation, anal expulsion  over generous

 b'  Anal Retenti&e Personality – holding the feces in  problem with discipline, perfectionist, orderly, stingy 

-' Phallic Stage

 )5 years old

 9rogenous !one: genitals

  Activities: exploring and manipulating the genitals, i'e' masturbation

 Oe!i,s Com,le – the unconscious desire of a boy for his mother accompanied by a desire to replace or destroy his father; he interprets his fear to his father as becoming fearful that his father will cut off the offending organ BpenisC castration anxiety

 Electra Com,le – the unconscious desire of a girl for her father accompanied by a desire to replace or destroy her mother; she comes to envy  her father and transfers her love to him because he possesses the highly   valued sex organ penis envy

  Phallic Personality – strong narcissism, difficulty in establishing mature heterosexual relationships,

 Se,aration In!i&i!ation – separation of the child to the mother, with the help of the father; establishing own identity which may results to promiscuity  seductivity or masculinity 

6' %atency Stage

  years old – puberty 

 "ex instinct is dormant, sublimated in school activities, sports and hobbies, and in developing friendships with members of the same sex

9' *enital Stage

 &) years old – adulthood

 9rogenous !one: genital area

 Genital Personality – person en1oys a satisfying adult sexuality  full development; reciprocity  being capable of genuine love, the narcissism on the pregenital stages is overcome and the individual begins to love others for altruistic behaviour

 0ixation: exhibitionist behaviour/sexual deviant behaviour

((' I n! i&i!a l Psy ch ol og y – Al' re! A!l er

“The goal of the human soul is conuest, perfection, security, superiority. !very child is faced with so many o"stacles in life that no child ever grows up without  striving for some form of significance.# 

*Adler’s theory focused on the ni4eness of each person, and not by the  biological motives and goals as ascribed by 0reud

 A!ler$

 9ach individual is primarily a social being

 ersonality is shaped by people’s uni.ue social environments and interactions

 +he conscios is the core of personality  people are actively involved in creating themselves and directing their future

The Sorce o' Hman Stri&ing &' In'eriority "eelings

 otivating forces in behaviour

 D+o be human being means to feel oneself inferior )' Com,ensation

 (ndividual growth results from people’s attempt to overcome real and imaginedin_feri_ori_ti_es

' In'eriority Com,le

 oor opinion of one’s self and feels helpless and unable to cope with the demands of life

Three Sorces$

i' Organ In' eriority 

 defective parts or organs of the body through person’s efforts to compensate for the defect or weaness

ii' S,oiling or Pam,ering

 this child naturally develops the idea that he is the most important person in any situation and that other people should always defer to him

 when confronted with obstacles to gratification, a spoiled child comes to  believe that he has some personal deficiency that is thwarting him

 delayed gratification, tolerance and no sense of autonomy  iii' Neglect an! Re0ection

 lac of love and security 

 this child develops the feelings of worthlessness, or even anger, and  view others with distrust, i'e' street children

7' Mascline Protest

 (nferiority was ain to femininity, however, Adler widened and strengthened it to include the generali!ed idea that all manind is inferior at birth and that inferiority has nothing to do with femininity, but it is the result of hereditary condition, followed after "irth "y a feeling of "eing incomplete

8' S,eriority Com,le

  A person may tend to overcompensate; the exaggeration of opinions of one’s ca_pa _bi_lity 

 oasting, vanity, self5confidence and a tendency to denigrate others Stri&ing 'or S,eriority or Per'ection

S,eriority 

 +he ultimate goal towards which a person strives

  An effort to perfect one’s self and to mae his self complete or whole  A' "ictional "inalism

 eople have an ultimate goal, a final state of being and a need to move towards it according to their cognitive constructs

 DAEAAF – own understanding ' Teleology 

 otivation is a matter of moving towards the future

 eople are drawn towards their goals, purposes and ideals -' Style o' %i'e

 +hrough many different behaviour patterns

 eople develop a uni.ue pattern of characteristics, behaviours and habits i' The Creati&e Po3er o' the Sel' 

 choose personality and character

 the person creates the style of life – creates himself, his personality and his character

 the way a person interprets his heredity and environment form the  basis of the creative construction of his attitude towards life

ii' Mista5en Styles o' %i' e

 people develop strategies for improving their situations that are mala!a,ti&e

a' Rling Ty,e

 see to dominate others, may actively confront life’s problems in a selfish way 

 becoming delin.uents, tyrants, sadists

 !e,recation com,le – people express their sense of superiority over others by belittling them

 b' *etting Ty ,e

 leaning on others; dependent

 adopt a passive attitude towards life

 becoming user5friendly  c'  A&oi!ing Ty,e

 try not to deal with problems, thereby, avoiding the possibility of  defeat

 tends to be isolated and nay strie others as cold

 avoids commitments iii' The Healthy Style o' %i'e

 the lifestyle is adaptive therefore, the person is said to be the socially  useful type

 the person must act in ways beneficial to others – those persons who taught us how to see, how to thin and how to feel

 such persons have a well5developed sense of social interest Social Interest

 <erman: Gemeinschaftgefuhl – $ommunity feeling

 (ndividual’s innate potential to cooperate with other people to achieve personal and social goals

 A!ler$

 +he importance of mother – through her behaviour towards the child, she can either foster interest or thwart its development

)irth Or!er

 eing order or younger among siblings and being exposed to different parental attitudes create different childhood conditions that help determine personality 

((('  Analy tical Psy ch olog y – Ca rl 6 ng

7 %y life is a story of the self&reali'ation of the unconscious. !verything in the unconscious seeks outward manifestations, and the personality too desires to evolve out of its unconscious conditions.” 

