Theories of Personality - Social-Cognitive ~ influence of

environment (Albert Bandura)

What is Personality?
- Relatively enduring characteristics that
differentiate one person from another and Sigmund Freud (1856-1939) (Psychoanalytic)
the lead people to act in consistent and
 University of Vienna 1873
predictable manner, both indifferent
situations and over extended periods of  Voracious Reader
time.  Medical School Graduate
 Specialized in Nervous
- Is defined as: the enduring or lasting  Disorders: Some patients’ disorders
patterns of behavior and thought (across  Had no physical cause
time and situation)

- Sometimes depends on a specific What is the structure and development of

situation.
- Consistent and distinct characteristics
that differentiate us from other people
What is Traits?
personality, according to Sigmund Freud and
his successors (i.e., psychoanalysts)?
According to psychoanalysts, much of behavior
is caused by parts of personality which are
found in the unconscious and of which we are
unaware.

- A distinguishing quality or characteristic, Freud’s 3 level of awareness/consciousness:

typically one belonging to a person. - Conscious Mind;
- Preconscious Mind
- Traits can be passed down from parents - Unconscious Mind
to offspring.
“The mind is like an iceberg – mostly hidden”.

Four Major Perspectives on Personality

PSYCHOANALYTIC
- Psychoanalytic ~ unconscious
motivations (Sigmund Freud)

- Trait ~ specific dimensions of

personality
~ tries to describe and predict the
behaviors of a person (Gordon Allport)

- Humanistic ~ inner capacity for growth

~ In order for us to attain change,
humans have an inner capacity for
growth (Carl Rogers)
  Conscious mind: things we are focusing
on.
 Preconscious mind: things are not
currently aware of but which we could
focus on.
 Unconscious mind: that which we are
unaware of.
PSYCHOANALYSIS: FRUED’S
STRUCTURE OF PERSONALITY
 Freud’s theory suggest that personality is
composed of the id, the ego, and the
SUMMARY OF PSYCHOANALYSIS
superego.
 id: the unorganized, inborn part of
personality whose purpose is to
immediately reduce tensions relating to
hunger, sex, aggression, and other
primitive impulses. Pleasure Principle
 ego: restrains instinctual energy in order
to maintain the safety of the individual
and to help the person to be a member of
society. Reality Principle
 superego: the rights and wrongs of
society and consists of the conscience
and the ego-ideal. Moral principle
 According to Freud, an individual’s
feelings, thoughts, and behaviors are the
result of the interaction of the id, the
superego, and the ego.
PSYCHOANALYSIS: FREUD'S THEORY
OF PERSONALITY
 The id, the ego, and the superego are
continually in conflict with one another.
 This conflict generates anxiety. If the ego
did not effectively handle the resulting
anxiety, people would be so
overwhelmed with anxiety that they
would not be able to carry on with the
tasks of everyday living.
 The ego tries to control anxiety (i.e., to
reduce anxiety) through the use of ego
defense mechanisms.
 Defense Mechanisms reduce/redirect
anxiety by distorting reality
 Freud’s psychoanalytic theory has
provoked a number ofcriticisms.
 a lack of supportive scientific data;
 the theory’s inadequacy in making
predictions; and its limitations owing to
the restricted population on which it is
based.
 Still, the theory remains popular.
 For instance, the neo-Freudian
psychoanalytic theorists
o built upon Freud’s work, although
they placed greater
o emphasis on the role of the ego
and paid greater
o attention to social factors in
determining behavior.
APPROACHES IN PSYCHOLOGY:  Given the right environmental
PSYCHODYNAMIC APPROACH conditions, we can reach our full
potential.
Many are called Neo-Freudians. All place less
emphasis on sex.
 Carl Rogers stated that humans are
Carl Jung: innately good
 Personal vs. Collective Unconscious.
 He developed his theory on Person-
 Balance between introversion and Centered Perspective
extroversion.
 Given the right environmental
Alfred Adler: conditions, we will develop to our full
potentials.
 Striving for superiority = motivation to
 Self-Concept: is the central feature of
master environment.
personality (+ or -)
 Notion of an Inferiority Complex.
Karen Horney:  Self-concept: our image or perception of
ourselves (Real Self versus Ideal Self).
 Personality is Cultural rather than
biological  We have a need for positive
regard/approval from others.

APPROACHES IN PSYCHOLOGY:  Conditions of worth or conditional

HUMANISTIC APPROACH positive regard.
Humanistic approach (Third Force):
 The conditions under which other people
 Rejected Freud’s pessimistic view of will approve of us.
personality.
 We change our behavior to obtain
 Rejected Behaviorist’s mechanistic view. approval.

 More optimistic/positive about human  What we need is: Unconditional positive

nature. regard.

 Humans are free and basically good.  Besides Rogers. One of the famous
proponents of the humanistic approachis
 Humans are inner-directed. Abraham Maslow.

 Everyone has the potential for healthy  For Maslow:

growth.  Self-actualization is the culmination of a
lifetime of innerdirected
 Health growth involves Self-  growth and improvement:
actualization:  Challenging ourselves to the fullest.
 Can you identify a self-actualized
 “Be all you can be.”
individual?
  Characteristics of the self-actualized
person:
 Creative and open to new experiences.
 Committed to a cause or a higher goal.
 Trusting and caring of others, yet not
dependent.
 Have the courage to act on their
convictions.
APPROACHES IN PSYCHOLOGY: TRAIT
THEORY
is a way to describe/predict but it is NOT a
theory of development
have tried to identify the most basic and
relatively enduring dimensions along which
people differ from one another--dimensions
known as traits.
Gordon Allport - is considered to be the father
of trait theory.
Founded upon personal experience.
There is value in surface characteristics –
there is more to a person than what is at the
“unconscious” level.
Raymond Cattell - Empirical approach to trait
theory
Hans Eysenck -Theoretical approach to trait
theory, He believed traits were genetically-
based” was very biologically oriented
APPROACHES IN PSYCHOLOGY: SOCIAL
COGNITIVE PERSPECTIVE
 Behavior learned through conditioning
and observation.
 Interaction of Environment and Intellect
 For Albert Bandura - Theoretical origins
in behaviorism.
 Emphasizes the role of learning in
personality.
o Classical Conditioning.
o Operant Conditioning.
o Modeling.
o Instead of studying what’s going
on inside the person (traits),
 study what is going on outside the person
(environment).
HOW DO WE ASSESS PERSONALITY?
Personality assessment involves the techniques
for systematically gathering information about a
person in order to understand and predict
behavior.
Goal of personality assessment: to obtain
reliable, valid measures of individual
differences that will permit the accurate
prediction of behavior.
Behavioral assessment is based on the
principles of learning theory.
Behavioral assessment employs direct
measurement of behavior to determine the
characteristics related to personality.
HOW DO WE MEASURE “PERSONALITY
 Interview:
o Ask the person about themselves.
 o Obtain information that reveals Ego (Reality)
personality.
Superego (Morality)
 Behavioral Observation:
o Watch the individual’s behavior
ID: BIOLOGICAL
in an actual or simulated situation
 Chaotic
 Personality Tests:  Primitive
 Objective tests (questionnaire tests).  Pleasure principle
 Projective tests.  Tries to satisfy sexual and aggressive
drives
 Impulsive
PSYCHODYNAMIC  Irrational
SIGMUND FREUD  Selfish
 Irrational
 Australian neurologist  Demands Immediate satisfaction
 Born on May 6, 1856
 Mother’s favorite
 Freud's family were Jewish EGO: PHYSIOLOGICAL
 Studied Medicine at the University of
Vienna in 1873  Reality Principle
 Developed Psychoanalysis  Rational
 Delayed gratification
 Reasonable
STRUCTURE OF THE MIND: THE  Moderator
ICEBERG ANALOGY  Decision – Maker
 Logical
 Most conscious

SUPEREGO
 How we ought to behave
 Ideals
 Standard of Judgement
 Morality principle
 Conscience

INTERACTION BETWEEN THE ID, EGO

STRUCTURE OF PERSONALITY
AND SUPEREGO
Id (instincts)
Id: “I want to do that now!”
Superego: “It’s not right to do that.”
Ego: “Maybe we can compromise.”
DEFENSE MECHANISM
- is a psychology tendency that the ego uses to
help prevent people from becoming
overwhelmed by any conflict (and resulting
anxiety) among the id, the ego, and the
superego.
 Defense mechanisms operate at an
unconscious level:
o We are not aware of them during
the time that we are actually using
them.
o However, we may later become
aware of their previous operation
and use.
Repression
 Pushing thoughts into our unconscious.
 Involves placing uncomfortable thoughts
in relatively inaccessible areas of the
subconscious or unconscious mind.
Thus, went things occur that we are
unable to cope with now, we push them
away, either planning to deal with them
at another time or hoping that they will
fade away on their own accord.
 Why don’t we remember our Oedipus
and Electra complexes?
 Mother of all defense mechanism in a
way that it fuels and focuses on the
unconscious.
 Repressed memories do not disappear.
They can have an accumulative effect
and reappear as unattributed anxiety or
dysfunctional behavior.
EXAMPLE: If we interview a rape victim, we
will notice that they will have a hard time
recalling some of the events that happened
because of this defense mechanism. In order for
it not to trigger any emotions.
 When asked about Jasmine, Brandon
may say “Who?, I have not thought
about her for a while.”
Denial
- Not accepting the ego-threatening Truth.
- The ego refuses to acknowledge stress
causing realities.
- Many people use denial in their everyday
lives to avoid dealing with painful
feelings or areas of their life they don’t
wish to admit.
EXAMPLE: A parent died; the person will
deny the event that happened in which a
parent had died.
- Brandon may act like he is still together
with Jasmine. He may hang out by her
locker and plan dates with her.
Displacement
 Redirecting one’s feelings toward
another person or object.
 The ego shifts feelings toward something
that is considered unacceptable to
something that is more acceptable.
 Often displaced on less threatening
things.
EXAMPLE: Your boss scolded you for 30
mins. Now, the stress and emotions you’re
keeping from that event will be displaced to
something that is less threating target.
 Brandon may take his anger or another
kid by bullying.
Projection
 Believing that the feelings one has
toward someone else are actually held by
the other person and directed at oneself.
 When a person has uncomfortable
thoughts or feelings, they may project
these onto other people, assigning the
thought or feelings that need to repress to
a convenient alternative target.
EXAMPLE:
 Brandon insists that Jasmine still cares
for him.
Reaction Formation
 Expressing the opposite of how one truly
feels.
 Occurs when a person feels an urge to do
or say something and then actually does
or says something that is effectively the
opposite of what they really want.
 Cootie stage in Freud’s Latent
Development.
EXAMPLE:
 Brandon claims he hates Jasmine.
Regression
 Returning to an earlier, comforting form
of behavior.
 The ego seeks the security that it
previously had in an earlier
developmental period while in the face
of stress.
EXAMPLE:
 Brandon begins to sleep with his favorite
childhood stiffed animal, Sajalicious.
Rationalization
 Coming up with a beneficial result of an
undesirable outcome.
 When something happens that we find
difficult to accept, then we will make up
a logical reason why it has happened.
EXAMPLE: Not passing in an exam and you
will say, I didn’t review for that exam that’s
why I received a low grade.
 Brandon thinks he will find a better
girlfriend. “Jasmine was not all that
anyway!”
 I really did want to go to ........anyway, it
was too ......
2 TYPES OF RATIONALIZATION
SOUR GRAPES
► One hot summer's day a Fox was strolling
through an orchard till he came to a bunch of
Grapes just ripening on a bine which had been
trained over a lofty branch. ‘Just the thing to
quench my thirst', quoth he. Drawing back a
few paces, he took a run and a jump, and just
missed the branch. Turning round with a One,
Two, Three, he jumped up, but with no greater piece of work.
success. Again and again he tried after the
 Sometimes a healthy defense
tempting morsel, but at last had to give it up,
mechanism.
and walked away with his nose in their air,
saying: ‘I am sure they are sour.' EXAMPLE:

 Brandon starts to learn how to play the

- You want it but you say you don’t.
guitar and writing songs (or maybe starts
to body build).
SWEET LEMON
► The reasoning around the sweet lemons
Fixation
works the other way around:
 When one’s desire is ties to an object of
- You don’t want it but you say you want desire connected to an earlier phase in
one’s psychosexual development. (E.g.
it.
Oral/Anal Phase)

Intellectualization

 Undertaking an academic, unemotional

study of a topic.

EXAMPLE:

 Brandon starts doing a research paper on

failed teenage romances.

