Moraleja Psy3 SLM3

Republic of the Philippines
Laguna State Polytechnic University

ISO 9001:2015 Certified
Province of Laguna
Level I Institutionally Accredited
LSPU Self-Paced Learning Module (SLM)

Course Theories of Personality
Sem/AY Second Semester/2023-2024
Module No. 3
Lesson Title Humanistic-Existential and Dispositional Theories
Week
10-13
Duration
Description This module will focus on theories under humanistic-existential and
of the dispositional perspective. Biography of the proponent, view of Human
Lesson nature, concepts, nature of maladjustments, applications and critiques will
be discussed.
Learning Outcomes
Intended To be able to understand humanistic and existential theories
Learning
To be able to discuss the relevance of the humanistic/existential theories when it
Outcomes comes to counseling and psychotherapy
To identify the characteristics of a healthy person based on the principles of

humanisic-existential and dispositional theories
Targets/ At the end of the lesson, students should be able to:
Objectives  Understand the different view of human nature, concepts, nature of
maladjustments, applications and critiques of theories under
humanistic-existential and dispositional theories.
Student Learning Strategies
Face to Face A. Face to Face Discussion.

Discussion Students should attend the face to face regularly three
hours per week.
B. Learning Guide Question:

1. What is the difference between the view about humanity of
Maslow, Rogers, May and Allport?
2. How do dispositional theories differ with other perspective
about personality?
Offline Activities
LSPU SELF-PACED LEARNING MODULE: THEORIES OF PERSONALITY

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LECTURE GUIDE 9- HOLISTIC-DYNAMIC THEORY
I. Biography of Abraham H. Maslow

 born in New York City in 1908, the oldest of seven children of
Russian Jewish immigrants.
 Had the most lonely and miserable childhood (shy, inferior,
depressed)
 Oldest of the seven children
 He never overcame the intense hatred he had towards his mother.
He refused to attend her funeral.
 After 2 or 3 mediocre years as a college student, Maslow's academic
work improved at about the time he was married.
 He married his first cousin, Bertha Goodman
 He received both a bachelor's degree and a PhD from the University
of Wisconsin, where he worked with Harry Harlow conducting
animal studies (monkeys).
 Poor health forced him to move to California, where he died in 1970
at age 62.
II. Key Terms and Concepts

A. Maslows View of Motivation
1. the whole organism is motivated at any one time;
2. motivation is complex, and unconscious motives often underlie
(e-Learning/Self-
behavior;
Paced) 3. people are continually motivated by one need or another;
4. people in different cultures are motivated by the same basic
needs; and
5. needs can be arranged on a hierarchy
B. Hierarchy of Needs
 lower level needs have prepotency over higher level needs; that is,
lower needs must be satisfied before higher needs become
motivators.
 Called CONATIVE needs: have a striving or motivational character
 As long as the need is not yet satisfied, the person will continue to
strive to satisfy it (almost doing anything to obtain it)
a) physiological needs
 oxygen, food, water, sex
b) safety needs
 physical security, stability, dependency, protection, and
freedom from danger
 Children: threats, animals, strangers, punishments
c) love and belongingness needs
 desire for friendship, the wish for a mate and children, and the
need to belong
 1st group: need fully satisfied; feels accepted and will not feel
devastated if rejected
 2nd group: never experienced love; thus, incapable of giving love

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3rd group: received the need in small doses; strongest

motivation to seek love
 Children: straightforward and direct
 Adults: disguise; self-defeating behaviors
d) esteem needs
 satisfaction of love needs and which include self-esteem and the
recognition that we have a positive reputation
e) self-actualization needs
 self-fulfillment, realization of one’s own potential
 they become independent of the lower needs
 should embrace the B-values as truth, beauty, oneness, justice,
etc
*Other categories of needs include aesthetic needs, cognitive needs, and
neurotic needs.
a) Aesthetic Needs
 desire for beauty and order, and some people have much
stronger aesthetic needs than do others.
 Will get sick if not met
 people with strong aesthetic needs do not automatically reach
self-actualization
 Not universal
b) Cognitive Needs
 desire to know, to understand, and to be curious.
 Knowledge is a prerequisite for each of the five conative needs.
(only for those who have this need)
 people who are denied knowledge and kept in ignorance
become sick, paranoid, and depressed.
 people who have satisfied cognitive needs do not necessarily
become self-actualized.
c) Neurotic Needs
 desire to dominate, to inflict pain, or to subject oneself to the
will of another person.
 lead to pathology whether or not they are satisfied
d) General Discussion of Needs
 Reversed Order Needs
 Maslow insisted that much of our surface behaviors are actually
motivated by more basic and often unconscious needs.
 For example, a starving mother may be motivated by love needs
to give up food in order to feed her starving children. However,
if we understand the unconscious motivation behind many
apparent reversals, we might see that they are not genuine
reversals at all.
 Unmotivated Behavior
 Some behaviors are not motivated even though all behaviors
have a cause
 Conditioned reflexes, maturation, or drugs
 Expressive and Coping Behavior