*Gung’s theory focused on middle and late ages of life – self5actuali!ation' (t is a hopeful theory' an is gradually becoming through the ages, a better and more civili!ed human being, operating in a better frame of reference'

*Gung preferred the wor ,syche  which means spirit or soul ' (t also suggests the integration of all aspects of personality'

6ng$

 +otal personality or psyche is composed of several systems or structures that can influence one another

Ma0or Systems o' the Psyche &' Ego

 9go with the conscious mind 

 +he part concerned with perceiving, thining, feeling and remembering

 erson’s awareness of himself and is responsible for carrying out the normal activities of waing life

 gateeeper of the consciousness – as it acts in a selective way, admitting into conscious awareness only a portion of the stimuli to which a person is exposed

 the center of an individual’s will, enabling him to strive for conscious goals

 Ego in'lation – overly focused on the ego and identifying too closely with one’s conscious experience and intentions especially in the first half of life  which puts the person out of balance

 A'  Attit!es

a' Etra&ersion

 attitude of the psyche characteri!ed by an orientation toward the external world and the other people

 open, sociable, socially assertive and prefer the external world things, people and activities

 b' Intro&ersion

 attitude of the psyche characteri!ed by an orientation toward one’s own thoughts and feelings

 withdrawn and often shy, tend to focus on themselves and prefer their internal world of thoughts, feelings, fantasies and dreams

' Psychological "nctions o' the Psyche

 different and opposing ways of perceiving and apprehending both the external and real world and one’s sub1ective inner world

a' Sensing

 irrational 'nction – involved ,erce,tion rather than  1udging of information

 getting of information by means of the senses  b' Thin5ing

 rational 'nction – involves !ecision ma5ing or 0!ging rather than simple intae of information

 evaluating information or ideas rationally or logically  c' Intiting

 irrational or ,erce,tal  but comes from the com,le integration o' large amonts o' in'ormation rather than simple hearing or seeing

 the ind of perception that wor’s outside of the usual conscious processes

d' "eeling

 rational

 matter of evaluating information, this time, by weighing one’s overall emotional response

*eople all have these functions but in different proportions

 S,erior "nction – preferred and best developed in a person

 Secon!ary "nction – one is aware of and uses in support of the superior function

 Tertiary "nction – slightly less developed but not very conscious

 In'erior "nction – poorly developed and so unconscious that the person might deny its existence in himself 

-' Psychological Ty ,es

a' Etra&erte! Thin5ing Ty,e

 lives according to fixed values and society’s rules

 feelings are repressed to be ob1ective in all aspects of life and to  be dogmatic in thoughts and opinions

 may be perceived as rigid and cold  b' Etra&erte! "eeling Ty,e

 very emotional and conforms to the traditional values and moral codes he has been taught

 thining mode is repressed hence, the person is unusually  sensitive to the opinions and expectations of others

 emotional responsive, mae friends easily and sociable c' Etra&erte! Sensing Ty ,e

 focuses on pleasure and happiness and on seeing new  experiences

 strongly oriented to the real world and adaptable to different inds of people and changing situations

 intuiting function is repressed

 outgoing and en1oys life d' Etra&erte! Intiting Ty,e

 with een ability to exploit opportunities, creative and attracted to new ideas

 person is able to inspire others to accomplish and achieve

 maing decisions based more on hunches than on reflection

 sensation is repressed

e' Intro&erte! Thin5ing Ty,e

 focuses on thought rather than on feelings and has poor practical  1udgment

 feeling is repressed

 concerned with privacy and prefers to understand himself 

 does not get along well with others and has difficulty  communicating ideas

 stubborn, aloof, arrogant and inconsiderate f' Intro&erte! "eeling Ty ,e

 rational thought is repressed

 person avoids outward expression of deep emotion

 has little consideration for other’s feelings and thoughts and appears withdrawn, cold, self5assured, mysterious, inaccessible, .uiet, modest and childish

g' Intro&erte! Sensing Ty ,e

 loos most on human activities with benevolence and amusement

 aesthetically sensitive but appears positive, calm and detached from the everyday world

 intuition is repressed

h' Intro&erte! Intiting Ty ,e

 focuses on the intuition that leads to little contact with reality 

 visionary and daydreamer – aloof, unconcerned with practical matters and poorly understood by others

 odd and eccentric, has difficulty coping with everyday life and planning for the future

)' Personal #nconscios

  Anything which is not presently conscious but can be made conscious anytime

 (t includes both memories that are easily brought to mind and those that have  been forgotten or suppressed for some reason

