The document discusses various theories of personality including psychodynamic, behaviorist/social-cognitive, and humanistic perspectives. It specifically covers Freud's psychodynamic theory, including concepts like the id, ego, and superego. Freud believed that personality develops through psychosexual stages from birth to adulthood and is shaped by unconscious desires and drives. Jung expanded on Freud's work and introduced concepts like the personal and collective unconscious as well as archetypes. Behaviorist views see personality as shaped by conditioning while social cognitive theories emphasize modeling and cognitive learning processes.
2. Essential Questions
• How do psychologists study personality, and
what theories have resulted?
• How do psychologists reliably measure
personality and interpret personality’s role in
behavior?
3. Perspectives on Personality
• Psychodynamic:
– Role of the unconscious
– Biological causes
• Behaviorist /Social-Cognitive :
– Learning
– Interaction between cognition, behavior, and environment
– Conscious thoughts influence on action (vice versa)
• Humanistic:
– Reaction to psychodynamic and behaviorist
– Focuses on the role of a person’s conscious life experience and
choices.
• Trait Perspective:
– Unlike other three (Doesn’t focus on causes)
– Focuses on the results (characteristics themselves)
7. Lesson 2: Sigmund Freud
• Sigmund Freud
• Conscious
• Preconscious
• Unconscious
• Id
• Ego
• Superego
EQ: How were Freud’s theories shaped by his life?
According to Freud, how does the interaction between
ID/Ego/Superego determine behavioral outcomes?
Vocabulary
8. Freud’s Personality Concept
• Id (Latin “it”)
– Basic biological drives (hunger,
thirst, sex, etc.…)
– Present at birth
– Pleasure Principles
– Eros and Thanitos
• Ego (Latin “I”)
– Consciousness
– Develops at age 2
– Reality Principles
• Superego (Latin “over the self”)
– Internalized sense of right/wrong
and societal expectation
– Fully Develops around age 11
– Morality Principles
9. Freudian Role Play
• Create two role plays. (>1 minute each)
• One role play will demonstrate the id or
superego being satisfied at the expense of the
other and the consequences of such an action.
• The second role play will demonstrate a
successful mediation between all three parts.
• The role plays must demonstrate an
understanding of the interaction between the
Id, ego, and superego.
• Everyone in the group must have a meaningful
role in the skit
10. Freudian Role Play Rubric
Criteria Excellent (4) Good (3) Limited (2) Inadequate (1)
Works
Cooperatively
with Group
Always willing and
focused during
assigned tasks.
Usually willing and
focused during
assigned tasks.
Sometimes
willing and
focused during
assigned tasks.
Rarely willing and
focused during
assigned tasks.
Presentation of
Perspective
Convincing
communication of
understanding of
the interaction
between the id,
ego, superego.
Competent
communication of
understanding of
the interaction
between the id,
ego, superego.
Limited
communication
of understanding
of the
interaction
between the id,
ego, superego.
Inadequate
communication
of understanding
of the interaction
between the id,
ego, superego.
Use of Non-
Verbal Cues
(voice, gestures,
eye contact,
props, costumes)
An impressive
variety of non-
verbal cues were
used in an
exemplary way.
Good variety (3 or
more) verbal cues
were used in a
competent way.
A Limited variety
of non-verbal
cues were used
in an adequate
way.
Inadequate
variety of non-
verbal cues were
used in a
developing way.
Time > 1:15 minute 1. minute >45 seconds < 45 seconds
Rubric
14. Assignment 1: Defense Mechanisms
• In pairs, students use text to discuss and
enter definition/examples into the
graphic organizer.
• Discuss and record an example of each
defense mechanism.
15. Repression
• Preventing painful or
dangerous thoughts
from entering
consciousness
• Example: Individual abused as a child represses feelings
and memories, so that feelings and memories no longer
remain in the conscious memory. The abuse continues to
affect the individual’s behavior in relationships.
16. Regression
• Reverting to coping
at an earlier stage of
development.
• Example: Adult throwing a temper tantrum
17. Denial
• Refusal to accept
reality, external facts,
events, implications
because nature of the
reality threatens
individual.