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 have no aim or goal but are merely a person's mode of
expression
 deal with a person's attempt to cope with the environment
 Deprivation of Needs
 leads to pathology of some sort
 Instinctoid Nature of Needs
 Innately determined needs that can be modified by learning
 Thwarting of instinctoid needs produces pathology whereas the
frustration of noninstinctoid needs does not
 Specie-specific
 Comparison of Higher and Lower Needs
 higher level needs (love, esteem, and self-actualization) are
later on the evolutionary scale than lower level needs and that
they produce more genuine happiness and more peak
experiences.
 Seems like these needs follow a development course
C. Self-Actualization
 an ultimate level of psychological health called self-actualization.
 absence of psychopathology,
 satisfaction of each of the four lower level needs,
 full realization of one's potentials for growth
 acceptance of the B-values.
a) Values of Self-Actualizers
 Self-actualizing people are metamotivated by such B-values as truth,
goodness, beauty, justice, and simplicity.
 If people’s metaneeds are not met they experience existential illness
b) Characteristics of Self-Actualizing People

 not all self-actualizers possess each of these characteristics to the
same extent.
 more efficient perception of reality; they often have an almost
uncanny ability to detect phoniness in others, and they are not
fooled by sham;
 acceptance of self, others, and nature;
 spontaneity, simplicity, and naturalness; they have no need to
appear complex or sophisticated;
 problem-centered; they view age-old problems from a solid
philosophical position;
 the need for privacy, or a detachment that allows them to be
alone without being lonely;
 autonomy; they have grown beyond dependency on other
people for their self-esteem;
 continued freshness of appreciation and the ability to view
everyday things with a fresh vision and appreciation;
 frequent reports of peak experiences, or those mystical
experiences that give a person a sense of transcendence and

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feelings of awe, wonder, ecstasy, reverence, and humility;
 Gemeinschaftsgefü hl, that is, social interest or a deep feeling of
oneness with all humanity;
 profound interpersonal relations but with no desperate need to
have a multitude of friends;
 the democratic character structure; or the ability to disregard
superficial differences between people;
 discrimination between means and ends, meaning that self-
actualizing people have a clear sense of right and wrong, and
they experience little conflict about basic values;
 a philosophical sense of humor; or humor that is spontaneous,
unplanned, and intrinsic to the situation;
 creativeness; they possess a keen perception of truth, beauty,
and reality;
 resistance to enculturation; they have the ability to set personal
standards and to resist the mold set by the dominate culture.
c) Love, Sex, and Self-Actualization

 Maslow compared D-love (deficiency love) to B-love (love for the
being or essence of another person).
 Self-actualizing people are capable of B-love; that is, they have the
ability to love without expecting something in return.
 B-love is mutually felt and shared and not based on deficiencies
within the lovers.
d) Measuring Self-Actualization
 The most widely used of these is Everett Shostrom's Personal
Orientation Inventory (POI), a 150-forced-choice inventory that
assesses a variety of self-actualization facets.
D. The Jonah Complex
 fear of being or doing one's best, a condition that all of us have to
some extent.
 False humility that stifle creativity and that fall short of self-
actualization
III. View of Human Nature

 Maslow believed that people are structured in such a way that their
activated needs are exactly what they want most. Hungry people
desire food, frightened people look for safety, and so forth. Although
he was generally optimistic and hopeful, Maslow saw that people
are capable of great evil and destruction. He believed that, as a
species, humans are becoming more and more fully human and
motivated by higher level needs.
 Maslow's view of humanity rates high on free choice, optimism,
teleology, and uniqueness and about average on social influences.
IV. Nature of Maladjustment

 Inability to move up of the pyramid or to be self actualize

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V. Application of Holistic-Dynamic Theory

 The aim of therapy is for clients to embrace the B-values
 Clients must be freed from their dependence on others so that their
natural impulse to grow can become active.
VI. Critique of Holistic- Dynamic Theory

 Maslow's theory has been popular in psychology and other
disciplines, such as marketing, management, nursing, and education.
The hierarchy of needs concept seems both elementary and logical,
which gives Maslow's theory the illusion of simplicity. However, the
theory is somewhat complex, with four dimensions of needs and the
possibility of unconsciously motivated behavior.
 As a scientific theory, Maslow's model rates high in generating
research but low in falsifiability.
 On its ability to organize knowledge and guide action, the theory
rates quite high;
 Average on its simplicity and internal consistency.
LECTURE GUIDE 10- CLIENT CENTERED THEORY
l. Biography of Carl Rogers

 born into a devoutly religious family in a Chicago suburb in 1902.
 Carl became interested in scientific farming and learned to
appreciate the scientific method.
 When he graduated from the University of Wisconsin, Rogers
intended to become a minister, but he gave up that notion and
completed a PhD in psychology from Columbia University in 1931.
 In 1940, after nearly a dozen years working as a clinician, he took a
position at Ohio State University. Later, he held positions at the
University of Chicago and the University of Wisconsin.
 In 1964, he moved to California where he helped found the Center
for Studies of the Person.
 His personal life was marked by change and openness to experience
 He was shy and social inept but he got married to Helen Elliott and
had 2 children
 He died in 1987 at age 85.