 0ocuses on information not vivid, repressed or forgotten but are easily  recalled

Com,le

 a core or pattern of emotions, memories, perceptions and wishes organi!ed around a common them

*reoccupation of certain theme directs thoughts and behaviour in various  ways, thus determining how the person perceives the world'

' Collecti&e #nconscios

 an’s Dpsychic inheritanceF

 2eservoir of man’s experiences as a species, a ind of nowledge people are all  born with

 6eepest and least accessible level of psyche  A'  Archety ,es

 contents of the collective unconscious

 unlearned tendency to experience things in a certain way  i' Sha!o3 

 sex and the life instincts in general

 the dar side of the ego and the evil that people are capable of is often stored here

 unwanted part of the body / repressed part of the person’s life ii' Persona

 man’s public image / external self 

 the mas that a person puts before he shows himself to the outside world

iii'  Anima an! Anims

 anima – female aspect present in the collective unconscious of  men

 animus – male aspect present in the collective unconscious of   women

 together, they are called sy2ygy 1 an!rogyny 

8Anima may be personified as a young girl, very spontaneous and intuitive, or as a witch or as the mother earth'

* Anims may be personified as a wise old man, or often a number of males, and tends to be logical, often rationalistic, even argumentative'

iv' The Sel' 

 most important archetype

 represents the transcendence of all opposites, so that every  aspect of the personality is expressed e.ually 

 through developing the self results to self&reali'ation

 a new center, a more balanced position for the psyche 6ng$

 erfection of the personality is only achieved in !eath

The Dynamics o' the Psyche  A' %i-i!o

the life energy or the psychic energy by which the wor of the personality is performed

 the creative life force that could be applied to the psychological growth of  the person

 the driving force behind the psyche which is focused on the needs, whether psychological or spiritual

Three ,rinci,les that !escri-e ho3 the ,syche o,erates$  A' Princi,e o' O,,osites

 it is the opposition that creates the power or libido of the psyche

 in order to have a concept of the good, one must have a concept of the bad, 1ust lie one cannot have up without down or "lack without white

' Princi,le o' E4i&alence

 the energy, created from the opposition, is given to both sides e.ually 

-' Princi,le o' Entro,y 

 tendency of the oppositions to come together, and so for the energy to decrease over a person’s lifetime

 tendency of all physical systems to run down, that is, for all energy to become e.ually distributed

 transcen!ence – the process of rising above one’s opposites, of  seeing both sides of who one is Bmetaphysical aspectC

'   Synchronicity 

 the occurrence of two events that are not lined causally, nor lined teleologically, yet are meaningfully related

De&elo,ment o' Personality   A' Chil!hoo!

a little more than reflection of the parents’ personalities

 consciousness forms when the child is able to say D(F or when the child  becomes able to distinguish between himself and other people or ob1ects in

the world

' Teenage to Yong A!lthoo!

 psychic "irth Bfirst transitionC – the psychic assumes a definite form and content; mared by difficulties and the need to adapt

the aim of life is to achieve goals and establish a secure, successful place for oneself in the world

-' Mi!!le Age

time of personal crisis Bsecond transitionC

 shift of focus on the ob1ective world of reality – education, career and family – to one’s inner, sub1ective world that had earlier been neglected

 when one naturally begins the process of self5actuali!ation to a new level of  positive psychological health called in!i&i!ation

*In!i&i!ation

the process of restoring wholeness to the psyche in adult development

 goal: to move the center of personality from the ego to some midpoint  between the ego and the unconscious

*Transcen!ence "nction

occurs in the later phase of the individuation process

 an aspect of personality that integrates the diverse aspects into a unified  whole

restoration of the balance in the psyche (H' Pers onolog y – Henr y Mrra y 

“(or me, personality is a )udge without "oundaries.”  Personology 

 +he study or system of personality  Mrray$

 ersonality is rooted in the  -rain which guides and governs every aspect of the personality'

 +he ideal state of human nature involves always having a certain level of tension to reduce' (t is the process of acting to reduce the tension that is satisfying, rather than the attainment of condition free of all tension'

 (ndividual’s personality continues to develop over time and is constructed of all the events that occur during the course of that person’s life

 9mphasi!ed the uni.ueness of each person while recogni!ing similarities among all people

Di&ision o' Personality   A' I!

contains the primitive, amoral and lustful impulses described by 0reud, but it also contains desira"le impulses such as empathy and love

' S,erego

the internali!ation of the culture’s values and norms

 shaped not only by parents and authority figures, but also by the peer group and culture

Ego/i!eal

 a component of the superego that contains the moral or ideal behaviour for  which a person should strive

*Ihile the superego is developing, so is the ego5ideal, which provides people  with long5range goals for which to strive'

-' Ego

the central organi!er of behaviour

consciously reasons, decides and wills the direction of behaviour

Nee!s$ The Moti&ation o' )eha&ior Nee!