Sublimation (THE MOST HEALTHY Defense

Mechanism)

 Channeling one’s frustration toward a

different goal.

 is the transformation of unwanted

impulses into something less harmful. FREUD’S STAGE OF DEVELOPMENT
This can simple be a distracting release
or may be constructive and valuable Freud’s psychoanalytic theory of personality
suggests that personality develops through a
series of stages, each of which is associated
with a major biological function.
More specifically, Freud theorized that as
people age, they pass through several systematic
stages of psychosexual development in their
personality.
STAGES OF PERSONALITY
DEVELOPMENTS: CONFLICT AREAS
- The stages of personality development
involve critical
EXAMPLE:
- events that occur in every child’s life.
- At each level, there is a conflict between
pleasure and reality.
- The resolution of this conflict determines
personality.
- At any stage, “a fixation” can occur:
o If needs are either under-gratified
or over-gratified, we become
fixated at a particular stage.
o Each stage also involves an
erogenous zone.
 Parts of the body that
involve sexual pleasure.
Psychosexual Development
1. Oral Stage (Birth – 1 Year)
- Erogenous Zone: Mouth
Oral Fixation: (Too much or too little
gratification can result in an oral
fixation)
- evidenced by a preoccupation with oral
activities.
- Oral Receptive: This type or personality
may have a stronger tendency to smoke,
drink alcohol, over eat, or bite his or her
nails. They’re passive, moody, and afraid
of rejections from other people (UNDER
GRATIFIED)
- Orally Aggressive: They become hostile
or verbally abusive to other people.
(OVER GRATIFIED)
- Nurturance with first caretaker
- Weaning – First experience with
frustration
- The recommended year for breast
feeding is one year. If less than one year
it becomes Orally Receptive. If over one
year, Orally Aggressive.
2. Anal (Ages 1-3 Years)
- Erogenous Zone: Anus
Important Activity: Toilet
Training/Potty Training
- During this stage the infants learn how to
regulate the bodily impulses and delay
immediate gratification to meet the
demands of external environments.
- Experience of external control and
discipline.
- Parents may be overly concerned or too
harsh, or try to train youngster too soon.
- Internalized experience of self-control =
compulsive.
- Frustration of overcontrol = passive-
aggressive
- Anal Retentive – Too stingy who hold on
to all kinds of object, most specifically to
money, over controlled, preoccupied
with cleanliness and orderliness.
Obsessive Compulsive.
- Anal Explosive/Expulsive – Manifest
emotional outburst, temper tantrums,
rage, unclean messy and disorderly.
Disorganized or Clumsy. Passive-
Aggressive
3. Phallic (Ages 3-6 Years)
- Erogenous Zone: Genitals
- Awakening of sexuality
- Sensitivity now becomes concentrated in
the genitals and masturbation (not like
the adolescent period)
- Oedipus Complex – For boys only. Boy
feels rivalry with his father for his
mother’s affection. (Sexual desire for his
mother)
- Electra Complex – Girl loves her father
and competes with her mother. (Penis
Envy)
4. Latency (Ages 6-Puberty)
- Psychosexual development is dormant:
Same Sex
- The energy is directed through a lot of
physical activities.
- Pleasure is gained through same-sex peer
friendship.
- The libido is dormant.
- Parent’s attempts to punish or discourage
sexual activity
- If parental suppression is successful,
children will repress their sexual drives
and direct that sexual energy towards
school, friendships, hobbies, and other
non-sexual activities.
- If not successful, the children will be
taken over by their own sexual drives
and will commit sexual acts.
5. Genital (Ages 12/Puberty - Adulthood)
- Realization of full adult sexuality occurs
here; sexual urges re-awaken.
- Pleasure is gained through sexual
intercourse with non-relatives.
- adolescent sexual experimentation
- Sexual instinct is directed to heterosexual
pleasure
- They are no longer be able to
successfully repress their sexual desires
impulses and purge. So, they begin to
search their marital needs.
INSTINCTS
Freud’s German term for this concept is Trieb,
which is best translated as a driving force or
impulse
Basic element of a personality. The motivating
force that drives a behavior and determine its
direction.
A from of energy transformed physiologically
that connects the body’s needs with the mind’s
wishes.
TYPES OF INSTINCTS
Life Instincts (EROS)
– The drive for ensuring survival of the
individual and the species by satisfying the
needs for food, water, air, and sex.
- More of a physiological aspects or basic
needs.
Death Instincts (THANATOS)
- The unconscious drive toward decay,
destruction, and aggression.
- Libido drives a person towards pleasurable
behaviors and thoughts.
- Cathexis – it is an investment of psychic
energy to an object or a person.
Two Components of Death Instincts
Aggressive Drives – the wish to die and return
against objects rather than themselves. Compels
us to destroy, conquer, and kill other people.
Ego tries to push this down in to the
unconscious level.
ANXIETY
To Freud, a feeling of fear and dread without an
obvious cause
He asserts that it is fundamental to the
development of neurotic and psychotic
behaviors.
For Sigmund Freud – the Birth Trauma is the
first thing that happened to us when we are in
the womb. When we were taken out, we were
brought in to this world without any protection.
Types of Anxiety
Reality Anxiety
- is a fear of tangible dangers
Example: You walk on the other side of the
road and the Reality Anxiety kicks in and you
thought of there’s a possibility that you might
get hit by a vehicle.
Neurotic Anxiety
- involves a conflict between id and ego
Example: Your classmate is teasing you and
your id wants to hurt that person but your ego
doesn’t want to do it.
Moral Anxiety
– involves a conflict between id and superego.
Example: The superego will weigh in what id
wants.
Carl Jung: Analytical Psychology
“My life is a story of the self-realization of the
unconscious. Everything in the unconscious
seeks outward manifestation, and the
personality too desires to evolve out of its
unconscious conditions.”
- A Neofreudian.
Areas of Improvement
Jung broadened Freud’s definition of
libido by redefining it as a more generalized
psychic energy that includes sex but is not
restricted to it.
Jung argued that we are shaped by our
future as well as our past. We are affected not
only by what happened to us as children, but
also by what we aspire to do in the future.
He probed deeply into the unconscious
and added new a new dimension: the inherited
experiences of human and non-human species
More of a mystical aspect of the unconscious or
a certain theory.
Psychic Energy: Opposites, Equivalence, and
Entropy
Libido
- to Jung, a broader and more generalized
form of psychic energy
Jung who minimized the importance of sex in
his personality theory, maintained a vigorous,
anxiety-free sex life and enjoyed a number of
extramarital affairs
he surrounded himself with adoring women
patients and disciples who typically fell deeply
in love with him
Psychic Energy
concept of a principle of activity powering the
operation of the mind.
- Not just about sex, but other aspects too.
According to Jung LIBIDO is:
A broader and more generalized form of
psychic energy.
The continuing redistribution of energy within a
personality; if the energy expanded on certain
conditions or activities weakens or disappears,
that energy is transferred elsewhere in the
personality.
- For example, during the old age, some
people would become less sexually
active. Those sexual energies will
transfer into another area of personality
of the person.
Equivalence
– implies that the new area to which the
energy has shifted must have an equal
psychic value.

Psyche
3.) Principle of Entropy
Jung’s term of personality.
A tendency toward balance or equilibrium
within the personality’ the ideal is an equal
distribution of psychic energy over all structures
Three Basic Principles to explain the
of the personality.
functioning of psychic energy
- It’s not just about sexual energy. For
Jung there’s balance among psychic
1.) Principle of Opposites / Opposition energy or all over the structure of
Principle personality.
Jung’s idea that conflict between opposing Entropy
processes or tendencies is necessary to generate
– equalization of energy differences.
psychic energy.
- According to Jung, in a way we are
Bipolar or we have two polarities. Those
opposition generates psychic energy for
us.
Opposition/antithesis
– conflict between polarities.

2.) Principle of Equivalence

Systems of Personality Answer
Ego, Personal unconscious, and Collective Jung’s collective unconscious is the same for all
unconscious people and is present at birth. Freud believed
the unconscious developed from repressed
experiences.
1.) Ego
Is the center of consciousness; carries out daily
The Ego: The Attitudes:
activities.
Extraversion and Introversion

2.) Personal unconscious A.) Extraversion

Individual’s thoughts, memories, wishes, An attitude of the psyche characterized by an
impulses; like Freud’s Preconscious + orientation toward external world and other
Unconscious. people.
- Sociable
3.) Collective unconscious - Interactive
- Easily make friends
Storehouse of memories inherited from the
common ancestors of the whole human race; no
B.) Introversion
counterpart in Freud’s theory
An attitude of the psyche characterized by an
- This is where Carl Jung emphasizes that
orientation toward one’s own thoughts and
all of us can access the specific store
feelings.
house of memories.
- Hard time interacting
- Prefers to be alone
- Prefers to work alone

Psychological Functions of Psyche

A.) Sensing
Reproduces an experience through the senses
the way the photograph copies an object.
- Touching an orange feels rough, we can
see that it’s orange, we can smell and
taste it.
Concept Check
B.) Intuiting
How does Jung’s idea of the collective
unconscious differ from Freud’s idea of the Does not arise directly from an external
unconscious? stimulus.
 - Intuition.
- In a way it’s our gut feelings
C.) Thinking
Involves a conscious judgement of whether an
experience is true or false.
- Judging a certain thing
D.)Feeling
Expressed in terms of like or dislike,
pleasantness or unpleasantness, stimulation or
dullness
- MBTI was inspired by this one
Psychological Types
To Jung, eight types based on interactions of the
attitudes and the functions.
Extraverted thinking
- Logical, objective, dogmatic
- They tend to follow the rules or law
- They use their senses and reasons
Extraverted feeling
- Emotional, sensitive, sociable, more
typical of women than men
Extraverted sensing
- Outgoing, pleasure-seeking, adaptable
- We seek adrenaline rush
- Seeks pleasure on doing dangerous
things
- Adaptable in environment changes
Extraverted intuiting
- Creative, able to motivate others and
seize opportunities
- Creative in a way that they can create
different solutions for a certain problem.
Introverted thinking
- More interested in ideas than in people
- They’re not outgoing and sociable.
- Prefers ideas rather than people. They
tend to talk about ideas or concepts.
Introverted feeling
- Reserved, undemonstrative, yet capable
of deep emotion
- Tend to hide their feelings and emotions.
Introverted sensing
- Outwardly detached, expressing
themselves in aesthetic pursuits
- Prefers to be alone and does not engage
in social or group activities
Introverted intuiting
- Concerned with the unconscious more
than everyday reality
 - More concerned with the past or the
things that we don’t know that might
Animus
happen.
- the psyche of the man contains feminine
aspects
The anima and animus archetypes refer
The Collective Unconscious
to Jung’s recognition that humans are
Archetypes essentially bisexual
- images of universal experiences He insisted that both archetypes must be
contained in the collective unconscious expressed. A man must exhibit his feminine
side as well as his masculine characteristics and
Other names: dominants, imagos,
a woman must express her masculine
mythological, primordial images
characteristics along with her feminine ones
 Persona archetype
Otherwise, these vital aspects will
 Anima Archetype
remain dormant and undeveloped, leading to
 Animus Archetype
one-sidedness of the personality (which is not
 Shadow Archetype
good for Jung)
 Self-Archetype
Other Archetypes: The Mother, The Child, The
Father, Family, The Hero, The Maiden, The The Shadow
Wise Old Man
- the dark side of the personality; the
archetype that contains primitive animal
instincts
Persona archetype
Shadow is not only the source of evil, it
- the public face or role in a person
is also the source of vitality, spontaneity,
presents to others the word persona
creativity, and emotion. Therefore, if the
refers to a mask that an actor wears to
shadow is totally suppressed, the psyche will be
display various roles or faces to the
dull and lifeless
audience.
If the shadow is fully suppressed, not
- The preferable characteristics we show only does the personality become flat, but the
the other people. person also faces the possibility that the shadow
will revolt.
- This necessary because we are forced to
The animal instincts do not disappear
play many roles in life in order to
when they are suppressed, rather, they lie
succeed in school and on the job and to
dormant, awaiting a crisis or a weakness in the
get along with others
ego so they can gain control