A. Basic Assumptions
 the formative tendency that states that all matter, both organic and
inorganic, tends to evolve from simpler to more complex forms and
 an actualizing tendency, which suggests that all living things,
including humans, tend to move toward completion, or fulfillment of

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potentials.
 Maintenance = of needs
 Enhancement = willingness to face pain because of the biological
tendency to fulfill basic nature wc is actualization
 relationship with another person who is genuine, or congruent, and
who demonstrates complete acceptance and empathy for that
person. Lead people to become actualized
B. The Self and Self-Actualization
 A sense of self during infancy, once established, allows a person to
strive toward self-actualization
 The self has two subsystems:
 self-concept: aspects of one's identity that are perceived in
awareness, and
 ideal self: view of our self as we would like it to be or what we
would aspire to be.
Once formed, the self-concept tends to resist change, and gaps between it
and the ideal self result in incongruence and various levels of
psychopathology.
C. Awareness
 People are aware of both their self-concept and their ideal self,
although awareness need not be accurate.
 Any experience not consistent with the self-concept—even positive
experiences—will be distorted or denied.
 Person distrusts the giver
 Recipient does not feel deserving of them
 Compliment carries an implied threat
 three levels of awareness:
 those that are symbolized below the threshold of awareness
and are ignored, denied, or not allowed into the self-concept;
 those that are distorted or reshaped to fit it into an existing self-
concept; and
 those that are consistent with the self-concept and thus are
accurately symbolized and freely admitted to the self-structure.
D. Needs
 As awareness of self emerges, an infant begins to receive positive
regard from another person, that is, to be loved or accepted.
 Incongruence: experienced when basic organismic needs are denied
or distorted in favor of needs to be loved or accepted.
 Self-regard: people acquire only after they perceive that someone
else cares for them and values them
 Once established, however, self-regard becomes autonomous and no
longer dependent on another person's continuous positive
evaluation.
 Contact (with another person)  Positive regard (from others) 
positive self-regard
E. Barriers to Psychological Health

 Conditions of Worth

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 not unconditionally accepted
 they feel that they are loved and accepted only when and if they
meet the conditions set by others.
 External evaluations: our perceptions of other people’s view of
us that do not foster psychological health
 Incongruence
 Organismic experience versus self-experiences
 The greater the incongruence between self-concept and the
organismic experience, the more vulnerable that person
becomes.
 Anxiety exists whenever the person becomes dimly aware of
the discrepancy
 threat is experienced whenever the person becomes more
clearly aware of this incongruence
 Defensiveness
 To prevent incongruence
 With distortion, people misinterpret an experience so that it fits
into their self-concept
 with denial, people refuse to allow the experience into
awareness
 When people's defenses fail to operate properly, their behavior
becomes disorganized or psychotic
 Disorganization
 people sometimes behave consistently with their organismic
experience and sometimes in accordance with their shattered
self-concept.
F. Psychotherapy
For client-centered psychotherapy to be effective, six conditions
are necessary:
(1) A vulnerable or anxious client must
(2) have contact of some duration
(3) with a congruent counselor
(4) who demonstrates unconditional positive regard
(5) and who listens with empathy to a client
(6) who perceives the congruence, unconditional positive regard, and
empathy.
If these conditions are present, then the process of therapy will
take place and certain predictable outcomes will result.
a) Conditions
 counselor congruence, or a therapist whose organismic
experiences are matched by awareness and by the ability and

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willingness to openly express these feelings.
 Unconditional positive regard exists when the therapist
accepts and prizes the client without conditions or
qualifications.
 Empathic listening is the ability of the therapist to sense the
feeling of a client and also to communicate these perceptions so
that the client knows that another person has entered into his
or her world of feelings without prejudice, projection, or
evaluation.
b) Process
 Rogers saw the process of therapeutic change as taking place in
seven stages:
 clients are unwilling to communicate anything about
themselves;
 they discuss only external events and other people;
 they begin to talk about themselves, but still as an object;
 they discuss strong emotions that they have felt in the past;
 they begin to express present feelings;
 they freely allow into awareness those experiences that were
previously denied or distorted; and
 they experience irreversible change and growth.
c) Outcomes
 become more congruent, less defensive, more open to
experience, and more realistic;
 experience a narrowing of the gap between ideal self and true
self;
 experience less physiological and psychological tension;
 improve their interpersonal relationships: and
 become more accepting of self and others.
G. The Person of Tomorrow

 these people would be more adaptable and more flexible in their
thinking.
 they would be open to their experiences, accurately symbolizing
them in awareness rather than denying or distorting them. would
listen to themselves and hear their joy, anger, discouragement, fear,
and tenderness.
 a tendency to live fully in the moment, experiencing a constant state
of fluidity and change. They would see each experience with a new
freshness and appreciate it fully in the present moment; tendency to
live in the moment as existential living.
 remain confident of their own ability to experience harmonious
relations with others. They would feel no need to be liked or loved
by everyone, because they would know that they are
unconditionally prized and accepted by someone.
 they would be more integrated, more whole, with no artificial
boundary between conscious processes and unconscious ones.