  A physiochemical force in the brain that organi!ers and directs intellectual and perceptual abilities

Ty,es o' Nee!s

 A' Primary Nee!s

 A'E'A' viscerogenic needs

 arise from internal bodily states and include those needs re.uired for survival, as well as such needs as sex and sentience

' Secon!ary Nee!s

 A'E'A' psychogenic needs

 arise indirectly from primary needs and are concerned with emotional satisfaction and include psychological needs such as achievement and affiliation

-' Reacti&e Nee!s

 involve a response to something specific in the environment and are aroused only when that ob1ect appears

6' Proacti&e Nee!s

 spontaneous needs that elicit appropriate behaviour whenever they are aroused, independent of the environment or of the presence of a particular ob1ect

Characteristic o' Nee!s  A' Pre,otency 

urgency with which needs impel behaviour

 basic needs ' "sion

  when some needs are complementary and can be satisfied by one  behaviour or a set of behaviours

-' S-si!iation

 a situation in which one needs is activated to aid in the satisfaction of  another need

i'e', dependant and dominant 6' Press

 the pressure caused by environmental ob1ects or past events to behave in a certain way 

9' Thema

the combination of press Bthe environmental factorC and need Bthe personal factorC that brings order to a person’s behaviour

PSYCHOSOCIA% THEORIES O" PERSONA%ITY  (' "emini ne Psy ch olog y – 9aren Horne y 

“The "asic evil is invaria"ly a lack of genuine warmth and affection.”  Horney$

 en are envious of women for their capability to give birth B 3om- en&y C

 <ives great emphasis on social relationshi,s as significant factors in personality formation

 eople are motivated not by sexual or aggressive factors but by needs of security and love

Parental )eha&ior an! De&elo,ment

+he ey factor in personality development is the social relationship "etween the child and his or her parents.

-hildhood was dominated by the safety need Bif satisfied will result to trustC  which means that the needs for security and freedom from fear determines the

normality of one’s personality development'

 A child’s security depends entirely on ho3 the ,arents treat the chil! ' Parental In!i''erence 1 )asic E&il

  A ma1or way parents weaen or prevent security in the child’s perception )asic Hostility 

 -hildren’s first reaction to parental indifference

 3ften, it is anger – an aggressive coping strategy 

 “*f * have power, no one can hurt me.”  )asic Aniety 

 -hildren’s fear of helplessness and abandonment

*for survival’s sae, basic hostility is suppressed and let the parents win; if this seems to wor for the child, it may become a coping strategy called com,liance *”*f * can make you love me, you will not hurt me.F

"ome children find that neither aggression nor compliance eliminates the perceived parental indifference' +hey solve the problem by  3ith!ra3ing from family  involvement into themselves, eventually becoming sufficient unto themselves'

“*f * withdraw, nothing can hurt me.” 

 Aniety$ The "on!ation o' Nerosis  Aniety 

 (nsidiously increasing, all pervading feeling of being lonely and helpless in a hostile world – (ree &floating anxiety

 the foundation on which later neurosis develop, and it is inseparably tied to feelings of hostility 

 ways:

(n childhood, people try to protect themselves against basic anxiety in four B7C

&' Secring a''ection an! lo&e from other people

)' )eing s-missi&e as a means of self5protection which involves complying with the wishes of wither of one particular person or of everyone in the social environment

'  Attaining ,o3er o&er others  wherein a person compensate for helplessness and achieve security through success or through a sense of superiority 

7'  :ith!ra3ing psychologically from other people wherein the person attempts to  become independent of others, not relying on anyone else for the satisfaction of 

<oal of these four self5protective mechanisms: to !e'en! against -asic an.iety  Nerotic Nee!s 1 Nerotic Tren!s 1 Nerotic Soltions 1 Inter,ersonal Orientations

NEEDS TRENDS1SO%#TIONS1ORIENTATIONS

•  Affection and Approval • 6ominant partner • ower • 9xploitation • restige •  Admiration •  Achievement • "elf5sufficiency  • erfection

• 4arrow limits to life

ovement towards eople: +he "elf59ffacing "olution BCom,liant Personality C ovement against eople: +he 9xpansive ersonality B Aggressi&e Personality C

ovement away from eople: +he 2esignation "olution BDetache! Personality C

a' Com,laint Personality – adopts the self&effacing solution to neurotic conflict and displays attitudes and behaviours that reflect an intense and continuous need for affection and approval, an urge to be loved, wanted and protected

 b'  Aggressi&e Personality – adopts the expansive solution to neurotic conflict  whereby mastery of tass and power over others are emphasi!ed even if close

relationships are impeded

c' Detache! Personality – adopts the resignation solution to neurotic conflict  whereby freedom is sought even at the expense of relationships and achievement Horney$

 +he dominant neurotic trend is the one that determines the person’s behaviours and attitudes toward others which is the mode of acting and thining that best serves to control basic anxiety and any deviation from it is threatening to the person

  Any indication that a repressed trend is pushing for expression causes conflict  within the individual

Con'lict

 +he basic incompatibility of the three neurotic trends

(n a healthy, normal person, all three trends can be expressed as circumstances  warrant' +here is flexibility in behaviours and attitudes and he/she can adapt to

changing situations' Sel' Theory 

#orney’s another way of looing at neurosis –  Self-image because the sel' is the core of one’s being and one’s potential'