Anima
The Self
- the psyche of the woman contains
masculine aspects
 - the archetype that represents the unity, meditating upon the figure of Mary, or in a life
integration, and harmony of the total at sea.
personality
If you’re nurturing guardian doesn’t meet
It involves bringing together and the demand of this archetype, you would seek
balancing all parts of the personality comfort on other external factors.
The full realization of the self lies in the The Father
future that serves motivating force, pulling us
- often symbolized by a guide or an
from ahead rather than pushing is from behind
authority figure
This occurs around middle age, a crucial
If your father was not able to satisfy this,
period of transition. During this stage is when
you would look into other things that symbolize
someone is experiencing different kind of
this specific archetype.
change in their lives.
The actualization of the self involves
goals and plans for the future and an accurate The Family
perception of one’s abilities. The Self is
- represents the idea of blood relationship
involves in planning and setting goals for your
and ties that run deeper than those based
life.
on conscious reasons.
Because development of the self is
Your relationship with other relatives,
impossible without self-knowledge, it is the
grandparents, or cousins
most difficult process we face in life and
requires persistence, perceptiveness, and
wisdom.
The Child
The mandala symbolizes harmony and
- represented in mythology and art by
equilibrium in life.
children, infants most especially, as well
as other small creatures
The Mother The child is more of a helpless that can
not tend to themselves. According to Jung if the
- the mother archetype is our built-in
child archetype was not developed in you, you
ability to recognize a certain relationship,
will cling into someone who is more protective
that of “mothering.”
in nature.
The mother archetype is symbolized by
the primordial mother or "mother earth" of
mythology, by Eve and Mary in western The Hero
traditions, and by less personal symbols such as
- He is the mana personality and the
the church, the nation, a forest, or the ocean.
defeater of evil dragons. Basically, he
According to Jung, someone whose own represents the ego – we do tend to
mother failed to satisfy the demands of the identify with the hero of the story – and
archetype may well be one that spends his or is often engaged in fighting the shadow,
her life seeking comfort in the church, or in in the form of dragons and other
identification with "the motherland," or in monsters.
 The hero is, however, often dumb as a
post. He is, after all, ignorant of the ways of the
collective unconscious.
The hero is often out to rescue the
maiden - she represents purity, innocence, and,
in all likelihood, naive. In the beginning of the
Star Wars story, Princess Leia is the maiden.
But, as the story progresses, she becomes the
anima, discovering the powers of the force – the
collective unconscious – and becoming an equal
partner with Luke, who turns out to be her
brother.
The hero is guided by the wise old man -
He is a form of the animus, and reveals to the
hero the nature of the collective unconscious. In
Star Wars, he is played by Obi Wan Kenobi
and, later, Yoda. Notice that they teach Luke
about the force and, as Luke matures, they die
and become a part of him.
INDIVIDUATION
A condition of psychological health
resulting from the integration of all conscious
and unconscious facets of the personality.
- The main goal of Analytical Psychology
There is the balance, harmony, or
integration of your consciousness and your
unconsciousness.
INDIVIDUAL PSYCHOLOGY
Alfred Adler (1870 – 1937)
- He created Individual Psychology
Inferiority Feelings
The normal condition of all people; the source
of all human striving.
“To be a human being means to feel oneself
inferior.”
Adler proposed that inferiority feelings are the
source of all human striving. Individual growth
results from compensation, from our attempts
to overcome our real or imagined inferiorities.
We as human beings tries to
compensates whatever we lack. For example,
people are all born beautiful and handsome and
some people are not blessed with these features.
These people try to compensate those lacking
features or inferiorities that they have, they can
focus on their studies rather than focusing on
their physical aspects.
The Inferiority feeling has become a
motivational force. He considers inferiority
feelings as the normal condition of all people.
Inferiority Complex
A condition that develops when a person unable
to compensate for normal inferiority feelings.
Three sources of Inferiority Complex:
- Organ inferiority
- Spoiling
- Neglect
Organ Inferiority/Organic Inferiority
Can be physical and it can be a disorder or a
disease. For example, Stephen Hawking was
paralyzed and he compensated through learning
and contributed so much specifically on
physics.
For Adler, he was born sickly and weak and
that’s why he created this theory.
Spoiling - (School Age of Children)
Spoiling or pampering a child can also bring
inferiority complex. Spoiled children are the
center of attention at home. Their every need or
will is satisfied and little is denied. They come
up with the idea that they are the most important
in any situation. Mold by their parent to not
learn how to tend to themselves and be very
dependent. They do not have a broad social
interaction.
Adler said that when the time comes and this
person has developed, he/she will have a hard
time processing or adjusting in the work place.
Since the person would feel that whatever he
does is not enough in way to somehow comply
with their work. They’re easily discouraged by
the obstacles and difficulties especially in the
workplace.
Neglect
These are children who have experienced not
getting enough attention. They feel unwanted
and rejected during their development and has
become a source of inferiority complex. The
lack of love and security from their parents
results to neglect. The lack of financial support
can become neglect.
Superiority Complex
A condition that develops when a person
overcompensates for normal inferiority feelings.
This involves an exaggerated opinion of one’s
abilities and accomplishments.
Or the person may feel such a need and work to
become extremely successful.
Striving for Superiority
The urge toward perfection or completion that
motivates each of us.
Superiority is the ultimate goal toward which
we strive.
Adler suggested that we strive for superiority in
an effort to perfect ourselves, to make ourselves
complete or whole.
Fictional Finalism
The idea that there is an imagined or potential
goal that guides our behavior.
The goals for which we strive, however, are
potentialities, not actualities.
Adler believed that our goals are fictional or
imagined ideals that cannot be tested against
reality.
The notion that fictional ideas guide our
behavior as we strive toward a complete or
whole state of being.
- It’s not possible to happen in reality.
It’s a form motivation in a way that we need to
achieve our ideas and goals but it can be that
they are unattainable.
We create our own fictional finalism that are
more influenced by future possibilities than past
events such as our childhood. Although the goal
is blurry or unattainable, still, we’re looking
forward for a bright future.
The Style of Life
A unique character structure or pattern of
personal behaviors and characteristics by which
each of us strives for perfection. Basic styles of
life include the dominant, getting, avoiding, and
socially useful types.
Adler suggested that the style of life is so firmly
crystallized by the age of 4 or 5 that it is
difficult to change thereafter.
Its nature depends on social interactions,
especially the person’s order of birth within the
family and the nature of the parent-child
relationship.
The Creative Power of the Self
The ability to create an appropriate style of life.
It’s molded by people’s creative power that
places them in control of their own lives.
The person has the capacity to create an
appropriate style of life based on your goals,
striving for superiority, and fictional finalism.
Dominant, Getting, Avoiding, and Socially
Useful Styles
1. Problems involving our behavior toward
others
2. Problems of occupation
3. Problems of love
Four basic styles of life:
1. The Dominant Type
- A person behaves without regard for
others
2. The Getting Type
- Expects to receive satisfaction from other
people and so becomes dependent on
them
3. The Avoiding Type
- Makes no attempt to face life’s problems
4. The Socially Useful Type
- Cooperates with others and acts in
accordance with their needs.
Social Interest
Our innate potential to cooperate with other
people to achieve personal and societal goals.
Adler believed that getting along with others is
the first task we encounter in life.
Adler’s term for this concept in the original
German, Gemeinschaftsgehul, meaning
“community feeling”.
Adler believed the mother’s role was vital in
developing the child’s social interest as well as
other aspects of the personality.
Examples are the Collectivist community in the
eastern countries.
Birth Order/The Family Constellation
- The First-Born Child
- The Second-Born Child
- The Youngest Child
- The Only Child
Adler said, our birth order dictates who or what
we are in the future.
First-Born Child
Adler believed that neurotics, perverts, and
criminals were often first-borns.
Adler found that first-borns are often oriented
toward the past, locked in nostalgia and
pessimistic about the future.
The first-born often plays the role of teacher,
tutor, leader, and disciplinarian, expected by
parents to help care for younger siblings.
They become good organizers, conscientious
and scrupulous about detail, authoritarian and
conservative in attitude. They are nurturing and
protective of others.
Highly anxious, exaggerated feeling of power,
unconscious hostility, highly critical,
perfectionistic, uncooperative, fights for
acceptance, and must always be right whereas
other people are wrong.
The Second-Born Child
The second child always has the example of the
older child’s behavior as a model, a threat, or a
source of competition.
Competition with the first-born may serve to
motivate the second-born
They are more optimistic about the future and
are likely to be competitive and ambitious, like
Adler.
They see the first born as a motivation.
They are highly motivated, moderately
cooperative, moderately competitive.
They are highly competitive and easily
discourage.
The Youngest Child
Youngest or last-born children never face the
shock of dethronement by another child and
often become the pet of the family.
Last-born are often high achievers in whatever
work they undertake as adults.
If the youngest children are excessively
pampered an come to believe they needn’t learn
to do anything for themselves.
They are realistically ambitious, in a way the
center of attention, they are pampered, they
want to excel in everything.
They become high achiever because they want
to take away the attention that the eldest and the
middle-child gets from their parents.
The Only Child
Only children never lose the position of primacy
and power they hold in the family; they remain
the focus and center of attention
Only children often mature early and manifest
adult behaviors and attitudes.
Only children have learned neither to share nor
to compete. If their abilities do not bring them
sufficient recognition and attention, they are
likely to feel keenly disappointed.
Socially matured, exaggeration of superiority
complex, low feeling of cooperation, inflated
sense of self, and a pampered style of life.
Karen Horney (1885 – 1952) – Psychoanalytic
Social Theory
People who do not have their needs for love and
affection satisfied during childhood develop
basic hostility toward their parents and, as a
consequence, suffer from basic anxiety.
People combat basic anxiety by adopting one of
three fundamental styles of relating to others:
(1) moving toward people, (2) moving against
people, or (3) moving away from people.
If parents do not satisfy the child’s needs for
safety and satisfaction, the child develops
feelings of basic hostility toward the parents.
However, children seldom overtly express this
hostility as rage; instead, they repress their
hostility toward their parents and have no
awareness of it. Repressed hostility then leads
to profound feelings of insecurity and a vague
sense of apprehension. This condition is called
basic anxiety, which Horney (1950) defined as Neglectful parenting
“a feeling of being isolated and helpless in a
world conceived as potentially hostile”. Earlier,
she gave a more graphic description, calling BASIC HOSTILITY
basic anxiety “a feeling of being small,
The first reaction to Parental Indifference is
insignificant, helpless, deserted, endangered, in
anger.
a world that is out to abuse, cheat, attack,
humiliate, betray, envy”. Parents are unwilling to love
basic hostility and basic anxiety are Some children find hostility as an habitual
“inextricably interwoven.” response to life’s difficulties
Example, a young man with repressed hostility BASIC ANXIETY
who went on a hiking trip in the mountains with
“insidiously increasing, all-pervading feeling of
a young woman with whom he was deeply in
being lonely and helpless in a hostile world” –
love. His repressed hostility, however, also led
(Horney, 1937)
him to become jealous of the woman. While
walking on a dangerous mountain pass, the A pervasive feeling of loneliness and
young man suddenly suffered a severe “anxiety helplessness; the foundation of neurosis.
attack” in the form of rapid heart rate and heavy
Fear of helplessness and abandonment
breathing. The anxiety resulted from a
seemingly inappropriate but conscious impulse
to push the young woman over the edge of the
4 General ways that people protect
mountain pass. In this case, basic hostility led to
themselves against the feeling of being alone
severe anxiety, but anxiety and fear can also
and in a potentially hostile world.
lead to strong feelings of hostility
1. Affection
CHILDHOOD
- a strategy that does not always lead to
Believes that Childhood has a great effect on authentic love. In their search for
your behavior as we grow affection, some people may try to
purchase love with self-effacing
Believes that the social relationship between the
compliance, material goods, or sexual
child and his or her parents is the key factor.
favors.
Horney thought childhood was dominated by
the safety need, by which she meant the need 2. Submissiveness
for security and freedom from fear - Neurotics may submit themselves either
to people or to institutions such as an
Abused children has a big possibility to be
organization or a religion. Neurotics who
aggressive
submit to another person often do so in
order to gain affection
PARENTAL INDIFFERENCE
3. Power
Lack of warm and affection in childhood - They may also protect themselves by
It is based in child perception and not in Parents striving for power, prestige, or
intention. possession. This is a defense against the
 real or imagined hostility of others and
takes the form of a tendency to dominate
others.
Prestige - Is a protection against humiliation
and is expressed as a tendency to humiliate
others
Possession – acts as a buffer against destitution
and poverty and manifests itself as a tendency
to deprive others
4. Withdrawal
- Neurotics frequently protect themselves
against basic anxiety either by
developing an independence from others
or by becoming emotionally detached
from them.
Horney believed that all people use them to
some extent. They become unhealthy when
people feel compelled to rely on them and are
thus unable to employ a variety of inter personal
strategies
Compulsive Drives
Neurotic individuals have the same problems
that affect normal people, except neurotics
experience them to a greater degree.
Horney (1942) insisted that neurotics do not
enjoy misery and suffering. They cannot change
their behavior by free will but must continually
and compulsively protect themselves against
basic anxiety.
10 Neurotic Needs
self-protective mechanisms could become so
permanent a part of the personality that it
assumes the characteristics of a drive or need in
determining the individual’s behavior. irrational
solutions to one’s problems.
1. Affection and approval
- They try to live up to the expectations of
others, tend to dread self-assertion, and are quite
uncomfortable with the hostility of others as
well as the hostile feelings within themselves
NORMAL: Its okay that we need affection but
we don’t expect it from everyone we meet.
NEUROTIC: It is when we have indiscriminate
need to please others and be liked by them.
2. A dominant partner
- This need includes an overvaluation of love
and a dread of being alone or deserted.
NORMAL: We all want to have a partner that
we can love and can love us back.
NEUROTIC: Partner is someone who will take
over one’s life. This includes the idea that love
will solve all of one’s problem.
3. Power
- The need for power is usually combined with
the needs for prestige and possession and
manifests itself as the need to control others and
to avoid feelings of weakness or stupidity.
NORMAL: It’s okay that we have power to
improve.
NEUROTIC: Is when we think that the power
is for control over others, for a facade of
omnipotence.
4. Exploitation
- Evaluate others on the basis of how they can
be used or exploited, but at the same time, they
fear being exploited by others.
NORMAL: It’s okay the need to have an effect,
to have impact, and to be heard.
NEUROTIC: It can become manipulation and - Many neurotics have a strong need to move
the people are there to be used. away from people, thereby proving that they
can get along without others.
NORMAL: We should all cultivate some
5. Prestige
autonomy.
- Some people combat basic anxiety by trying to
NEUROTIC: Some people feel that they
be first, to be important, or to attract attention to
shouldn’t ever need anybody. They tend to
themselves.
refuse help and are often reluctant to commit to
NORMAL: We are social creatures, and sexual a relationship.
ones, and like to be appreciated.
9. Perfection
NEUROTIC: Theses people are
- By striving relentlessly for perfection,
overwhelmingly concerned with appearances
neurotics receive “proof” of their self-esteem
and popularity. They fear being ignored, be
and personal superiority. They dread making
thought of plain, “uncool”, or “out of it”
mistakes and having personal flaws, and they
desperately attempt to hide their weaknesses
from others.
6. Admiration
NORMAL: To become better and better at life
- Neurotics have a need to be admired for what
and our special interests.
they are rather than for what they possess. Their
inflated self-esteem must be continually fed by NEUROTIC: Some people are driven to be
the admiration and approval of others. perfect and scared of being flawed.
NORMAL: We need to be admired for inner
qualities as well as outer ones. We need to feel
10. Narrow limits to life
important and valued.
- They downgrade their own abilities and dread
NEUROTIC: Some people are more desperate,
making demands on others.
and need to remind everyone of their
importance. NORMAL: It is okay that we want our lives to
be simple to manage.
NEUROTIC: the individual is very
7. Achievement or ambition
conservative and avoids defeat by attempting
- They must defeat other people in order to very little.
confirm their superiority.
NORMAL: There is nothing basically wrong
Neurotic Trends
with achievement far from it.
Three categories of behaviors and attitudes
NEUROTIC: Some people are obsessed with
toward oneself and others that express a
personal achievement. They have to be number
person’s needs; Horney’s revision of the
one at everything they do.
concept of neurotic needs.
Movement Toward other People (The
8. Self-sufficiency Compliant Personality)
Components of Compliant Personality:
Affection & Approval, A Dominant Partner
Normal Analog: Friendly, Loving
- Behaviors and attitudes associated with
the neurotic trend of moving toward
people, such as a need for affection and
approval.
In their attempts to protect themselves against
feelings of helplessness, compliant people
employ either or both of the first two neurotic
needs; that is, they desperately strive for
affection and approval of others, or they seek a
powerful partner who will take responsibility
for their lives.
Example:
“Look at me. I am so weak and helpless that
you must protect and love me.”
Movement Against other People (The
Aggressive Personality)
Components of Aggressive Personality: Power,
Exploitation, Prestige, Admiration, and
Achievement.
Normal Analog: Ability to survive in a
competitive society
- Behaviors and attitudes associated with
the neurotic trend of moving against
people, such as a domineering and
controlling manner.
They are motivated by a strong need to exploit
others and to use them for their own benefit.
They seldom admit their mistakes and are
compulsively driven to appear perfect,
powerful, and superior
Movement Away from other People (The
Detached Personality
Components of Detached Personality: Self-
sufficiency, Perfection, and Narrow Limits to
life.
Normal Analog: Autonomous and Serene.
- Behaviors and attitudes associated with
the neurotic trend of moving away from
people, such as an intense need for
privacy.
This strategy is an expression of needs for
privacy, independence, and self-sufficiency
The Dominance of One Trend
 Horney found that in the neurotic person,
one of these three trends is dominant,
and the other two are present to a lesser
degree.
 The dominant neurotic trend is the one
that determines the person’s behaviors
and attitudes toward others.
 Any indication that a repressed trend is
pushing for expression causes conflict
within the individual.
 In Horney’s system, conflict is defined as
the basic incompatibility of the three
neurotic trends; this conflict is the core
of neurosis.
 Horney found that in the neurotic person,
one of these three trends is dominant,
whereas the other two are present to a
lesser degree. For example, the person
who is predominantly aggressive also has
some need for compliance and
detachment.
THE IDEALIZED SELF-IMAGE
For normal people, the self-image is an
idealized picture of oneself built on a flexible,
realistic assessment of one’s abilities.
For neurotics, the self image is based on an
inflexible, unrealistic self-appraisal.
Tyranny of the shoulds
- An attempt to realize an unattainable idealized
self-image by denying the true self and
behaving in terms of what we think we should
be doing.
Externalization
- A way to defend against the conflict caused by
the discrepancy between an idealized and a real
self-image by projecting the conflict onto the
outside world.
Feminine Psychology
To Horney, a revision of psychoanalysis to
encompass the psychological conflicts inherent
in the traditional ideal of womanhood and
women’s roles.
Womb Envy
Horney did not deny that many women believed
themselves to be inferior to men. What she
questioned was Freud’s claim of a biological
basis for these feelings. If women feel
themselves to be unworthy, she argued, it is
because they have been treated that way in
male-dominated cultures. After generations of
social, economic, and cultural discrimination, it
is understandable that many women saw
themselves in that light.
 The envy a male feels toward a female
because she can bear children a he
cannot.
 Womb envy was Horney’s response to
Freud’s concept of penis envy in
females.
 Her position on this issue was based on
the pleasure she had experienced in
childbirth.
Erich Fromm
Erich Fromm’s view of human nature was
shaped by childhood experiences Fromm was
born on March 23, 1900, in Frankfurt,
Germany, the only child of middle-class
Orthodox Jewish parents. His father, Naphtali
Fromm, was the son of a rabbi and the grandson
of two rabbis. His mother, Rosa Krause Fromm,
was the niece of Ludwig Krause, a well-known
Talmudic scholar.
Erich Fromm: Humanistic Psychoanalysis
- Questions the idea of the World Wat 1,
the Great War, the War to End All Wars.
He questioned the death of the beautiful
and talented young girl who killed
herself after the death of her father and
why does she wished on her suicide note
that she wants to be buried next to her
father. He questions the organized
religion and his experiences with the
Talmudic scholars. These questions
contributed substantially to the
humanistic views of Erich Fromm.
Overview of Humanistic Psychoanalysis
assumes that humanity’s separation from the
natural world has produced feelings of
loneliness and isolation, a condition called
basic anxiety.
His humanistic psychoanalysis looks at people
from a historical and cultural perspective rather
than a strictly psychological one. His
humanistic psychoanalysis looks at people from
a historical and cultural perspective rather than
a strictly psychological one.
Erich Fromm’s Basic Assumptions
- individual personality can be understood
only in light of human history. They
have no powerful instincts to adapt to a
changing world; instead, they have
acquired the facility to reason—a
condition Fromm called the human
dilemma.
People experience this basic dilemma because
they have become separate from nature and yet
have the capacity to be aware of themselves as
isolated beings. The human ability to reason,
therefore, is both a blessing and a curse. On one
hand, it permits people to survive, but on the
other, it forces them to attempt to solve basic
insoluble dichotomies. Fromm referred to these
as “existential dichotomies” because they are
rooted in people’s very existence.
The first and most fundamental dichotomy is
that between life and death. Self-awareness and
reason tell us that we will die, but we try to
negate this dichotomy by postulating life after
death, an attempt that does not alter the fact that
our lives end with death.
A second existential dichotomy is that humans
are capable of conceptualizing the goal of
complete self-realization, but we also are aware
that life is too short to reach that goal.
The third existential dichotomy is that people
are ultimately alone, yet we cannot tolerate
isolation. They are aware of themselves as
separate individuals, and at the same time, they
believe that their happiness depends on uniting
with their fellow human beings.
Human Needs
As animals, humans are motivated by
physiological needs such as hunger, sex, and
safety; but they can never resolve their human
dilemma by satisfying these animal needs.
These existential needs have emerged during
the evolution of human culture, growing out of
their attempts to find an answer to their
existence and to avoid becoming insane.
healthy individuals are better able to find ways
of reuniting to the world by productively
solving the human needs of relatedness,
transcendence, rootedness, a sense of identity,
and a frame of orientation.
Relatedness – 1st Existential Need
- the drive for union with another person
or other persons. Fromm postulated three
basic ways in which a person may relate
to the world: (1) submission, (2) power,
and (3) love.
A person can submit to another, to a group, or
to an institution in order to become one with the
world. When a submissive person and a
domineering person find each other, they
frequently establish a symbiotic relationship,
one that is satisfying to both partners.
People in symbiotic relationships are drawn to
one another not by love but by a desperate need
for relatedness, a need that can never be
completely satisfied by such a partnership. They
find themselves seeking additional submission
or power, and as a result, they become more and
more dependent on their partners and less and
less of an individual.
Fromm believed that love is the only route by
which a person can become united with the
world and, at the same time, achieve
individuality and integrity. He defined love as a
“union with somebody, or something outside
oneself under the condition of retaining the
separateness and integrity of one’s own self”
Fromm (1956) identified care, responsibility,
respect, and knowledge as four basic elements
common to all forms of genuine love. To know
others means to see them from their own point
of view. Thus, care, responsibility, respect, and
knowledge are all entwined in a love
relationship.
Transcendence – 2nd Existential Need
- defined as the urge to rise above a
passive and accidental existence and into
“the realm of purposefulness and
freedom”
can be sought through either positive or
negative approaches. People can transcend their
passive nature by either creating life or
destroying it.
Fromm (1973) argued that humans are the only
species to use malignant aggression: that is, to
kill for reasons other than survival.
Rootedness – 3rd Existential Needs
- the need to establish roots or to feel at
home again in the world.
This new tie to the natural world confers
security and reestablishes a sense of
belongingness and rootedness. However, people
may also seek rootedness through the
nonproductive strategy of fixation—a tenacious
reluctance to move beyond the protective
security provided by one’s mother.
Sense of Identity – 4th Existential Needs
- the capacity to be aware of ourselves as a
separate entity. Because we have been
torn away from nature, we need to form a
concept of our self, to be able to say, “I
am I,” or “I am the subject of my
actions.”
Without a sense of identity, people could not
retain their sanity, and this threat provides a
powerful motivation to do almost anything to
acquire a sense of identity. Neurotics try to
attach themselves to powerful people or to
social or political institutions.
Frame of Orientation – 5th Existential Needs
- Being split off from nature, humans need
a road map, a frame of orientation, to
make their way through the world.
Without such a map, humans would be
“confused and unable to act purposefully
and consistently”
A frame of orientation enables people to
organize the various stimuli that impinge on
them. People who possess a solid frame of
orientation can make sense of these events and
phenomena, but those who lack a reliable frame
of orientation will, nevertheless, strive to put
these events into some sort of framework in
order to make sense of them.
A road map without a goal or destination is
worthless. Humans have the mental capacity to
imagine many alternative paths to follow. To
keep from going insane, however, they need a found that they were free from the security of a
final goal or “object of devotion” fixed position in the world. They were no longer
tied to one geographic region, one social order,
or one occupation. They became separated from
Summary of Human Needs their roots and isolated from one another.
These needs have evolved from human As children become more independent of their
existence as a separate species and are aimed at mothers, they gain more freedom to express
moving people toward a reunion with the their individuality, to move around
natural world. Fromm believed that lack of unsupervised, to choose their friends, clothes,
satisfaction of any of these needs is unbearable and so on. At the same time, they experience the
and results in insanity. Thus, people are strongly burden of freedom; that is, they are free from
driven to fulfill them in some way or another, the security of being one with the mother. On
either positively or negatively. both a social and an individual level, this burden
of freedom results in basic anxiety, the feeling
of being alone in the world.
Negative Positive
Components Component
s Mechanisms of Escape
Relatedness Submission or Love Because basic anxiety produces a frightening
Domination sense of isolation and aloneness, people attempt
to flee from freedom through a variety of escape
Transcendenc Destructivenes Creativenes
mechanisms. Fromm (1941) identified three
e s s
primary mechanisms of escape—
Rootedness Fixation Wholeness authoritarianism, destructiveness, and
conformity. Fromm’s mechanisms of escape are
Sense of Adjustment to Individualit the driving forces in normal people, both
Identity a group y individually and collectively.
Frame of Irrational Rational
Orientation Goals Goals
Authoritarianism
“A tendency to give up the independence of
The Burden of Freedom one’s own individual self and to fuse one’s self
Reason is both a curse and a blessing. It is with somebody or something outside oneself, in
responsible for feelings of isolation and order to acquire the strength in which the
loneliness, but it is also the process that enables individual is lacking”
humans to become reunited with the world - Masochism results from basic feelings of
For example, during the Middle Ages people powerlessness, weakness, and inferiority
had relatively little personal freedom. They and is aimed at joining the self to a more
were anchored to prescribed roles in society, powerful person or institution.
roles that provided security, dependability, and
- Sadism is more neurotic and more
certainty. Then, as they acquired more freedom
socially harmful. Like masochism,
to move both socially and geographically, they
 sadism is aimed at reducing basic anxiety
through achieving unity with another
person or persons.
Fromm (1941) identified three kinds of
sadistic tendencies, all more or less clustered
together. The first is the need to make others
dependent on oneself and to gain power over
those who are weak. The second is the
compulsion to exploit others, to take advantage
of them, and to use them for one’s benefit or
pleasure. A third sadistic tendency is the desire
to see others suffer, either physically or
psychologically.
Destructiveness
rooted in the feelings of aloneness, isolation,
and powerlessness. Unlike sadism and
masochism, however, destructiveness does not
depend on a continuous relationship with
another person; rather, it seeks to do away with
other people.
Conformity
People who conform try to escape from a sense
of aloneness and isolation by giving up their
individuality and becoming whatever other
people desire them to be. Thus, they become
like robots, reacting predictably and
mechanically to the whims of others. They
seldom express their own opinion, cling to
expected standards of behavior, and often
appear stiff and automated.
Positive Freedom
A person “can be free and not alone, critical and
yet not filled with doubts, independent and yet
an integral part of mankind”
Positive freedom represents a successful
solution to the human dilemma of being part of
the natural world and yet separate from it.
Through positive freedom and spontaneous
activity, people overcome the terror of
aloneness, achieve union with the world, and
maintain individuality
Character Orientations
In Fromm’s theory, personality is reflected in
one’s character orientation, that is, a person’s
relatively permanent way of relating to people
and things.
- “the totality of inherited and acquired
psychic qualities which are
characteristic of one individual and
which make the individual unique”
The most important of the acquired qualities of
personality is character, defined as “the
relatively permanent system of all
noninstinctual strivings through which man
relates himself to the human and natural
world”
Fromm (1992) believed that character is a
substitute for instincts. Instead of acting
according to their instincts, people act according
to their character. If they had to stop and think
about the consequences of their behavior, their
actions would be very inefficient and
inconsistent. By acting according to their
character traits, humans can behave both
efficiently and consistently
Nonproductive Orientations
suggest strategies that fail to move people closer
to positive freedom and self-realization.
People can acquire things through any one of
four nonproductive orientations: (1) receiving
things passively; (2) exploiting, or taking things
through force; (3) hoarding objects; and (4)
marketing or exchanging things.