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Because they would be able to accurately symbolize all their
experiences in awareness, they would see clearly the difference
between what is and what should be.
 have a basic trust of human nature. They would experience anger,
frustration, depression, and other negative emotions, but they
would be able to express rather than repress these feelings.
 open to all their experiences, they would enjoy a greater richness in
life than do other people. They would live in the present and thus
participate more richly in the ongoing moment.
 Rogers believed that humans have the capacity to change and grow
—provided that certain necessary and sufficient conditions are
present. Therefore, his theory rates very high on optimism.
 It rates high on free choice, teleology, conscious motivation, social
influences, and the uniqueness of the individual.
IV. Nature of Maladjusment

 Incongruence between the real self and ideal self.
V. Application Person-Centered Theory

 Conditions
 Counselor congruence, UPR, , emphatic listening
 Process
 Strategies of therapeutic change
 Theoretical explanation for therapeutic change
 Outcomes
 The persons of tomorrow
VI. Critique of Person-Centered Theory

 Rogers' person-centered theory is one of the most carefully
constructed of all personality theories, and it meets quite well each
of the six criteria of a useful theory.
It rates very high on internal consistency and parsimony, high on its
ability to be falsified and to generate research, and high average on its
ability to organize knowledge and to serve as a guide to the practitioner.
LECTURE GUIDE 11- EXISTENTIAL PSYCHOLOGY
I. Biography of Rollo May

 born in Ohio in 1909, but grew up in Michigan
 he spent 3 years as an itinerant artist roaming throughout eastern
and southern Europe.
 he entered the Union Theological Seminary, from which he received

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a Master of Divinity degree.
 He then served for 2 years as a pastor, but quit in order to pursue a
career in psychology.
 He received a PhD in clinical psychology from Columbia in 1949 at
the relatively advanced age of 40.
 During his professional career, he served as lecturer or visiting
professor at a number of universities, conducted a private practice
as a psychotherapist, and wrote a number of popular books on the
human condition.
 May died in 1994 at age 85.
II. Key Term and Concepts
A. What Is Existentialism?
 existence takes precedence over essence, meaning that process and
growth are more important than product and stagnation.
 existentialists oppose the artificial split between subject and object.
 stress people's search for meaning in their lives.
 insist that each of us is responsible for who we are and what we will
become.
 take an antitheoretical position, believing that theories tend to
objectify people.
B. Basic Concepts
 Being-in-the-world (Dasein)
 a basic unity exists between people and their environments
 a phenomenological approach that intends to understand
people from their own perspective
 Three simultaneous modes of the world characterize us in our
Dasein:
 Umwelt, or the environment around us;
 Mitwelt, or our world with other people; and
 Eigenwelt, or our relationship with our self.
 Nonbeing
 People are both aware of themselves as living beings and also
aware of the possibility of nonbeing or nothingness.
 Death is the most obvious form of nonbeing, which can also be
experienced as retreat from life's experiences.
 Other forms: addictions, promiscuous sexual activity, other
compulsive behaviors, blind conformity to society’s
expectations
C. Anxiety
People experience anxiety when they become aware that their
existence or something identified with it might be destroyed. The
acquisition of freedom inevitably leads to anxiety, which can be either
pleasurable and constructive or painful and destructive.

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a) Normal Anxiety
 proportionate to the threat, does not involve repression, and
can be handled on a conscious level.
b) Neurotic Anxiety
 a reaction that is disproportionate to the threat and that
leads to repression and defensive behaviors.
 It is felt whenever one's values are transformed into dogma.
Neurotic anxiety blocks growth and productive action.
D. Guilt
Guilt arises whenever people deny their potentialities, fail to
accurately perceive the needs of others, or remain blind to their
dependence on the natural world. Both anxiety and guilt are ontological;
that is, they refer to the nature of being and not to feelings arising from
specific situations.
E. Intentionality
 The structure that gives meaning to experience and allows people to
make decisions about the future
 permits people to overcome the dichotomy between subject and
object because it enables them to see that their intentions are a
function of both themselves and their environment.
F. Care, Love, and Will
 Care is an active process that suggests that things matter.
 Love means to care, to delight in the presence of another person,
and to affirm that person's value as much as one's own.
 Care is also an important ingredient in will, defined as a conscious
commitment to action.
a) Union of Love and Will
May believed that our modern society has lost sight of the true
nature of love and will, equating love with sex and will with will power.
He further held that psychologically healthy people are able to combine
love and will because both imply care, choice, action, and responsibility.
b) Forms of Love
 Sex: A biological function through sexual intercourse
 Eros is a psychological desire that seeks an enduring union with a
loved one. It may include sex, but it is built on care and tenderness.
 Philia, an intimate nonsexual friendship between two people, takes
time to develop and does not depend on the actions of the other
person.
 Agape is an altruistic or spiritual love that carries with it the risk of
playing God. Agape is undeserved and unconditional.
G. Freedom and Destiny
Psychologically healthy individuals are comfortable with
freedom, able to assume responsibility for their choices, and willing to
face their destiny.