(f a person is free to reali!e his/her full potential which is a state of sel'/ reali2ation, the self5image must clearly reflect the true self'

 A neurotic has a different view of things' +he neurotic self is split into a !es,ise! sel' and i!eal sel' '

+he neurotic’s ideal self is not a positive goal' (t is unrealistic and ultimately  impossible' (t is based on illusion, an unattainable ideal of absolute perfection'

s el ' / real i2a tion &a cilla tion

rea l sel f  Despis ed self  Ideal self 

#ealthy erson 4eurotic erson

 Ihile vacillating between the two impossible selves, the real self is distorted or denied and the ideal self escapes the real self' +he neurotic is alienated from his/her true core and prevented from actuali!ing his/her potentials' +he neurotic’s self5image is an unsatisfactory substitute for a reality5based sense of self5worth, i'e' being paranoid'

Eternali2ation

  A way in which neurotic attempt to defend themselves against the inner conflicts caused by the discrepancy between ideali!ed and real self5images

 +his is through pro1ecting the conflicts unto the outside world

 i'e' internali!ing the insecurity 

Protecti&e Strctres +lower level of efforts  A' )lin! S,ots

 being unaware of aspects of behaviour that are blatantly incompatible or inconsistent with the ideali!ed5self +repression

' Com,artmentali2ation

 allowing the incompatible behaviours to be consciously recogni!ed, but not at the same time; each is allowed to experience in a separate DcompartmentF of life

 dividing one’s life into various compartments -' Rationali2ation

 explaining behaviour in a way that it seems consistent with what is socially  acceptable and with the desirable .ualities one has accepted as part of the personality 

giving good reasons to excuse conduct, rather than giving the real reason to explain conduct

sour5graping

6' Ecessi&e Sel'/control

 avoiding emotion; the person prevents being overwhelmed by a variety of  emotions, including Denthusiasm, sexual excitement, self5pity or rageF

living life within narrow limits 9'  Ar-itrary Rightness

 attempting to settle conflicts once and for all by declaring arbitrarily and dogmatically that one is invariably right; rigidly declaring that one’s own view  is correct

inner doubts are denied and extreme challenges are discredited

everything is final; authoritarian 0' Elsi&eness

 avoiding commitment to any opinion or action because of Dhaving established no definite ideali!ed imageF to avoid the experience of conflict <' Cynicism

avoiding conflict by Ddenying and deriding moral valuesF

 some people use this unconsciously; they consciously accept society’s  values but do not live them

do not believe in anything to protect one’s self  )asic Princi,les in Horney;s Theory 

&' O,timism/Positi&ism Princi,le

 9ach individual has the capacity to grow and the capacity to change for the  better

 9ach one has the capacity to consciously shape and change his/her personality 

  An individual could resolve his/her neurotic conflict and lead a happier life by  striving for perfection which results to self5reali!ation

)' Society/Cltre Princi,le

  An individual’s personality is a product of his/her interactions with other people or social forces; these interactions are affected by the traditions, folways and mores that are taught by his/her culture

 +hese interactions are bounded not only by the society in which he/she lives  but as well as the past societies in which he/she had lived and the cultural

rules he/she had to follow  ' Character/Strctre Princi,le

 +hroughout an individual’s life, he/she creates a structural character which may be changed; such character sets the limits within which the individual has a free choice on how to behave

7' Sel'/Conce,t Princi,le

  Awareness of oneself as a human being and the importance or the significance of oneself in the roles of life

 6istinguishes the person’s self from all the other selves he/she sees around

 +he actual or real self is all that people have to operate within life 8' Com,lementation/Con'lict Princi,le

  A protective mechanism

 6isturbances in the parent5child relationship produce conflict and anxiety 

  An individual has at its disposal, ma1or and minor techni.ues ' Sel'/Analysis Princi,le

  Acceptance of what is real

 (ndividual has the capacity to analyse his/her own defects and with rough sills to solve many of his/her problems

  An individual must learn to use his innate creative powers through developing his/her ability to analyse his/her role

)EHA<IORA% APPROACH TO PERSONA %ITY 

(' O,era nt R ein' orceme nt Theory – ) rrh s "re! er ic S5in ner “*t is the environment which must "e changed.” 

S5inner$

 ersonality – condition reflex

 ehaviour is explained and controlled by manipulating the environment  Rein'orcement$ The )asis o' )eha&ior

 An animal or human could be trained to perform virtually any act and that the type of reinforcement that followed the behaviour would be responsible for determining it' +hus, whoever controls the reinforcers has the power to control human behaviour'

 A' Res,on!ent )eha&ior

  A response made to or elicited by a specific stimulus Re'le )eha&ior

 an example of respondent behavi_our

 this behaviour is unlearned as it occurs automatically and involuntarily  2espondent behaviour can also be learned through con!itioning  which involves the substitution of one stimulus to another'

Pa&lo&$

  A conditioned response cannot be established in the absence of reinforcement

 +he act of reinforcing a response strengthens it and increases the lielihood that the response will be repeated