Receptive
Receptive characters feel 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
possessions.
The negative qualities of receptive people
include passivity, submissiveness, and lack of
self-confidence. Their positive traits are loyalty,
acceptance, and trust.
Exploitative
Exploitative characters believe that the source
of all good is outside themselves. They
aggressively take what they desire rather than
passively receive it.
On the negative side, exploitative characters are
egocentric, conceited, arrogant, and seducing.
On the positive side, they are impulsive, proud,
charming, and self-confident.
Hoarding
hoarding characters seek to save that which they
have already obtained. They hold everything
inside and do not let go of anything. They are
similar to Freud’s anal characters in that they
are excessively orderly, stubborn, and miserly.
Negative traits of the hoarding personality
include rigidity, sterility, obstinacy,
compulsivity, and lack of creativity; positive
characteristics are orderliness, cleanliness, and
punctuality.
Marketing
marketing character is an outgrowth of modern
commerce in which trade is no longer personal
but carried out by large, faceless corporations.
marketing characters see themselves as
commodities, with their personal value
dependent on their exchange value, that is, their
ability to sell themselves.
Marketing people are without a past or a future
and have no permanent principles or values.
Negative traits of marketing characters are
aimlessness, opportunism, inconsistency, and
wastefulness. Some of their positive qualities
include changeability, open-mindedness,
adaptability, and generosity.
The Productive Orientation
The single productive orientation has three
dimensions—working, loving, and reasoning.
Because productive people work toward
positive freedom and a continuing realization of
their potential, they are the most-healthy of all
character types.
Healthy people value work not as an end
in itself, but as a means of creative self-
expression. They do not work to exploit others,
to market themselves, to withdraw from others,
or to accumulate needless material possessions.
Productive love is characterized by the
four qualities of love discussed earlier— care,
responsibility, respect, and knowledge. healthy
people possess biophilia: that is, a passionate
love of life and all that is alive. Biophilic people
desire to further all life—the life of people,
animals, plants, ideas, and cultures. They are
concerned with the growth and development of
themselves as well as others.
 Productive thinking, which cannot be
separated from productive work and love, is
motivated by a concerned interest in another
person or object. Healthy people see others as
they are and not as they would wish them to be.
Similarly, they know themselves for who they
are and have no need for self-delusion
Fromm (1947) believed that healthy people rely
on some combination of all five character
orientations. Their survival as healthy
individuals depends on their ability to receive
things from other people, to take things when
appropriate, to preserve things, to exchange
things, and to work, love, and think
productively.
Personality Disorders
unhealthy personalities are marked by problems
in these three areas, especially failure to love
productively. He discussed three severe
personality disorders—necrophilia, malignant
narcissism, and incestuous symbiosis.
Necrophilia
- means love of death and usually refers to
a sexual perversion in which a person
desires sexual contact with a corpse.
Fromm (1964, 1973) used necrophilia in a more
generalized sense to denote any attraction to
death.
Necrophilic personalities hate humanity; they
are racists, warmongers, and bullies; they love
bloodshed, destruction, terror, and torture; and
they delight in destroying life. They are strong
advocates of law and order; love to talk about
sickness, death, and burials; and they are
fascinated by dirt, decay, corpses, and feces.
They prefer night to day and love to operate in
darkness and shadow. Necrophilous people do
not simply behave in a destructive manner;
rather, their destructive behavior is a reflection
of their basic character.
Malignant Narcissism
Healthy people manifest a benign form of
narcissism, that is, an interest in their own body.
However, in its malignant form, narcissism
impedes the perception of reality so that
everything belonging to a narcissistic person is
highly valued and everything belonging to
another is devalued.
Narcissistic individuals are preoccupied with
themselves, but this concern is not limited to
admiring themselves in a mirror. Preoccupation
with one’s body often leads to hypochondriasis,
or an obsessive attention to one’s health.
Incestuous Symbiosis
an extreme dependence on the mother or mother
surrogate. Incestuous symbiosis is an
exaggerated form of the more common and
more benign mother fixation. People are
inseparable from the host person; their
personalities are blended with the other person
and their individual identities are lost.
Some pathologic individuals possess all
three personality disorders; that is, they are
attracted to death (necrophilia), take pleasure in
destroying those whom they regard as inferiors
(malignant narcissism), and possess a neurotic
symbiotic relationship with their mother or
mother substitute (incestuous symbiosis). Such
people formed what Fromm called the
syndrome of decay. He contrasted these
pathological people with those who are marked
by the syndrome of growth, which is made up
of the opposite qualities: namely, biophilia,
love, and positive freedom.