• Example: Alcoholic who refuses to believe his
drinking makes an impact on his job performance
or family life
18. Rationalization
• Convincing oneself no
wrong was done or all is
or was all right through
faulty/false reasoning.
• Example: You are turned down by someone you
are interested in, and rationalize that you were
not that attracted to them. Protects self-esteem.
19. Projection
• Attributing one’s own
unacknowledged
unacceptable/unwanted
thoughts and emotions
to another.
• Example: Assuming that someone you
extremely dislike extremely dislikes you. Severe
prejudice, severe jealousy, hyper vigilance to
external danger, and “injustice collecting”.
20. Reaction Formation
• Behavior completely
opposite of what one
really wants or feels;
taking opposite belief
because true belief
causes anxiety.
• Example: A manager treats employee whom
they extremely dislike ultra kindly, making
many special efforts to cater to that person and
thus hide true feelings of dislike.
21. Intellectualization
• Focusing on only
intellectual parts of a
situation to create
distance from
relevant anxiety
provoking emotions.
• Example: After learning they have a terminal
illness, an individual begins spending all time
studying about the illness to avoid thinking about
the direct effect in their own life.
22. Identification (w/ Aggressor)
• The unconscious
modeling of one’s self
upon another person’s
character and behavior.
• Example: Mimicking another’s dress, or
mannerisms.
25. Assignment 2: Defense Mechanisms
• Read A Short Story in your packet.
• Underline and identify examples of
defense mechanisms in use within the
story.
26. Assignment 2: Paragraph 2
I remember one time when a relationship ended and I
was completely devastated. I cried for days and refused
to leave my house. I was looking for someone, anyone,
to come and have pity on me. By the time I emerged
from my depression, I was convinced that the break-up
was for the best. My girlfriend really had unappreciated
me and everything I tried to do for her. I figured that
there had to be a woman out there somewhere who
was meant for me, I just had to find her.
27. Assignment 2: Paragraph 3
When I finally got over the break-up, I really threw
myself into my work. I was determined to be the
best that I could be. I worked long hours and even
my boss began to notice what a great job I was
doing. Soon, the whole nasty break-up was behind
me, and I rarely thought about my ex-girlfriend. It
seemed as if the whole thing had happened years
ago, and I was finally happy again.
28. Assignment 2: Paragraph 4
However, as with all things happiness is only appreciated when
you’re unhappy. One day, from out of the blue, I received a call
from my old girlfriend. She was inviting me to her wedding next
month. I tried the best I could to sound happy, but inside I was
totally crushed. All along I had imagined that she was home
feeling sorry for having dumped me and wishing she had me back.
I had taken great comfort in thinking that she felt the same way
that I did and might someday regret the break-up. When we
finally said good-bye to each other, I was so angry that I threw the
phone across the room and watched it shatter into a million
pieces. She couldn’t be getting married; not so soon. I refused to
believe that it would happen. She would come to her senses and
come back to me. She couldn’t marry some bozo who didn’t love
her the way that I did.
29. Assignment 2: Paragraph 5
I stormed from the house, jumped into my car,
and began driving. I didn’t know where I was
going, and I didn’t really care. All I cared about
was going as fast as I could. While I drove I
imagined that it was me getting married next
month and living happily ever after. Soon, I was
lost in my imagination, which could take me
farther than my car ever could.
30. Lesson: Psychosexual Development
• Erogenous Zone
• Fixations
• Gratification
• Oedipus Complex
• Castration Anxiety
• Electra Complex
• Penis Envy
EQ: According to Freud, how do individuals
psychosexually develop?
Vocabulary
31. Oral Stage
• Age: Birth-2
• Erogenous Zone: Mouth
• Primary Conflict: Weaning
– If a child is weaned too early or too late that can result in
either too much or insufficient gratification of the id. This can
result in an oral fixation.
• Oral Fixations:
32. Anal Stage
• Age: 2
• Erogenous Zone: Bowel/Bladder
• Primary Conflict: Potty Training
– If a child is trained too leniently or harshly this can result
in insufficient or excessive control of the ego over the id.