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a) . Freedom Defined
Freedom comes from an understanding of our destiny. We are
free when we recognize that death is a possibility at any moment and
when we are willing to experience changes even in the face of not
knowing what those changes will bring.
b) Forms of Freedom
May recognized two forms of freedom: (1) freedom of doing, or
freedom of action, which he called existential freedom, and (2) freedom
of being, or an inner freedom, which he called essential freedom.
c) Destiny Defined
May defined destiny as "the design of the universe speaking
through the design of each one of us." In other words, our destiny
includes the limitations of our environment and our personal qualities,
including our mortality, gender, and genetic predispositions. Freedom
and destiny constitute a paradox because freedom gains vitality from
destiny, and destiny gains significance from freedom.

 May viewed people as complex beings, capable of both tremendous
good and immense evil. People have become alienated from the
world, from other people, and, most of all, from themselves.
 On the dimensions of a concept of humanity, May rates high on free
choice, teleology, social influences, and uniqueness.
 On the issue of conscious or unconscious forces, his theory takes a
middle position.

 May saw apathy and emptiness—not anxiety or depression—as the
chief existential disorders of our time. People have become
alienated from the natural world (Umwelt), from other people
(Mitwelt) and from themselves (Eigenwelt). Psychopathology is a
lack of connectedness and an inability to fulfill one's destiny.
V. Application of Existential Psychology

 The goal of May's psychotherapy was not to cure patients of any
specific disorder, but rather to make them more fully human. May
said that the purpose of psychotherapy is to set people free, that is
to allow them to make choices and to assume responsibility for
those choices.
VI. Critique of Existential Psychology

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 May's psychology has been legitimately criticized as being
antitheoretical and unjustly criticized as being anti-intellectual.
May's antitheoretical approach calls for a new kind of science—one
that considers uniqueness and personal freedom as crucial
concepts. However, according to the criteria of present science,
May's theory rates low on most standards. More specifically, we
give it a very low rating on its ability to generate research, to be
falsified, and to guide action; low on internal consistency (because it
lacks operationally defined terms), average on parsimony, and high
on its organizational powers, due to its consideration of a broad
scope of the human condition.
LECTURE GUIDE 12- DISPOSITIONAL THEORIES

ALLPORT’s PSYCHOLOGY OF INDIVIDUAL
I. Biography of Gordon Allport

 born in Indiana in 1897, the son of a physician and former school
teacher.
 He received an undergraduate degree in philosophy and economics
and a PhD from Harvard,
 spent 2 years studying under some of the great German
psychologists, but he returned from Europe to teach at Harvard.
 Two years later he took a position at Dartmouth, but after 4 years at
Dartmouth, he returned to Harvard, where he remained until his
death in 1967.

A. What Is Personality?
 "the dynamic organization within the individual of those
psychophysical systems that determine [the person's] behavior and
thought.
 Dynamic organization: patterned yet subject to change
 Psychophysical: importance of both psychological and physical
aspects of personality
 Determine: not merely the mask we wear but the person behind
that
 Characteristics: uniqueness of the individual
 Behavior and thinking: anything the person does (external or
internal)
B. What is the Role of Conscious Motivation?
 began with his short-lived discussion with Freud, when Allport had
not yet selected a career in psychology.
 Whereas Freud would attribute an unconscious desire in the story
of the young boy on the tram car, Allport saw the story as an
expression of a conscious motive.
 He was inclined to accept self-reports at face value

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C. What Are the Characteristics of a Healthy Person?
 Proactive behavior: not only reacting to external stimuli but causing
their environment to react to them
 Motivated by conscious process: flexible and autonomous
 Relatively trauma-free childhood
 Extension of the sense of self: not self-centered; social interest are
important to them
 Warm relating of self to others: intimate and compassionate; love
other unselfishy
 Emotional security or self-acceptance: not overly upset when things
do not go as planned
 Realistic perception: problem oriented
 Insight & humor: no need to attribute their own mistakes and
weakness to others; can laugh at themselves; see themselves
objectively
 Unifying philosophy of life: have a clear view of the purpose of life
(not necessarily religious)
D. Structure of Personality
 most important structures of personality are those that permit
description of the individual in terms of individual characteristics,
and he called these individual structures personal dispositions.
1. Personal Dispositions
 “common traits” which permit inter-individual comparisons
 “personal dispositions” which are unusual to the individual.
 Interpersonal comparisons are inappropriate to personal
dispositions and any attempt of comparison transforms it to a
common trait
i. Levels (continuum) of personal dispositions:
 Cardinal dispositions: characteristics that are so obvious and
dominating that they cannot be hidden from other people. Not
everyone have this
 Central dispositions: all people have 5 to 10 central
dispositions, or characteristics around which their lives revolve
 Secondary dispositions: are less reliable and less conspicuous
than central traits. Occur with some regularity
ii. Motivational and Stylistic Dispositions
 Allport further divided personal dispositions into
 motivational dispositions - strong enough to initiate action
 stylistic dispositions - the manner in which an individual
behaves and which guide action (does not really have an exact
drive or instinct that causes the behavior)
2. Proprium
 all those behaviors and characteristics that people regard as warm
and central in their lives.
 self/ego could imply an object or thing within a person that controls
behavior,
 whereas proprium suggests the core of one's personhood