Trait Theory of Personality
Gordon Willard Allport (1897 – 1967)
- Father of Personality Theories
VIEW OF HUMAN NATURE
Known as the Trait theory because he
emphasized the nature and evolution of
personality traits. This theory is also called
Psychology of Individuals because it
emphasizes a person’s uniqueness.
Personality Trait
TRAITS
Distinguishing characteristics that guide
behavior. Traits are measured on a continuum
and are subject to social, environmental, and
cultural influences.
Trait
1. Personality traits are real and exist within
each of us.
2. Traits determine or cause behavior. They
do not arise only in response to certain
stimuli. They motivate us to seek
appropriate stimuli, and they interact
with the environment to produce
behavior.
3. Traits can be demonstrated empirically.
By observing behavior over time, we can
infer the existence of traits in the
consistency of a person’s responses to
the same or similar stimuli.
4. Traits are interrelated; they may overlap,
even though they represent different
characteristics.
5. Traits vary with the situation. For
example, a person may display the trait
of neatness in one situation and the trait
of disorderliness in another situation.
Two Types of Traits
Individual Trait
- are unique to a person and define his or her
character
Common Trait
- are shared by a number of people, such as the
members of a culture.
It follows that people in different
cultures will have different common traits.
Common traits are also likely to change over
time as social standards and values change. This
demonstrates that common traits are subject to
social, environmental, and cultural influences.
PERSONALITY DISPOSITIONS (individual
traits)
Traits that are peculiar to an individual, as
opposed to traits shared by a number of people
Cardinal Traits
- The most pervasive and powerful human traits
Allport described it as a ruling passion, a
powerful force that dominates behavior. He
offered the examples of sadism and chauvinism.
Not everyone has a ruling passion, and those
who do may not display it in every situation.
Central Traits
- The handful of outstanding traits that describe
a person’s behavior. Allport’s examples are
aggressiveness, self-pity, and cynicism. These
are the kinds of characteristics we would
mention when discussing a friend’s personality
or writing a letter of recommendation.
Secondary Traits
- The least important traits, which a person may
display inconspicuously and inconsistently.
Only a close friend would notice evidence of
them. They may include, for example, a minor
preference for a particular type of music or for a
certain food.
Idiographic method
- is the intensive study of a simply case. It
emphasizes the uniqueness of the individual
Nomothetic method
– study a group of individuals and analyzes
them.
MOTIVATION
Functional autonomy of motives
- The idea that motives in the normal,
mature adult are independent of the
childhood experiences in which they
originally appeared. When we grow up,
we become independent of our parents.
Although we remain related to them, we
are no longer functionally dependent on
them and they (should) no longer control
or guide our lives.
TWO TYPES OF FUNCTIONAL
AUTONOMY
Perseverative functional autonomy
The level of functional autonomy that relates to
low-level and routine behaviors. The behaviors
continue or persevere on their own without any
external reward. The actions once served a
purpose but they no longer do and are at too
basic and low a level to be considered an
integral part of personality.
Propriate functional Autonomy
The level of functional autonomy that relates to
our values, self-image, and lifestyle. The word
propriate derives from proprium, Allport’s term
for the ego or self. Propriate motives are unique
to each individual. The ego determines which
motives will be maintained and which will be
discarded. We retain motives that enhance our
self-esteem or self-image.
3 PRINCIPLES OF PROPRIATE
FUNCTIONING
Organizing the energy level
- how we acquire new motives. These motives
arise from necessity, to help consume excess
energy that we might otherwise express in
destructive and harmful ways (retirement)
For example, when people retire from their jobs,
they have extra time and energy that, ideally,
they should direct toward new interests and
activities.
Mastery and competence
- refers to the level at which we choose to
satisfy motives. Not enough to achieve at an
adequate level. mature adults are motivated to
perform better and more efficiently, to master
new skills, and to increase their degree of
competence