• Fixations:
– Anal Retentive: individual is stringent, orderly, rigid and
obsessive
– Anal Expulsive: individual has a messy, wasteful or
destructive personality
34. Oedipus Rex
• Oedipus’ birth father and mother are the king and
queen of Thebes.
• They are told by a prophet that their son will kill his father.
• They leave infant Oedipus to die in the mountains
• Oedipus is found and raised in Corinth (He does not know he is
adopted)
• As a young man in Corinth he receive a prophecy that he would kill
his father and sleep with his mother. He leaves Corinth to avoid
this.
• He has a fight and kills a man while traveling the road. (later
revealed it is his birth father)
• He arrives in Thebes, defeats the Sphinx, and awarded the queens
hand in marriage. (It is his birth mother)
• He later finds out and gouges out his eyes.
35. Phallic Stage
• Age: 3-6
• Erogenous Zone: Genitals
• Conflict: Children begin to view same-sex parent as a rival for
opposite sex parent’s affection.
Oedipus complex: feelings of wanting to possess the mother
and the desire to replace the father. However, the boy also
fears that he will be punished by the father for these feelings,
a fear Freud termed castration anxiety.
Electra complex: Female version of the Oedipus Complex.
Females desire this because they have penis envy.
36. Latency Stage
• Age: 7-11
• Erogenous Zone: None
• Primary Conflict: None
– Through the use of defense
mechanisms the child deals
with the id impulses
• Defense Mechanisms:
– Identification (w/
Aggressor)
– Repression
37. Genital Stage
• Age: 12-Older
• Erogenous Zone: Genitals
• Conflict: Sexual impulse that is linked to the Oedipus and
Electra Complex conflicts with the super-ego’s acceptance of
incest taboo.
• Resolution
– Males: Displace their feeling for their mother on to another
women.
– Females: Displace their feeling for their father on to
another man. They give birth to a child which
psychologically fulfills their penis envy.
39. Karen Horney (HORN-EYE)
• Disagreed with Freud
• Womb Envy: men felt a need to
compensate for their lack of child
bearing by striving in other areas.
• Basic anxiety: bigness of the
world created anxiety for
children. Love, affection, and
security from parents lessen
anxiety.
• Neurotic personality otherwise
result. May be clingy or
aggressive, demanding, and cruel
42. Carl Jung (Yoong)
• Personal Unconscious
• Collective Unconscious
• Extrovert
• Introvert
• Archetypes
• Individuation
43. Behaviorist and Social Cognitive Views
Behaviorist: View personality as a result of classical and
operant conditioning
Social Cognitive Learning Theorists:
Emphasize the importance of …
-the influences of other people’s behavior
-a person’s own expectancies on learning
- hold that observational learning, modeling, and other
cognitive learning techniques can lead to the formation of
patterns of personality.
44. ar·che·type [ahr-ki-tahyp]
• 1.the original pattern or model from which all
things of the same kind are copied or on which
they are based; a model or first form; prototype.
• 2.(in Jungian psychology) a collectively inherited
unconscious idea, pattern of thought , image,
etc., universally present in individual psyches.
45.
46.
47.
48.
49.
50.
51.
52. Using your archetype sheet,
share with a partner the
examples that you have
written for each archetype.
Day 2 Activator
53. Cooperative Group Assignment
Create a typical childhood fairy tale using the
following characters:
• knight in shining armor
• wise old man
• damsel in distress
• sidekick
• dragon
*Be prepared to share out to the rest of the class
57. Individuation
• Simply put, individuation is about transformation.
It means being willing to embrace a lifetime of
full-fledged metamorphosis analogous to a
caterpillar becoming a butterfly over and over
again. It means letting go of the defining
characteristics that make up our identity for the
sake of becoming something further enhanced by
the Self, with a capital ―S‖, the Divine spark
within us. The pain in this process is the pain of
breaking through our own limitations. The joy is
our increased capacity for living and feeling at
home within ourselves, and experiencing our
wholeness.