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(values/conscience)
E. Motivation
 motives change as people mature and also that people are
motivated by present drives and wants.
a) Theory of Motivation
 people not only react to their environment, but they also shape their
environment and cause it to react to them.
 His proactive approach emphasized the idea that people often seek
additional tension and that they purposefully act on their
environment in a way that fosters growth toward psychological
health.
F. Functional Autonomy
 some (but not all) human motives are functionally independent
from the original motive responsible for a particular behavior.
 two levels of functional autonomy:
 perseverative functional autonomy: tendency of certain basic
behaviors (such as addictive behaviors) to perseverate or
continue in the absence of reinforcement
 propriate functional autonomy: self-sustaining motives (such
as interests) that are related to the proprium.
 a behavior is functionally autonomous to the extent that it seeks
new goals, as when a need (eating) turns into an interest (cooking).
 Not all behaviors are functionally autonomous:

 biological drives = eating, breathing, and sleeping
 reflex actions such as an eye blink
 physique, intelligence, and temperament
 habits in the process of being formed;
 patterns of behavior that require primary reinforcement
 sublimations that can be tied to childhood sexual desires
 some neurotic or pathological symptoms.

 Allport saw people as thinking, proactive, purposeful beings who
are generally aware of what they are doing and why. On the six
dimensions for a concept of humanity, Allport rates higher than any
other theorist on conscious influences and on the uniqueness of the
individual. He rates high on free choice, optimism, and teleology
and about average on social influences.
 Unable to achieve functional autonomy.
V. Application of Psychology of Individual

 Morphogenic Science
 Study of ideographic information or that which is related to
individual case.

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VI. Critique of Psychology of Individual
 His views are based more on philosophical speculation and common
sense than on scientific studies. His theory rates low on its ability to
organize psychological data and to be falsified.
 It rates high on parsimony and internal consistency and about
average on its ability to generate research and to help the
practitioner.
LECTURE GUIDE 13 - BIOLOGICAL BASED FACTOR THEORY

I. Biography of Hans Eysenck
 Born on March 4, 1916 in Berlin
 He received his Ph.D. in 1940 from University College, London
 Worked in the department of Psychology under the supervision of
Professor Sir Cyril Burt, with whom he had a tumultuous
professional relationship throughout his working life.
 Describe his grandmother as “unselfish, caring, altruistic, and
altogether too good for this world”
 Grew up with little parental discipline and few strict controls over
his behavior. Neither parent seemed interested in curtailing his
actions, nor his grandmother had quite permissive attitude toward
him.
 This benign neclect is exemplified by 2 incidents: his father had
bought Hans a bicycle and had promised to teach him to ride leaving
him to learn how to ride all by himself; An adolescent Hans told his
grandmother that he was going to buy some cigarettes, expecting
her to forbid it. However, his grandmother said that if he likes it he
do it by all means.
 Environmental experiences such as these two have little to do with
personality development.

 Disagree with Allport and Cattell, he believe that there are only 2
major (later 3) dimensions of personality. Intraversion-
Extraversion and Neuroticism- Stability
 3/4 of personality dimensions can be accounted by heredity.
 Found these factors to exist cross-culturally and found stable over
time
A. Hierarchy of Behavior
 Types (Superfactors)
 Traits (Personal Disposition)
 Habitual acts or cognition
 Specific acts of cognition
B. 3 Bipolar Dimensions (Superfactors)
1. Extraversion- Introversion (E)

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a)
Characterized people based on their orientation toward
external sources of stimulation from the environment versus an
orientation inward at the opposite extreme.
2. Neuroticism- Stability (N)
a) Basically a measure of emotional stability-instability.
3. Psychoticism- Superego function (P)
a) - includes a disposition toward psychosis and a degree of
sociopathy.
 Personality can be transmitted through heredity.
 Not concerned with concepts of determinism versus free choice,
optimism vs. Pessimism and causality vs. Teleology
 More on conscious over unconscious, biological over social influence
and focuses on uniqueness over similarity.

 Inherited unproductive traits
V. Application of Biologically-based factor theory

 Association with personality and diseases
 Though is does not prove that psychological factors causes the
disease. They just interact.
VI. Critique of Biological-based factor theory

 Rely much on biology
 It does not prove that psychological factors causes the disease.
 Very high on generating research and parsimony.
 Moderate in falsifiability
 High in organizing knowledge
 Moderate to low as guide for practitioners
 Moderate to low in internal consistency
LECTURE GUIDE 14- FIVE-FACTOR TRAIT THEORY
Biography of Robert R. McCrae

 Born in Maryville, Missouri in 1949
 Youngest of 3 children
 Completed Ph.D. in Psychology at Boston University, where he was
referred to Paul Costa and began their collaboration in 1976
Biography of Paul T. Costa, Jr.