Propriate patterning
- describes a striving for consistency and
integration of the personality. We organize our
perceptual and cognitive processes around the
self, keeping what enhances our self-image and
rejecting the rest. Thus, our propriate motives
are dependent on the structure or pattern of the
self.
Allport noted that not all behaviors and
motives could be explained by these principles
of functional autonomy. Some behaviors, such
as reflexes, fixations, neuroses, and behaviors
arising from biological drives, are not under the
control of functionally autonomous motives.
THE DEVELOPMENT OF THE
PROPRIUM
STAGE
Bodily self
DEVELOPMENT
- Stages 1–3 emerge during the first three
years. In this stage, infants become
aware of their own existence and
distinguish their own bodies from objects
in the environment.
STAGE
Self-identity
DEVELOPMENT
- Children realize that their identity
remains intact despite the many changes
that are taking place.
STAGE
Self-esteem
DEVELOPMENT
- Children learn to take pride in their
accomplishments. They are motivated to
build, explore, and manipulate objects,
behaviors that sometimes can be
destructive.
STAGE
Extension of self.
DEVELOPMENT
- Stages 4 and 5 emerge during the fourth
through sixth year. In this stage, children
come to recognize the objects and people
that are part of their own world
STAGE
Self-image
DEVELOPMENT
- Children develop actual and idealized
images of themselves and their behavior
and become aware of satisfying (or
failing to satisfy) parental expectations.
The self-extension and self-image stages
typically occur between the ages of 4 and
6.
STAGE
Self as a rational coper
DEVELOPMENT
- Stage 6 develops during ages 6–12.
Children begin to apply reason and logic
to the solution of everyday problems.
STAGE
Propriate striving
DEVELOPMENT
- Stage 7 develops during adolescence.
Young people begin to formulate long-
range goals and plans.
STAGE
Adulthood
DEVELOPMENT
- Normal, mature adults are functionally
autonomous, independent of childhood
motives. They function rationally in the
present and consciously create their own
lifestyles.
PARENT–CHILD INTERACTIONS
If the mother or primary caregiver provides
sufficient affection and security, the proprium
will develop gradually and steadily, and the
child will achieve positive psychological
growth.
If childhood needs are frustrated, however, the
self will not mature properly. The child
becomes insecure, aggressive, demanding,
jealous, and self-centered. Psychological growth
is stunted.
Children develop actual and idealized self-
images, reflecting how they actually see and
would like to see themselves.
CRITERIA OF A MATURE PERSONALITY
Self-Extension
– Has diverse interest
– Mature adults extend their sense of self to
people and activities beyond the self.
Warm Human interaction
– Respects and the rights of others.
– Mature adults relate warmly to other people,
exhibiting intimacy, compassion, and tolerance.
Self-acceptance or emotional security
– accepts frustrating situations and has an
optimistic point of view.
– Mature adult’s high degree of self-acceptance
helps them to achieve emotional security.
Realistic perception
– looks at situation in an objective manner and
solves the practical problems everyday living.
– Mature adults hold a realistic perception of
life, develop personal skills, and make a
commitment to some type of work.
Self-Objectification
– has insight or awareness of one’s strengths
and weaknesses, and has a good sense of humor
– Mature adults have a sense of humor and self-
objectification (an understanding of or insight
into the self).
Unifying principle of life
– Has a sense of purpose, belief and goal in life.
– Mature adults subscribe to a unifying
philosophy of life, which is responsible for
directing the personality toward future goals.
 By meeting these six criteria, adults can
be described as emotionally healthy and
functionally autonomous, independent of
childhood motives. As a result, they cope with
the present and plan for the future without being
victimized by what happened to them in their
early years.
IDENTITY THEORY
ERIK ERICKSON (1902-1994)
POST-FREUDIAN THEORY
 He elaborated on Freud’s stages of
development. Freud emphasized
childhood and proposed that personality
is shaped by approximately the age of 5.
 Erikson placed greater emphasis on the
ego than on the id.
 Erikson recognized the impact on
personality of cultural and historical
forces. He argued that we are not
governed entirely by innate biological
factors at work in childhood.
are not governed entirely by innate biological
factors at work in childhood.
PSYCHOSOCIAL STAGES OF
PERSONALIT Y DEVELOPMENT
 Eight successive stages encompassing
the life span. At each stage, we must
cope with a crisis in either an adaptive or
a maladaptive way.
 The idea that human development is
governed by a sequence of stages that
depend on genetic or hereditary factors is
called Epigenetic principle of maturation.
 To Erikson, crisis is the turning point
faced at each developmental stage.
 Erikson also proposed that each of the
eight psychosocial stages provides an
opportunity to develop our basic
strengths.
Stage One: Trust versus Mistrust (Birth –
12 – 18 months) (INDOOR – FAMILY)
- Children are completely dependent on others
- Virtue
- Hope
- Psychosocial Crisis
- Trust vs Mistrust
- Positive Resolution of Crisis
- The child develops a feeling of trust in
caregivers.
- During this stage an infant must depend on
their parents or primary caretakers for basic
things such as food, water, shelter, and
emotional needs to survive.
- Children who can depend on their parents for
these needs can trust or count on them. While
those who can’t may have difficulty trusting
others now and later in development. Erikson
believed that children who learn to trust their
caretakers develop the virtue, hope, where they
view the world as a good place where people
can be trusted.
• Trust: Established when babies given
adequate warmth, touching, love, and physical
care
• Mistrust: Caused by inadequate or
unpredictable care and by cold, indifferent, and
rejecting parents
Stage Two: Autonomy versus Shame and
Doubt (18 months – 3 years) (INDOOR –
FAMILY)
- Virtue
- Will
- Psychosocial Crisis
- Autonomy vs Shame/Doubt
- Positive Resolution of Crisis
- The child learns what can and cannot
be controlled and develops a sense of free will
- Will or the child’s ability to express his or her
self by doing things on their own.
- During this stage children learn to do activities
on their own without the help of their parents.
EXAMPLE:
Children learn to go to the bathroom on their
own or learn to dress themselves.
- Parents who get upset with their children
doing these activities on their own, may have
children who struggle to be self-sufficient later
on in their development. However, parents who
let their children solve problems on their own
when they are ready for them will have children
who have the confidence to do things on their
own later on development
• Autonomy: Doing things for themselves
• Shame Doubt: Overprotective or ridiculing
parents may cause children to doubt abilities
and feel shameful about their actions
Stage Three: Initiative versus Guilt (3 – 6
years) (INDOOR – FAMILY)
- Virtue
- Purpose
- Psychosocial Crisis
- Initiative vs Guilt
- Positive Resolution of Crisis
- The child learns to become independent
by exploring, manipulating, and take action.
- Purpose – having a goal or reason for
performing certain behaviors
- During this stage children take a step from
spontaneously doing things on their own to
setting goals and working toward them.
EXAMPLE:
Little Johnny may want to learn how to ride a
bike because he wants to be able to ride down a
big hill in his neighborhood.
- Erikson argued that many children in early
childhood like Johnny, engage in risky
behaviors when they set goals
- When Jonny rides down the hill falls on hid
bike and gets hurt, he feels guilty that he did not
successfully make it down the big hill without
falling. He may go home and act aggressively
toward his parents because he was unable to
achieve his goal. Erikson argues that, early
childhood acts aggressively towards their
parents when they didn’t reach their goal.
• Initiative: Parents reinforce via giving
children freedom to play, use imagination, and
ask questions
• Guilt: May occur if parents criticize, prevent
play, or discourage a child’s questions
Stage Four: Industry versus Inferiority (6-12
years) (OUTDOOR – SCHOOL)
- Virtue
- Competence
- Psychosocial Crisis
- Industry vs Inferiority
- Positive Resolution of Crisis
- The child learns to do things well or
correctly according to standards set by others, - Positive Resolution of Crisis
particularly in school. - The adolescent develops a well-defined
and positive sense of self in relationship to
- During this stage children are more receptive
others,
to feedback from adults about their competence
and begin comparing their achievements and - This stage is often prolonged.
abilities to peers
- During this stage adolescents are setting
EXAMPLE: boundaries with parents such as having their
own private lives with friends and romantic
Children learn whether they are more attractive,
interests. They are also searching for a place
a better athlete, or a more superior student, than
within adult society which can include a search
the other children in the class. They may
for occupation, gender, political views, and
discover things that they are good at and should
religion. During this search, children may often
pursue as a hobby.
experiment with different identities and
- Children who receive negative feedbacks from viewpoints in order to find their true identity.
adults compared to other children may view
• Identity: For adolescents; problems
themselves as less competent. Which may lead
answering, “Who am I?”
them to have a negative view about their ability
• Role Confusion: Occurs when adolescents are
and not set challenging goals that require them
unsure of where they are going and who they
to perform their best. However, children who
are
receives positive feedbacks from adults in
comparison to peers tend to have confidence
they need to pursue goals that they need to be
Stage Six (Young adulthood/ 19 – 40 years) -
successful later in their development
Intimacy versus Isolation
• Industry: Occurs when child is praised for
- Virtue
productive activities
- Love
• Inferiority: Occurs if child’s efforts are
regarded as messy or inadequate - Psychosocial Crisis
- Intimacy vs Isolation
- Positive Resolution of Crisis
Stage Five (Adolescence/12 – 18 years)
- The person develops the ability to give
Identity vs Role Confusion
and receive love and to make long-term
Dramatic differences in physical size and commitments.
maturity are found in adolescents of the same
- It involves finding a true romantic or intimate
age. The girls pictured are all 13, the boys 16.
partner in contrast in living alone. A.k.a.
Maturation that occurs earlier or later than
Isolation.
average can affect the “search for identity.”
• Intimacy: Ability to care about others and to
- Virtue
share experiences with them
- Fidelity
• Isolation: Feeling alone and uncared for in life
- Psychosocial Crisis
- Identity vs Role Confusion
Stage Seven (Middle adulthood/40 - 65) - - Adults who feel good about their experience in
Generativity versus Stagnation life tend to have a lot of experience to draw
upon to help and support others in life, which is
- Virtue
why Erikson defined the virtue of this stage as
- Care
wisdom.
- Psychosocial Crisis
- older adults who are satisfied with their life
- Generativity vs Stagnation
tend to be happy while other who felt like they
- Positive Resolution Crisis didn’t live the life that they wanted may feel sad
- The person develops an interest in and depressed
guiding the development of the next generation,
• Integrity: Self-respect; developed when
often by becoming a parent.
people have lived richly and responsibly
- Care - Success in middle adulthood is • Despair: Occurs when previous life events are
providing care to the important relationships in viewed with regret; experiences heartache and
their lives such as parents and children. remorse
• Generativity (Generation): Interest in guiding Criticisms
the next generation. Giving back to the future
- Emphasis on Developmental framework
generation. Involves starting a family, raising
- Lack of scientific support
children, caring for aging parents, contributing
to society for your careers, and being a - Image of people that is too negative
supportive friend and family member. STAGE AGE ADAPTIVE VS BASIC
• Stagnation: When one is only concerned with S MALADAPTIV STRENGT
E WAYS OF H
one’s own needs and comforts. Not having
COPING
these important people to care for or not having Oral- Birth Trust vs Hope
the means to do so can lead to an individual to sensory -1 Mistrust
feel non-productive or stagnant.
Muscular- 1-3 Autonomy vs Will
anal Doubt/Shame

Stage Eight (Late adulthood/After 65 - Death) Locomotor 3-5 Initiative vs Purpose

– Ego Integrity versus Despair -genital Guilt

- Virtue Latency 5-11 Industriousne Competen

ss vs ce
- Wisdom Inferiority
- Psychosocial Crisis
Adolescen 12-18 Identity Fidelity
- Ego Integrity vs Despair ce cohesion vs
role confusion
- Positive Resolution of Crisis
- The person develops acceptance of how Young 18- Intimacy vs Love
one has lived. Adulthood 35 Isolation

- Older adults look back in their life and reflect Adulthood 35- Generativity Care
on whether the lived a happy and productive 55 vs Stagnation
life. Maturity- 55+ Ego Integrity Wisdom
old age years vs Despair
 confusion

BASIC WEAKNESSES Young  Intimacy  Promiscuity

adulthoo
Motivating characteristics that derive from the d  Exclusivity
unsatisfactory resolution of developmental  Isolation
crises.
Adulthoo  Generativ  Overextensi
In an unbalanced development, the ego consists d ity on
solely of one attitude, either the adaptive or the
 Stagnatio
maladaptive one. Erikson labeled this condition n  Rejectivity
maldevelopment.
Maturity  Ego  Presumption
When only the positive, adaptive, tendency is and old Integrity
present in the ego, the condition is said to be age  Despair  Disdain
“maladaptive.” When only the negative
tendency is present, the condition is called Raymond Cattell - (Factor Analytic Trait
“malignant.” Maladaptions can lead to Theory)
neuroses; malignancies can lead to psychoses.  Cattell was born in England in 1905 to a
family of Engineers
STAGE WAY OF MALDEVELOP
 Graduated his doctorate in psychology in
COPING MENT
Oral-  Trust  Sensory 1929 in University of London at 23
sensory maladjustme
nt  A bleak job market forced Cattell to take
a clinical position doing school
 Mistrust  Withdrawal
psychology for 5 years
Muscular  Autonom  Shameless
-anal y willfulness  In 1937, Cattell was invited by E.L
Thorndike in New York
 Compulsion
 Went to Illinois, where he spent his most
 Doubt, productive years developing personality
Shame tests
Locomot  Initiative  Ruthlessness
or-genital Predicting Behavior
 Inhibition
 Guilt Cattell’s goal in his study of personality
was to predict how a person will behave in
Latency  Industriou  Narrow
sness virtuosity response to a given stimulus situation. Cattell
was not interested in changing or modifying
 Inferiority  Inertia behavior from abnormal to normal, which had
been the approach of other personality theorists.
Adolesce  Identity  Fanaticism
nce cohesion
 Repudiation
 Role Factor Analysis
 A statistical technique based on
correlations between several measures, which
may be explained in terms of underlying factors
Assessing the relationship between each
possible pair of measurements taken from a
group of subjects to determine common factors.
For example, scores on two different
psychological tests or on two subscales of the
same test would be analyzed to determine their
correlation.
Personality Traits
The mental elements of the personality.
Only when we know someone’s traits can we
predict how that person will behave in a given
situation.
Traits
Reaction tendencies, derived by the
method of factor analysis, that are relatively
permanent parts of the personality.
Relatively permanent reaction tendencies
that are the basic structural units of the
personality
Cattell’s Approach to Personality Traits
Common trait
- Traits possessed in some degree by all
persons.
One that is possessed by everyone to
some degree. Intelligence, extraversion, and
gregariousness are examples of common traits.
Everyone has these traits, but some people have
them to a greater extent than others.
Unique traits
- Traits possessed by one or a few persons.
Shared by few other people and are
particularly apparent in our interests and
attitudes. For example, one person may have a
consuming interest in genealogy, whereas
another may be passionately interested in Civil
War battles or baseball or Chinese martial arts
Ability Traits
- Traits that describe our skills and how
efficiently we will be able to work
toward our goals.
Determine how efficiently we will be
able to work toward a goal. Intelligence is an
ability trait; our level of intelligence will affect
the ways in which we strive for our goals.
Temperament Traits
- Traits that describe our general
behavioral style in responding to our
environment.
Describe the general style and
emotional tone of our behavior; for example,
how assertive, easygoing, or irritable we are.
These traits affect the ways we act and react to
situations.
Dynamic traits
- Traits that describe our motivations and
interests
Are the driving forces of behavior. They
define our motivations, interests, and
ambitions.
Surface Traits - Source traits that are learned from social
and environmental interactions.
- Traits that show a correlation but do not
constitute a factor because they are not Derive from influences in our social
determined by a single source. and physical environments. These traits are
learned characteristics and behaviors that
Personality characteristics that correlate
impose a pattern on the personality. For
with one another but do not constitute a factor
example, the behavior of a person reared in an
because they are not determined by a single
impoverished inner-city neighborhood is
source. Composed of several elements, they
molded differently from the behavior of a
are less stable and permanent and, therefore,
person reared in upper-class luxury.
less important in describing personality. For
example, several behavioral elements such as
anxiety, indecision, and irrational fear combine
Common Traits Everyone shares common
to form the surface trait labeled neuroticism. traits to some degree; for
example, everyone has
some measure of
Source Traits intelligence or of
extraversion
- Stable and permanent traits that are the
basic factors of personality, derived by Unique Traits Each of us has unique
the method of factor analysis. traits that distinguish us
as individuals; for
Unitary personality factors that are example, a liking for
much more stable and permanent. Each politics or an interest in
source trait gives rise to some aspect of baseball.
behavior. Source traits are those individual
factors derived from factor analysis that
combine to account for surface traits. The basic SECOND WAY TO CLASSIFY TRAITS
elements of personality.
Ability Traits Our skills and abilities
determine how well we
can work toward our
Constitutional Traits goals.