Rein'orcement is the act of strengthening a response by adding a reward, thus increasing the lielihood that the response will be repeated'

 An established conditioned response will not be maintained in the absence of  reinforcement' Etinction is the process of eliminating a behaviour by withholding reinforcement' +he learned response can be extinguished if reinforces or rewards are no longer provided'

' O,erant )eha&ior

 ehaviour emitted spontaneously or voluntarily that operates on the environment to change it

O,erant Con!itioning

 the behaviour is followed by a conse.uence, and the nature of the conse.uence modifies the organisms’ tendency to repeat the behaviour in the future

*a reinforcing stimulus has the effect of increasing the operant – the behaviour occurring 1ust before the reinforce

Sche!les o' R ein' orcement

 atterns or rates of providing or withholding reinforcers  A' Continos Rein'orcement Sche!le

 9very time that an organism or an individual does the desired behaviour, he gets a reward

 roduces a .uic learning, provided that reinforcement follows the desired  behaviour immediately 

 Although learning is fast, extinction is also rapid ' Partial Rein'orcement Sche!le

 3nly some of the response or behaviours are followed by reinforcement

i' "ie! Ratio Sche!le

 if the individual or organism emits the desired behaviour x number of times, he gets a reward

ii' "ie! Inter&al Sche!le

 if the organism or individual emits the desired behaviour at least once during a particular stretch of time Bi'e' )@ secondsC, then he gets a reward; if he fails to do so, he doesn’t get a reward

 even if he emits the desired behaviour a hundred times during the )@ seconds, he still gets only one reward

iii'  <aria-le Ratio Sche!le

 the reinforce change the DxF each time

 i'e' first it taes  repetitions of the desired of the desired  behaviour to get a reward, then &@, then &, then =J''

iv'  <aria-le Inter&al Sche!le

 the reinforce eep on changing the time period

 i'e' first )@ seconds, then 8, then 8, then &@J'' Sccessi&e A,,roimation$ The Sha,ing o' )eha&ior

 9xplains the ac.uisition of complex behaviour

 (nvolves first reinforcing a behaviour that is only vaguely similar to the one desired

 3nce the behaviour is established, loo out for and reinforce variations that come a little closer to the desired behaviour, and so on, until you have the animal or individual performing the final desired behaviour

Discrimination %earning

 An individual responding to discriminative stimuli in order to ac.uire adaptive behaviour

 +he behaving organism or person, learns to behave in ways appropriate to a changing situation

 (f a behaviour sometimes leads to desirable outcomes and sometimes not, the organism or person learns to tae advantage of stimuli in the environment that signal whether the behaviour will pay off this time

Discriminati&e Stimli

 the environmental signals Stimls *enerali2ation

 2esponding to stimuli similar to the discriminative stimulus

 +he more closely the stimulus resembles the discriminative stimulus that was present during conditioning, the more liely the desired behaviour is to occur

 "timulus <enerali!ation $ "timulus 6iscrimination % personality consistency  and change

S,erstitios )eha&ior

 ersistent behaviour that has a coincidental relationship to the reinforcement received

 Accidental reinforcement happens after a display of some behaviour The Sel'/Control o' )eha&ior

 +he individual has the ability to use self5control or the ability to exert control over the variables that determine behaviour

 "elf5control alters the impact of external events

 2ationale: behaviour can be directed by manipulating the application of  reinforcement contingencies

 A' Stimls A&oi!ance

 one removes himself from an external variable that affects his behaviour

 avoiding a person or situation reduces the control that person or situation has over one’s behaviour

' Sel'/a!ministere! Satiation

 3ne exerts control to cure one’s self of bad habits by overdoing the behaviour until one becomes disgusted, uncomfortable or ill, so that one .uits engaging in the undesirable behaviour

-'  A&ersi&e Stimlation

 Knpleasant or repugnant conse.uences are involved

 3ne engages in the desired behaviour so as to prevent unpleasant conse.uences

6' Sel'/rein'orcement

 3ne rewards the self for displaying good or desirable behaviours

 A&ersi&e Stimls

 3pposite if a reinforcing stimulus; something one might find unpleasant or painful

 A behaviour followed by this ind of stimulus results in a decreased probability of the behaviour occurring in the future

Pnishment

 +he application of an aversive stimulus following a behaviour in an effort to decrease the lielihood that the behaviour will recur

S5inner$

 unishment is ineffective in changing behaviour from undesirable to desirable or from abnormal to normal

Positi&e Rein'orcement

 Administered for desirable behaviours is much more effective than punishment

Negati&e Rein'orcement

 An already aversive stimulus is removed after one performs a certain  behaviour

 (t maes one Dfeel goodF when the aversive stimulus stops or is removed, so this serves as a r_ein_for_ce

 ehaviour followed by the removal of an aversive stimulus results in an increased probability of that behaviour occurring in the future

S5inner;s Theory$

6evelopmental <oal: "elf5control of ehaviour 6ynamics: reinforcement and extinction