 Born in Franklin, New Hampshire in 1942
 Received his Ph.D. in human development form the University of
Chicago in 1970.
 Their collaboration become fruitful producing 200 joint

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publications.
I. Key Terms and Concepts

A. Basics of Factor Analysis
 a mathematical procedure for reducing a large number of scores to a
few general variables or factors.
 Correlations of the original, specific scores with the factors are
called factor loadings.
 Traits generated through factor analysis may be either unipolar
(scaled from zero to some large amount) or bipolar (having two
opposing poles, such as introversion and extraversion).
 For factors to have psychological meaning, the analyst must rotate
the axes on which the scores are plotted.
 Eysenck used an orthogonal rotation whereas Cattell favored an
oblique rotation. The oblique rotation procedure ordinarily results
in more traits than the orthogonal method.
B. The Big Five: Taxonomy or Theory?

A large number of researchers, including Robert McCrae and
Paul Costa, Jr., have insisted that all personality structure can be
narrowed down to five, and only five, and no fewer than five
dominant traits to emerge from factor analytic techniques.
C. In Search of the Big Five
In the late 1970s and early 1980s, Costa and McCrae quickly
discovered the traits of extraversion (E), neuroticism (N), and openness
to experience (O).
D. Five Factors Found
 the five factors have been found across a variety of cultures and
languages. In addition, the five factors show some permanence with
age; that is, adults tend to maintain a consistent personality
structure as they grow older.
a) Description of the Five Factors
 McCrae and Costa agreed with Eysenck that personality traits are
basically bipolar, with some people scoring high on one factor and
low on its counterpart.
 Neuroticism: people who score high on N tend to be anxious,
temperamental, self-pitying, self-conscious, emotional, and
vulnerable to stress-related disorders, whereas people with low
scores on N tend to have opposite characteristics.
 Extraversion: People who score high on E tend to be
affectionate, jovial, talkative, a joiner, and fun-loving, whereas
low E scorers tend to have opposing traits.
 Openness (to experience): High O scorers prefer variety in
their life and are contrasted to low O scorers who have a need
for closure and who gain comfort in their association with
familiar people and things.

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 Agreeableness: People who score high on A tend to be
trusting, generous, yielding, acceptant, and good natured. Low
A scorers are generally suspicious, stingy, unfriendly, irritable,
and critical of other people.
 Conscientiousness: people high on the C scale tend to be
ordered, controlled, organized, ambitious, achievement-
focused, and self-disciplined.
E. Evolution of the Five-Factor Theory
 their Five-Factor taxonomy was being transformed into a Five-
Factor Theory (FFT)
F. Units of the Five-Factor Theory
 The three core components include:
 basic tendencies - the universal raw material of personality;
define the individual’s potential & direction; basis in biology
and their stability over time and situation
 characteristic adaptations - are acquired personality structures
that develop as people adapt to their environment (flexibility);
what we learn
 self-concept – an important characteristic adaptation which are
the knowledge and attitudes about oneself
 Peripheral components include:
 biological bases - which are the sole cause of basic tendencies
(genes, hormones, brain structures)
 objective biography - everything a person does or thinks over a
lifetime (objectively = not how they view experiences)
 external influence - or knowledge, views, and evaluations of the
self; “how we respond” to the opportunities and demands
G. Basic Postulates
 Basic tendencies: four postulate:
 individuality - every adult has a unique pattern of traits
 origin - all personality traits originate solely from biological
factors, such as genetics, hormones, and brain structures
 development - traits develop and change through childhood,
adolescence, and mid-adulthood
 structure - traits are organized hierarchically from narrow and
specific to broad and general.
II. View of Human Nature
 Factor theories generally assume that human personality is largely
the product of genetics and not the environment. Thus, we rate
these two theories very high on biological influences and very low
on social factors. In addition, we rate both about average on
conscious versus unconscious influences and high on the
uniqueness of individuals. The concepts of free choice, optimism
versus pessimism, and causality versus teleology are not clearly
addressed by these theories.

III. Nature of Maladjustment
 Inherited unproductive traits.

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IV. Application of Five Factor Theories

 Postulates for Basic Tendencies
 Postulate for Characteristic Adaptations.
V. Critique of Five Factor Factor Theories

 The factor theories of Eysenck and of McCrae and Costa rate high on
parsimony, on their ability to generate research, and on their
usefulness in organizing data; they are about average on
falsifiability, usefulness to the practitioner, and internal
consistency.
Performance Tasks
1. Compare and contrast the view of humanistic/ existential with dispositional theories
2. Discuss the view of human nature, concepts, nature of maladjustment, application
and critiques of each of the theory discussed.
Understanding Directed Assess

Rubric
Criteria Excellent Good Adequate Marginal No Credit; is
unacceptable to
review
(4) (3) (2) (1) (0)
Structure non-linear non-linear non-linear non-linear inappropriate
structure that structure that structure that structure that structure
provides a very provides a provides a shows some
complete picture complete picture picture of your relationships
of your ideas of your ideas ideas between ideas
Relationships relative relative relative importance is no differentiation
importance of importance of importance of evident but not between ideas;
ideas is indicated ideas is indicated ideas is indicated; very distinctive; no evidence of
and both simple and relationships relationships are relations are meaningful
and complex are very mapped somewhat clear relationships
relationships are effectively but lacking
very effectively mapped
mapped
Exploratory map shows map shows map shows map shows some thinking process
complex thinking effective thinking definite thinking thinking about is not clear