- Source traits that depend on our

Temperament Traits Our emotions and
physiological characteristics. feelings (whether we are
Originate in biological conditions but assertive, fretful, or
easygoing) help
are not necessarily innate. For example,
determine how we react
alcohol or drug use can lead to behaviors such to the people and
as carelessness, talkativeness, and slurred situations in our
speech. Basically, this depends on our environment.
physiological characteristics.
Dynamic Traits The forces that underlie
our motivations and drive
Environmental-mold Traits our behavior
 THIRD CLASS OF TRAITS – SURFACE VS
SOURCE
Surface traits Characteristics composed
of any number of source
traits, or behavioral
elements; they may be
unstable and
impermanent, weakening
or strengthening in
response to different
situations.
Source Traits Single, stable, permanent
elements of our behavior.
ORIGINS OF SOURCE TRAITS
Constitutional Traits Source traits that have
biological origins, such as
the behaviors that result
from drinking too much
alcohol.
Environmental-mold Source traits that have
Traits environmental origins,
such as the behaviors that
result from the influence
of our friends, work
environment, or
neighborhood.
Source Traits: The Basic Factors of
Personality
These factors are best known in the form in
which they are most often used, in an objective
personality test called the Sixteen Personality
Factor (16 PF) Questionnaire
The 16 PF (Personality Factor) Test
Based on the 16 major source traits. The
test is intended for use with people 16 years of
age and older and yields scores on each of the
16 scales.
1. Abstractedness
2. Apprehension
3. Dominance
4. Emotional Stability
5. Liveliness
6. Openness to change
7. Perfectionism
8. Privateness
9. Reasoning
10. Rule Consciousness
11. Self-Reliance
12. Sensitivity
13. Social Boldness
14. Tension
15. Vigilance
16. Warm
Dynamic Traits: The Motivating Forces
The traits concerned with motivation,
which is an important issue in many personality
theories. Cattell believed that a personality
theory that failed to consider the impact of
dynamic, or motivating, forces is incomplete,
like trying to describe an engine but failing to
mention the type of fuel on which it runs.
Ergs
- Permanent constitutional source traits
that provide energy for goal-directed
behavior. Ergs are the basic innate units
of motivation.
Sentiments
- A environmental-mold source traits that
motivate behavior.
The Influences of Heredity and Environment
 He investigated the importance of It is generally a productive, satisfying
hereditary and environmental factors by time in terms of career, marriage, and family
statistically comparing similarities found situations. The personality becomes less
between twins reared in the same family, twins flexible, compared with earlier stages, and thus
reared apart, non-twin siblings reared in the emotional stability increases.
same family, and non-twin siblings reared apart.
Thus, he was able to estimate the extent to
which differences in traits could be attributed to Late Maturity – (60 to 65)
genetic or to environmental influences.
Personality developments in response to
Cattell concluded that overall, one-third physical, social, and psychological changes.
of our personality is genetically based, and two- Health, vigor, and physical attractiveness may
thirds is determined by social and decline and the end of life may be in view.
environmental influences. People reexamine their values and search for a
new self. This period is somewhat similar to
Carl Jung’s view of the midlife period.
Stages of Personality Development
Infancy – (Birth to 6)
Old Age – (65+)
The major formative period for
Involves adjustments to different kinds
personality. The child is influenced by parents
of losses—the death of spouses, relatives, and
and siblings and by the experiences of weaning
friends; a career lost to retirement; loss of status
and toilet training. Social attitudes develop
in a culture that worships youth; and a pervasive
along with the ego and the superego, feelings of
sense of loneliness and insecurity.
security or insecurity, attitudes toward
authority, and a possible tendency to
neuroticism STAGE AGE DEVELOPMEN
T
Infancy Birth to 6 Weaning; toilet
Childhood – (6 to 14) training; formation
of ego, superego,
This stage marks the beginning of a and social attitudes
move toward independence from parents and an
Childhood 6-14 Independence from
increasing identification with peers. parents and
identification with
peers
Adolescence – (14 to 23)
Adolescence 14-23 Conflicts about
Emotional disorders and delinquency independence, self-
assertion, and sex
may be evident as young people experience
conflicts centered on the drives for Maturity 23-50 Satisfaction with
independence, self-assertion, and sex. career, marriage, and
family

Late Maturity 50-65 Personality changes

Maturity – (23 to 50) in response to
physical and social
 circumstances
Old Age 65+ Adjustment to loss
of friends, career,
and status
Assessment in Cattell’s Theory
Cattell’s objective measurements of
personality used three primary assessment
techniques, which he called L-data (life
records), Q-data (questionnaires), and T-data
(tests).
Life records (L-data)
- Ratings of behaviors observed in real-life
situations, such as the classroom or
office.
Involves observers’ ratings of specific
behaviors exhibited by people in real-life
settings such as a classroom or office. Involve
overt behaviors that can be seen by an observer
and occur in a naturalistic setting rather than
in the artificial situation of a psychology
laboratory.
Questionnaires (Q-data)
- Self-report questionnaire ratings of our
characteristics, attitudes, and interests.
The Q-data technique relies on
questionnaires. Q-data technique requires them
to rate themselves. Cattell warned that Q-data
must not automatically be assumed to be
accurate.
Personality tests (T-data)
- Data derived from personality tests that
are resistant to faking.
Involves the use of what Cattell called
“objective” tests, in which a person responds
without knowing what aspect of behavior is
being evaluated. Cattell considered tests such as
the Rorschach, the Thematic Apperception
Test, and the word-association test to be
objective because they are resistant to faking.
Behavioral Genetics
- The study of relationship between
Genetics or Hereditary factors and
personality traits.
Regardless of the method used to
evaluate or investigate personality, a significant
genetic component must be considered.
Hans Eysenck (1916 – 1997)
 Born on Berlin, Germany on March 4,
1916
 Received his Ph.D. in Psychology from
the University of London
 Before his death, he was the world’s
most frequently cited psychologist
DEFINITION OF PERSONALITY
The sum-total of the actual or potential
behavior-patterns of 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.
The cognitive sector (intelligence)
The conative sector (character) dimensions remain consistent. For example,
the introverted child tends to remain introverted
The affective sector (temperament)
through adolescence and into adulthood
The somatic sector (constitution)

The Role of Intelligence

Three Dimensions of Personality
Although he did not list intelligence as a
The result of their efforts is a personality personality dimension, he considered it an
theory based on three dimensions, defined as important influence on personality. He noted
combinations of traits or factors. We might that a person with an IQ of 120, which is high,
think of the dimensions as superfactors. is likely to have a more complex and
multidimensional personality than a person with
E—Extraversion versus introversion
an IQ of 80.
N—Neuroticism versus emotional stability
Extraversion
P—Psychoticism versus impulse control (or
Extraverts are oriented toward the
superego functioning)
outside world, prefer the company of other
people, and tend to be sociable, impulsive,
adventurous, assertive, and dominant. In
Traits of Eysenck’s personality dimensions
addition, people who score high in extraversion
EXTRAVERSIO NEUROTICIS PSYCHOTICIS on the Eysenck Personality Inventory have
N| M| M | IMPULS
INTROVERSION EMOTIONAL CONTROL been found to experience more pleasant
STABILITY emotions and to be happier. Introverts react
more strongly than extraverts to sensory
Sociable Anxious Aggressive
stimulation. Extraverts experience more
Lively Depressed Cold pleasant emotions. Extraverts have lower base
levels of cortical arousal
Active Guilt feelings Egocentric

Assertive Low self- Impersonal

esteem Neuroticism

Sensation Tense Impulsive Eysenck suggested that neuroticism is

Seeking largely inherited, a product of genetics rather
Carefree Irrational Antisocial than learning or experience. Studies in Australia
found that people who scored high in
Dominant Shy Creative
neuroticism on the Eysenck Personality
Venturesome Moody Tough-minded Inventory outperformed those who scored low
when their work environment was fast-paced
and stressful. In other words, neurotics seem to
Stability over Time function best in busy situations where they
were forced to work harder. Neurotics react
The traits and dimensions tend to remain emotionally to events other people consider
stable throughout the life span despite our insignificant.
different social and environmental experiences.
Our situations may change but the
 According to Eysenck, these differences dimensions. An ideal society affords people the
in biological reactivity on the neuroticism opportunity to make the best use of their traits
dimension are innate. People are genetically and abilities. However, some people will adapt
predisposed either toward neuroticism or toward to the social environment better than others will.
emotional stability. Neurotics have low self-
esteem and high guilt feelings. Neurotics
function well in fast-paced, stressful jobs. The person high in psychoticism, for
Neurotics score lower in verbal ability. example, typified by hostile and aggressive
behaviors, may become emotionally disturbed,
or exhibit criminal tendencies, or channel the
Psychoticism aggressive traits into a socially acceptable
enterprise such as coaching college football.
People who score high in psychoticism
can also be highly creative. The research
evidence tends to suggest a large genetic
component. However, it has also been found
that those who scored high in psychoticism had The Primary Role of Heredity
more authoritarian and controlling parents
Traits and dimensions are determined
than those who scored low, thus supporting the
primarily by heredity, although the research
potentially harmful influence of the childhood
evidence shows a stronger genetic component
environment. Eysenck suggested that
for extraversion and neuroticism than for
psychoticism may be related to male hormones
psychoticism. Eysenck did not rule out
since men generally score higher than female on
environmental and situational influences on
psychoticism. Psychotics can be cruel, hostile,
personality, such as family interactions in
and insensitive. Psychotics have more problems
childhood, but he believed their effects on
with alcohol and drug abuse. Psychotics are
personality were limited. All three personality
aggressive, antisocial, and egocentric.
dimensions are determined primarily by
Men vs. Women: Who is Higher on P??? heredity.
Psychoticism vs. Tender mindedness
High Psychoticism: - Egocentric, Impulsive, FOUR BASIC TEMPERAMENTS
Non-conforming. Suspicious, sometimes
The first two factors create 4 combinations,
antisocial.
related to the four basic temperaments
Low Psychoticism (Tender Minded) - Warm, recognized by ancient Greeks:
Caring, Cooperative. Conforming to social
Melancholic (introverted + unstable): sad,
norms.
gloomy
ANSWER: MALES tend to show higher
Choleric (extroverted + unstable): hot-
psychoticism than females.
tempered, irritable
Phlegmatic (introverted + stable): sluggish,
Eysenck believed that society needs the calm
diversity provided by people characterized
by all aspects of these three personality
Sanguine (extroverted + stable): cheerful,
hopeful
THE FIVE FACTOR MODEL
Robert McCrae & Paul Costa Jr
Allport, Norman and Cattell were
influential in formulating this taxonomy which
was later refined.
Allport compiled a list of 4500 traits.
Cattell reduced this list to 35 traits.
Although many researchers have studied
these five factors, the two leading proponents
today are Paul Costa Jr. and Robert McCrae.
Big Five model of personality asserts
that there are five basic factors of personality.
THE BIG FIVE
The big five model is based on common
language descriptors of personality (lexical
approach)
Many similar habits taken together forms a trait.
Again, many similar traits when taken together
forms a Factor or a type.
The big five factor model describes personality
in terms of five factors.
These factors lead to an individual to act in a
certain way in a given situation.
EXTRAVERSION
The first factor, Extraversion, has also been
called dominance submissiveness, and
“surgency”. (Sociable, talkative, fun-loving,
affectionate)
• Energy, surgency, and the tendency to seek
stimulation and the company of others
LOW INTRAVERSION
  Reserved
 Timid
HIGH FACETS OF AGREEABLENESS
 Quite
 Trust
 Straightforwardness
HIGH FACETS OF EXTRAVERSION  Altruism
 Compliance
 Gregarious
 Modesty
 Assertive
 Tender-mindedness
 Warmth
 Active Agreeableness, which is sometimes
 Excitement-seeking instead called Social Adaptability or Likability,
 Positive emotions indicates a friendly, compliant personality, one
who avoids hostility and tends to go along with
People who score high in extraversion tend to:
others.
• Be high in emotional stability and life
The agreeableness scale is linked to
satisfaction
altruism, nurturance, caring and emotional
• Be better able to cope with everyday stress support versus competitiveness, hostility,
indifference, self-centeredness, spitefulness and
• Get high grades
jealousy.
• Enjoy high status and prominence in college
Agreeable people can be described as
Extraversion has an interpersonal altruistic, gentle, kind, sympathetic, softhearted
component and is strongly related to positive and warm
affect such as being enthusiastic, energetic,
interested and friendly.
CONSCIENTIOUSNESS
Extraverts show less anxiety over
negative feedback. A tendency to show self-discipline, act
dutifully, and aim for achievement. (Careful,
It has long been noted that Extraversion
reliable, hardworking, organized)
is associated with leadership.