TRAIT THEORIES O" PERSONA%ITY 

 +he influence of genetic factors in the formation of traits, however, there is also recognition that behaviour is a function of the interaction between both personal and situational variables

I. Tra it Theory – *or! on All,ort

“-s the individual matures, the "ond with the past is "roken.”  0unctional Autonomy: motives and motivation

"tructure: personality traits, conditions/dispositions, habits

6ynamics: result of interaction between heredity and environment 6evelopmental <oal: #ealthy ersonality 

+he sel' must be the ma1or focus of personality growth' The Natre o' Personality 

 All,ort$

 ersonality – as the dynamic organi!ation within the individual of those psychophysical systems that determine his characteristic behaviour and thought; thus, each person is uni.ue

 eople reflect both their heredity and environment

#eredity provides the personality with raw materials, such as physi.ue, intelligence and temperament, that may be shaped, expanded or limited bu the conditions of one’s environment'

 As the genetic endowment interacts with one’s social environment, the inevitable result is a uni.ue personality'

 -onsidered personality to be discrete or discontinuous; there is no continuum of personality 

+here are two B)C personalities:

&' 0or childhood whereby primitive biological urges and reflexes drive infant behaviour

)' 0or adulthood whereby psychological forces drive adult functioning

 9mphasi!ed the conscios rather than the unconscious, the ,resent an! 'tre rather than the past

 2ecogni!ed ni4eness o' ,ersonality rather than proposing generalities or similarities for large groups of people

 -hose to study normal rather than the abnormal

Personality Traits as !istingishe! 'rom Personality Dis,osition= Ha-its an! Attit!es

Personality Traits

 redispositions to respond, in the same or a similar manner, to different inds of stimuli

 -onsistent and enduring ways if reacting to the environment

 -ommon among humans Characteristics o' Traits$

a' 2eal and exist within each of us  b' 6etermine and cause behaviour

c' -an be demonstrated empirically 

d' (nterrelated; they may overlap even though they represent different chara_cteri_sti_cs

e' ay vary with the situation

Personality Dis,ositions

 +raits that are peculiar to an individual as opposed to traits shared by a number of people

a' Car!inal Traits

 ost pervasive and powerful or influential human traits, that they touch almost every aspect of a person’s life

 All,ort$

 b' Central Traits

 +he handful outstanding traits that describe a person’s behaviour c' Secon!ary Traits

 +he least important and least influential individual traits, which a person may  display inconspicuously and inconsistently 

Ha-its

 "pecific or inflexible responses to stimuli in order to initiate and guide  behavi_our

 #ave a more limited impact on traits and personal dispositions

 "everal habits that share some adaptive function combine, these may form a single trait

 Attit!es

 +hese are similar to traits, attitudes differ from traits in two B)C general ways: attitudes have some specific o")ect of reference and attitudes involve either  positive or negative evaluations

Personality an! Moti&ation

 A' +he influence of a person’s present situation not only in personality but also in the view of motivation; the past is no longer active and does not explain adult  behaviour unless it exists as a current motivating force

' -ognitive processes – one’s conscious plans and intentions – are also important' 6eliberate (ntentions/ersonality +raits are an essential part of one’s personality' hat one wants and what one strives for are the keys to understanding human "ehaviour.

-' "nctional Atonomy o' Moti&es

 otives of normal, mature and emotionally healthy adults are independent of  or not functionally connected to the prior experiences in which they initially  appeared

 0orces that motivated an individual early in life become autonomous or independent of their original circumstances

i' Per&asi&e "nctional Atonomy 

 elementary level of functioning autonomy that is concerned with such behaviours as addictions and repetitive physical actions such as habitual ways of performing some everyday tas 

 the behaviours continue or persevere on their own without any  external reward

ii' Pro,riate "nctional Atonomy 

 more important level of functioning autonomy that relates to one’s values, self5image and lifestyle

 essential to the understanding of adult motivation

 the ego determines which motives will be maintained and which  will be discarded

 an individual retains motives that enhance his self5image or self5 esteem; thus, a direct relationship exists between one’s interests and one’s abilities

Pro,riate Moti&es

 aspects which are uni.ue to each person; hence, these unite one’s attitudes, perceptions and intentions

Pro,riate "nctioning

 an organi!ing process that maintains one’s sense of self 

 determines how one perceives the world, what one remembers from his experiences and how one’s thoughts are directed

Three (>+ Princi,les$

a' Organi2ing an! energy le&el

 explains how one ac.uires new motives  b' Mastery an! com,etence

 refers to the level at which one chooses to satisfy motives c' Pro,riate ,atterning

 describes a striving for consistency and integration of the personality 

Personality De&elo,ment$ The #ni4e Sel' 

 A' Stages o' De&elo,ment o' the Pro,im B"elf/9goC a' )o!ily Sel' 

 the infants become aware of their own existence and distinguish their own bodies from ob1ects in the environment

 b' Sel'/i!entity 

 children reali!e that their identity remains intact despite the many  changes that are taing place

c' Sel'/esteem

 children come to recogni!e the ob1ects and people that are part of their own world

d' Etension o' sel' 

 children come to recogni!e the ob1ects and people that are part of their own world

e' Sel'/image

 children develop actual and ideali!ed images of themselves and their  behaviour and become aware of satisfying or failing to satisfy parental

expectations

f' Sel' as a rational co,er

 children begin to apply reason and logic to the solution of everyday  problems

g' Pro,riate Stri&ing

 young people begin to formulate long5range goals and plans

' arent@child relationship is vitally important' 3f particular significance is the infant&mother "ond as a source of affection and security'