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about the about the about relationships
meaningful meaningful relationships between ideas,
relationship relationships between ideas, themes, and the
between ideas, between ideas, themes, and the framework
themes, and the themes, and the framework
framework framework
Communication information is information is information is information is information is
presented clearly presented clearly presented clearly presented and not clear, very
and allows for a and allows for a and allows for a some difficult to
high level of good level of basic level of understanding understand
understanding understanding understanding can be gained
University of Minnesota digital media center. (2004). Concept map [assessment rubric]. Retrieved on December 20, 2007, from
http://dmc.umn.edu/activities/mindmap/assessment.pdf
Learning Resources
Burger, J. Personality, 8th Edition, 2011

Feist, J., Feist GJ, Theories of Personality, 7th Edition, 2008
Schultz, D.P., Schultz, S.E., Theories of Personality, 10th Edition, 2011
R.A. 10029 Psychology Act of 2009
Intellectual Property
This module is for educational purpose only. Under section Sec. 185 of RA 8293, which
states, “The fair use of a copyrighted work for criticism, comment, news reporting, teaching
including multiple copies for classroom use, scholarship, research, and similar purposes is not an
infringement of copyright.”
The unauthorized reproduction, use, and dissemination of this module without joint
consent of the authors is strictly prohibited and shall be prosecuted to the full extent of the law,
including appropriate administrative sanctions, civil, and criminal.

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Republic of the Philippines

Laguna State Polytechnic University

LSPU Self-Paced Learning Module (SLM)

To identify the characteristics of a healthy person based on the principles of

Student Learning Strategies

Face to Face A. Face to Face Discussion.

B. Learning Guide Question:

LSPU SELF-PACED LEARNING MODULE: THEORIES OF PERSONALITY

I. Biography of Abraham H. Maslow

II. Key Terms and Concepts

LSPU SELF-PACED LEARNING MODULE: THEORIES OF PERSONALITY

LSPU SELF-PACED LEARNING MODULE: THEORIES OF PERSONALITY

b) Characteristics of Self-Actualizing People

LSPU SELF-PACED LEARNING MODULE: THEORIES OF PERSONALITY

c) Love, Sex, and Self-Actualization

III. View of Human Nature

IV. Nature of Maladjustment

LSPU SELF-PACED LEARNING MODULE: THEORIES OF PERSONALITY

V. Application of Holistic-Dynamic Theory

VI. Critique of Holistic- Dynamic Theory

LECTURE GUIDE 10- CLIENT CENTERED THEORY

l. Biography of Carl Rogers

II. Key Terms and Concepts

LSPU SELF-PACED LEARNING MODULE: THEORIES OF PERSONALITY

E. Barriers to Psychological Health

LSPU SELF-PACED LEARNING MODULE: THEORIES OF PERSONALITY

LSPU SELF-PACED LEARNING MODULE: THEORIES OF PERSONALITY

G. The Person of Tomorrow

LSPU SELF-PACED LEARNING MODULE: THEORIES OF PERSONALITY

III. View of Human Nature

IV. Nature of Maladjusment

V. Application Person-Centered Theory

VI. Critique of Person-Centered Theory

LECTURE GUIDE 11- EXISTENTIAL PSYCHOLOGY

I. Biography of Rollo May

LSPU SELF-PACED LEARNING MODULE: THEORIES OF PERSONALITY

II. Key Term and Concepts

LSPU SELF-PACED LEARNING MODULE: THEORIES OF PERSONALITY

LSPU SELF-PACED LEARNING MODULE: THEORIES OF PERSONALITY

III. View of Human Nature

IV. Nature of Maladjustment

V. Application of Existential Psychology

VI. Critique of Existential Psychology

LSPU SELF-PACED LEARNING MODULE: THEORIES OF PERSONALITY

LECTURE GUIDE 12- DISPOSITIONAL THEORIES

I. Biography of Gordon Allport

II. Key Terms and Concepts

LSPU SELF-PACED LEARNING MODULE: THEORIES OF PERSONALITY

LSPU SELF-PACED LEARNING MODULE: THEORIES OF PERSONALITY

 Not all behaviors are functionally autonomous:

III. View of Human Nature

V. Application of Psychology of Individual

LSPU SELF-PACED LEARNING MODULE: THEORIES OF PERSONALITY

LECTURE GUIDE 13 - BIOLOGICAL BASED FACTOR THEORY

II. Key Terms and Concepts

1. Extraversion- Introversion (E)

LSPU SELF-PACED LEARNING MODULE: THEORIES OF PERSONALITY

IV. Nature of Maladjustment

V. Application of Biologically-based factor theory

VI. Critique of Biological-based factor theory

LECTURE GUIDE 14- FIVE-FACTOR TRAIT THEORY

Biography of Robert R. McCrae

Biography of Paul T. Costa, Jr.

LSPU SELF-PACED LEARNING MODULE: THEORIES OF PERSONALITY