LOW CONSCIENTIOUSNESS
AGGREEABLENESS
 Easily Distracted
A tendency to be compassionate and
 Disorganized
cooperative rather than suspicious and
 Unreliable
antagonistic towards others (Good-natured,
softhearted, trusting, courteous)
HIGH FACETS OF CONSCIENTIOUSNESS
LOW AGGREEABLENESS  Competence
 Order
 Cold
 Dutifulness
 Disagreeable
 Achievement striving
 Antagonistic
  Self-discipline
 Deliberation
People who score high in conscientiousness
are likely to:
• Be reliable, efficient, and punctual
• Get better grades
• Be well-organized and disciplined
• Set high personal goals
• Be accepted by their peers and have more
friends
• Be healthier and live longer
• Wear seat belts, exercise, get enough sleep,
and eat more fruits and vegetables
Conscientiousness, also called
Dependability, Impulse Control, and Will to
Achieve
Conscientiousness is a measure of goal-
directed behavior and amount of control over
impulses.
Conscientious people value cleanliness
and ambitiousness
 Anxiety
 Angry hostility
 Depression
 Self-consciousness
 Impulsiveness
 Vulnerability
Neuroticism describes people who
frequently are troubled by negative emotions
such as worry and insecurity.
Emotionally, they are labile (readily
aroused) instead of stable, like their low-scoring
peers; thus, the factor, turning attention to its
opposite pole— low Neuroticism—has also
been called Emotional Stability, Emotional
Control, and Ego Strength
Lower scores on neuroticism also are
associated with fewer health complaints, are
happier and more satisfied with life than those
who score high, and they are more satisfied with
their marriage.
OPENNESS
Original, independent, creative, daring

LOW OPENNESS TO EXPERIENCE

NEUROTICISM
 Un-Imaginative
A tendency to be compassionate and
 Inflexible
cooperative rather than suspicious and
 Literal-minded
antagonistic towards others (Worried, insecure,
 Dull
nervous, highly strung)

HIGH FACETS OF OPENNESS TO

LOW NEUROTICISM
EXPERIENCE
 Self-Confident
 Ideas
 Calm
 Fantasy
 Secure
 Aesthetics
HIGH FACETS OF NEUROTICISM  Actions
 Feelings
  Values
People low in Openness, in contrast,
value cleanliness, obedience, and national
security.
It is a measure of depth, breadth and
variability in a person's imagination and urge
for experiences.
People with a high openness to
experience have broad interests, are liberal and
like novelty. The preservers with low openness
to experience are conventional, conservative
and prefer familiarity.
People who score high in conscientiousness,
agreeableness, openness, and extraversion are
likely to:
• Be popular and judged more attractive
• Get good grades
• Cope well with stress
• Be good parents
• Prefer dogs over cats
Adolf Hitler
Adolf Hitler is one of the famous person
that have a very unique personality. He was a
politician and the leader of the Nazi Party, also
chancellor of Germany. People always
comment that he is a person who cruel,
inhuman, and insatiable greed for power.
Openness to Experience (LOW)
- He was obsessed with anger and anti-Jew
thoughts and was never able to see the
other side of paradigm
Conscientiousness (HIGH)
- Hitler was highly motivated by his
beliefs and was ready to go to the
extremities to achieve what he desired.
Extraversion (HIGH)
- Hitler was extroverted in the sense of
expressing is hatred towards Jews, his
leadership abilities and social and
communication skills
Agreeable (LOW)
- Was cruel leader who never showed
sympathy towards ailing Jews and even
towards the Nazi soldiers who were
killed and injured.
Neuroticism (HIGH)
- Hitler was the person who often
experienced emotional instability, and
much of them are negative emotion:
Anxiety and Irritability.
Bill Gates
Bill Gates is an American business
magnate, philanthropist, investor, computer
programmer, and inventor. Gates is the former
chief executive and chairman of Microsoft. In
the later stages of his career, Gates has pursued
a number of philanthropic endeavors, donating
large amounts of money to charitable
organizations and scientific research programs.
Openness to Experience (HIGH)
 - He was willing to try new ideas and a  1=disagree
new more innovated way of looking at  2=slightly disagree
the PC world, which attributed to his  3=neutral
success.  4=slightly agree
 5=agree
Conscientiousness (HIGH)
- With leadership of Bill Gates, Microsoft
was able to surpass IBM which proves
his achievement over the time in growing
the business stronger and solid.

Extraversion (LOW)
- Bill Gates is quiet and bookish but
apparently unfazed by others opinion of
him.

Agreeable (MEDIUM)
- He understood the value of partnerships
and working together with outside
entities to obtain his goal.

Neuroticism (MEDIUM)
- Gates is notorious for not being
reachable by phone and for not retuning
phone calls. He also interrupts
presentations of employees and made
harsh comments.

INTRODUCTION BIG 5 TEST

This is a personality test; it will help you
understand why you act he way that you do and
how your personality is structured. Please
follow the instructions below. Scoring and
results are on the coming slides.
Instructions:
In the table on next slide, for each statement 1-
50. mark how much you agree with on the scale
1-5, where
Theories of Personality NOTES
Humanistic-Existential Perspective
1 Optimistic perspective on humanity
2 Abraham Maslow
Coined the term self-actualization
Psychoanalytic and behaviorism approach were
everywhere so he created this as a response

3 Life of Maslow
Eldest of 7 children (he was not the favorite) He
was insulted as a “negro” Constant discipline
from mother Considered his mother as
supersitious and punishing She told him that
God would punish his disobedience
4 Lawyeres were confrontational and
adversarial unlike his timid self He discontinued
law school and started at again at med school
He quits anything that he dislikes or seen as
anti-humanistic even though he is smart
5 Birth of Humanistic Psychology
6 He wants to change psychology that’s why he
created humanistic psychology He wants to
study the super healthy instead of the
dysfunctional
7 Wants to find out how people become self
actualized that’s why he studied biographies of
actual self actualized people
8 Self actualized person qualities (the result of
his studies of the biographies)
9 Physiological needs
10 Maslow’s hierarchy of needs
11 Deficit needs - physiological and quite
important Being needs - associated with self-
consciousness Maslows stated that one cannot
move forward when one cannot satisfy deficit
needs before being needs
12 physiological needs The concept of “human
survival”
13 Safety needs Same with physiological needs
but more important Needs to keep us safe from
harm House is the physical structure while
home is the individual’s sanctuary
14 Love and belongingness Second parto of
maslow’s needs Focuses on interpersonal
relationships Sexual intercourse is not here
because it is about reproduction and human
survival
15 Esteem needs Reputation is external, while
self esteem is internal
16 Self actualizing needs This is the hightest
level according to maslow Fullest potential and
realizing the potential of the person Personal
growth, pursue of talent,
17 Cognitive needs Exists outside the hierarchy
The need to know is stronger than need to
understand
1. Animals explore and manipulate
environment for no apparent reason
 2. Historical evidence that people always 23 Basic premise
sought knowledge in risk of lives
● Formative tendency
3. Emotionally healthy people attracted
○ Capacity to change
to unsolved mysteries
4. Emotionally healthy adults have
complained of boredom and lack of zest and ● Actualizing tendency
excitement in life
○ Capacity to move towards fulfilling
18 Metamotivation Meta meaning after/beyond potential
“Bravo” motivation Metaneeds Metapathology
Jonah complex (jonah tasked by god to go
somewhere but unableto complete task because ● Need for maintenance
of doubt) THE FEAR OF NOT MAXIMIZING ○ Resist change and seek status quo
POTENTIAL
○ Fear change

19 List of metaneeds and metapahtologies

● Need for enhancement

20 Person centered theory: carl rogers Client
centered is about the therapy while person ○ To become more
centered is the theory but they are the same

● Organismic valuing process

21 Carl rogers biography ○ Regardless of childhood experiences, it
is up to us if this will let us influence our quest
for growth and self actualization
22 Person centered theory All human beings are
basically good Everyone has the capacity to
grow and achieve optimal potential Emphasizes 24 Self and self actualization
the process of growth and attainment instead of
the result Very optimistic and positive on views
on people The person facilitates change while 25 Self subsystems
the therapist only guides Sometimes people
need help that’s why he created client centered ● Organismic self
therapy Rejects freud’s deterministic childhood ○ Entire physical body of the person
experiences to change as a person but
recognizes that these experiences can affect us
the way we perceive ourselves and the ● Self concept
environment but does not change the person
○ Aspect of one’s being and experience
but not always accurate
● Self ideal ● Disorganization
○ What one wishes to be ○ According to rogers, when someone
notices your true personality but you try to
○ What people aspire to possess
present your other persona

26 Awareness Carl rogers has a different view

● Defensiveness
of awareness Awareness has levels
○ According to rogers,
○ Denial
27 Incongruence They happen because of wide
gaps between self concept and ideal self ■ Denying the truth
Constant part between organismic self and self
○ Distortion
concept
■ Misinterpretation of an
experience
■ Distort one’s experience
1 Barriers to psychological health
■ More on not living in reality
● unconditional positive regard
● Person centered therapy
○ No matter the state, you will always be
● Client centered therapy
loved
○ Each and every person has the
potential to grow as a person
● Conditions of worth
● Encountered group
● External evaluation
● Client centered therapy 3 conditions
○ Comes from other people
○ We try to hide negative aspects of
○ Empathy
ourselves
■ Ability to understand other
○ We use our other persona to show
people as if you’re the other person
people your positive side
■ Putting yourself in the shoes of
○ First impressions
other people
● Incongruence
○ Not true to oneself
○ Genuiness/congruence
○ Affects how you view and present
■ Real self and self concept
yourself
intersects with each other
 ■ Self actualization to achieve
potential
○ Unconditional positive regard
■ As a therapist, love them no
matter what
■ See the positive side of things
■ The challenge of being a client
centered therapist
● Fully functioning person characteristics
● Personal construct theory george kelly
● George kelly
○ Psychologist and educator
○ Father of cognitive clinical psych
○ Personal construct theory
■ Tackle a person’s construct
● Life of kelly
○ Religious parents
○ Only child
○ Degree in physics and math
● Personal construct theory
○ Doesn’t like behaviorist theories
○ Each individual’s task is to understand
their psychology
○ “We are our own personal scientist” in
which we try to discover our own constructs
(personality but more of an internal model of
reality)
○ Help us understand and explain the
world around us through observation and
experimentation, we can understand our own
construct
● Personal constructs
○ There are two polarities in our personal
construct
■ either/or fashion
● Cpc cycle
○ The decision making cycle
○ Circumspection
■ Based on our observations, we
would normally use this specific
construct
■ E.g. a person who is new to
you, you would either show your positive
side or your negative side
○ Preemption
■ We try to decide what
constructs we have to use appropriate to
the situation
■ E.g. Meeting someone you
know but has negative behavior so you
show him your negative side
■ Limit what construct you can
use
○ Control
● Eleven corollaries
○ Classification of our different
constructs
○ Construction corollary
■ E.g. each time we different
music in a different melody and different
instruments are used, still we recognize
the replicated theme of the song
■ We can predict such an event in
the future
■ E.g. based on what we watch on
tv, you might assume that it might
happen to you too
■ You can predict any possibility
no matter what event
■ E.g. tasked to review for your
exams but you couldn’t get out of your
work on time, you can predict that you
could get a lower grade if you don’t
review on time
○ Individual corollary
○ Choice corollary
■ We choose the alternative for
each constructs which works for us
■ We have the capacity to choose
which construct we’re gonna use
■ Depending of your choice, you
can predict the outcome
○ Range corollary
■ Differs on each specific event
■ E.g. interacting with peers
differs from how you interact with your
professors
○ Experience corollary
■ E.g. way of learning back in shs
where everything is handed out to you
but when you reach college you can no
longer apply what you used to do during
shs

■ Everyone has a unique ■ By expounding your

perception knowledge, you are challenging your
construct
■ There are no two people that
has the same construct, according to
george kelly
○ Modulation corollary
■ Just like assimilation
○ Organization corollary
■ Adawdadadam
○ Fragmentation corollary
■ Dawdawd
○ Dichotomy corollary
■ Pairs of opposite
○ Commonality corollary
 ■ Birds of the same feather flock
together
○ Sociality corollary

● Fixed role therapy

○ Trying to show client that even though
they have these constructs, they have the ability
to modify or adapt other constructs that we have
○ Even though you are used to this
construct in a specific situation, there are also
other constructs which can be used in the
situation
DONT FOCUS ON EXISTENTIAL
PSYCHOTHERAPY