(f the mother or primary caregiver provides sufficient affection and security, the propium will develop gradually and steadily, and the child will achieve positive psychological growth' A pattern of personal dispositions will form and the result  will be a mature, emotionally healthy adult'

(f the childhood needs are frustrated, the propium will not mature properly' +he result is a neurotic adult who functions at the level of childhood drives' Adult motives do not become functionally autonomous but remain tied to their original conditions' +raits and personality dispositions do not develop and t he personality  remains undifferentiated, as it was in infancy'

-' (n adulthood, normal and mature adults are functionally autonomous, independent of childhood motives' +hey function rationally in the present and consciously create their own lifestyle' The sel' has -ecome the knower.

The Healthy A!lt Personality  Si (?+ Criteria$

&' +he mature adult extends his sense of self to people and to activities beyond himself'

)' +he mature adult related warmly to other people, exhibiting intimacy, compassion and tolerance'

' +he mature adult’s self5acceptance helps him achieve emotional security'

7' +he mature adult holds a realistic perception of life, develops personal sills and maes a commitment to some type of wor'

8' +he mature adult has a sense of humor and self5ob1ectification'

' +he mature adult subscribes to a unifying philosophy of life, which is responsible for directing the personality toward future goals'

PARENT/CHI%D ATTACHMENT

ropiumpropriate motives  propriate functioning/striving propriate patterning Bhealthy persona_lityC

PHENOMENO%O*ICA% THEORIES O" PERSONA%ITY 

 0ocus on the individual’s immediate and sub1ective experiences, his personal  view of the world and of himself and his private concepts

(' Pers on/Cente re! Theory – Ca rl Rog ers

“The organism has one "asic tendency and striving – to actuali'e, maintain and  enhance the experiencing organism.” 

Dynamics$ organisms valuing process evaluate life experiences B$/5C De&elo,mental *oal$ self5actuali!ation

De&elo,mental Tas5$ fully functioning person Rogers$

  Attention to the concept of the self and experiences related to the self 

 (llustrates a conscious focused effort to combine clinical intuition with ob1ective research

  /umanistic psychologist0 emphasi!ed the importance of considering the  whole person, and the special need to pay attention to sub1ective

experience, the self and purpose striving

  !xistentialist0 shared the focus upon present conscious, experiences but especially those Demotionally tingedF experiences that he called 7'eelings@

 +heory – emphasi!es the uni.uely experienced reality of the person

 ehaviour is the result of immediate perceptual events as the individual actually experiences them

  1ehaviour is "asically the goal&directed attempt of the organism to satisfy its needs as experienced in the filed perceived 

The Actali2ation Ten!ency 

eople are motivated by an innate tendency to actuali!e, maintain and enhance the self'

+he governing process throughout the life span is the organismic &aling ,rocess' +hrough this process, we evaluate all life experiences by how they serve the actuali!ation tendency'

Positi&e <ale

 9xperiences that we perceive as promoting actuali!ation are evaluated as good and desirable

Negati&e <ale

 9xperiences perceived as hindering actuali!ation are undesirable The De&elo,ment o' the Sel' in Chil!hoo!

+he separate part of the experiences as defined by the words – *, me and myself – is the sel' or sel'/conce,t.

a' Positi&e Regar!

 Acceptance, love and approval from others  b' Positi&e Sel'/regar!

 "elf5esteem, self5worth, a positive self5image c' #ncon!itional Positi&e Regar!

 Approval granted regardless of a person’s behaviour d' Con!itions o' :orth

 A belief that we are worthy of approval only when we express desirable  behaviours and attitudes and refrain from expressing those that bring

disapproval from others e' Con!itional Positi&e Regar!

 Approval, love or acceptance only when a person expresses desirable  behaviours and attitudes

f' Con!itional Positi&e Sel'/regar!

 iing oneself only if one meets the standards others have applied to us, rather than if one is truly actuali!ing his/her potentials

g' Incongrence

 A discrepancy between a person’s self5concept and aspects of his or her experience

De'enses

 Ksed to psychologically avoid the situation where there is incongruity between the ideal and the real self which results to the feeling anxiety 

 Aniety 

 A signal indicating that there is trouble ahead and that the situation should be avoided

a' Denial

 loc out the threatening situation altogether

 (ncludes re,ression – eeping a memory or an impulse out of awareness  which are being refused to be perceived

 b' Perce,tal Distortion

 2einterpreting the situation so that it appears less threatening

 Accepting life’s realities

Sel'/actali2ation Process

Characteristics o' "lly "nctioning Person &' O,enness to E,erience

 4ot only aware of all experiences but has accurate perception of his/her experiences in the world, including his/her feelings