Excerpt from Harris, Bud. “Individuation: The Promise in Jung's Legacy and Why Our Culture
Has Trouble Accepting It”. 2011. Web. 12 Dec. 2012
58. The Path of Individuation
-Persona
-Ego
-Anima/Animus
-Shadow
-Self
59. Persona
• “That which you present
to the outside world”
• AKA “The Mask”
• What masks do you
wear?
– Does your personality
change with the setting?
– What purpose does it
serve?
• DROP IT!!!
Pettifor, Eric. “Process of Individuation”. 1995. Web. 6 Nov. 2012.
60. EGO
• “The ego is the center of
consciousness. It is
identity. It is “I”.
• “The Gate Keeper”
-conscious vs. unconscious
mind
-awareness…
Individuation bringing
out of unconsciousness
Pettifor, Eric. “Process of Individuation”. 1995. Web. 6 Nov. 2012.
61. Individuation
Simply put, individuation is about transformation. It
means being willing to embrace a lifetime of full-fledged
metamorphosis analogous to a caterpillar becoming a
butterfly over and over again. It means letting go of the
defining characteristics that make up our identity for the
sake of becoming something further enhanced by the
Self, with a capital ―S‖, the Divine spark within us. The
pain in this process is the pain of breaking through our
own limitations. The joy is our increased capacity for
living and feeling at home within ourselves, and
experiencing our wholeness.
Pettifor, Eric. “Process of Individuation”. 1995. Web. 6 Nov. 2012.
62. Anima / Animus
• Anima
– “the female soul image
of a man”
Describe your perfect mate…
That is your anima / animus!!!
• Animus
– “the male soul image of
a woman”
63. • “the receptacle for all of that
which we have for one reason or
another disowned”
• “reveals itself in the selfish,
violent and often brutal
actions…”
• “feeds on greed and fear”
• “arouses in us strong emotions
of fear, anger or moral outrage”
• Technocracy or Animal Man
Shadow
Pettifor, Eric. “Process of Individuation”. 1995. Web. 6 Nov. 2012.
Fontana, David. The Secret Language of Dreams. San Francisco:
Chronicle, 2004. Print.
67. Reciprocal Determinism
Environmental Factors:
-Physical Surroundings
-Potential for
Reinforcement
Personal /Cognitive Factors:
-Beliefs
-Expectancies (Past Rewards)
-Personal Disposition
-Self Efficacy
Behavioral Factors:
Current Behavior Itself
Reciprocal determinism: factors
affect each other. These factors
determine the patterns of
behaviors that make up
personality.
68. Self Efficacy
-A person’s expectancy of how effective his or her
efforts to accomplish a goal will be in any particular
circumstance
-Can be high or low depending on
-past circumstances (success or failure)
-what others tell them about their competence
-their own assessment of ability
69. Rotter’s Social Learning Theory
Locus of control: tendency for
people to assume that they either
have control or do not
70. Locus of Control: tendency for people to assume
that they either have control or do not
72. Self Acutualizing
• Self Actualizing Tendency: the striving to fulfill
one’s innate capacities and capabilities
• An important tool in human self development
of self concept
• Real Self vs Ideal Self
• Ideal self is formed from parental interaction
• A close match of real and ideal self creates as
a person tries to self actualize results in a fully
functional person
74. Self Esteem
• Carl Rogers noted that there two types
of support parents give to their
children.
– Unconditional Positive Regard: Parents
demonstrate love and affection
regardless of a child’s behavior
• Children develop high self esteem
– Conditional Positive Regard: Parents
demonstrate love and affection when
child behaves in an acceptable manner
• Child feels worthwhile when
pleasing authority figures
• A sense of competence in cognitive,
physical, and social tasks also increases
self esteem.
77. Extraverts vs. Introverts
• Extraverts are action oriented, while introverts
are thought oriented.
• Extraverts seek breadth of knowledge and influence,
while introverts seek depth of knowledge and
influence.
• Extraverts often prefer more frequent interaction,
while introverts prefer more substantial interaction.
• Extraverts recharge and get their energy from spending
time with people, while introverts recharge and get
their energy from spending time alone.
78. Example ESTJ
• Some examples of whole types may clarify this further.
Taking the ESTJ example above:
• Extraverted function is a judging function (T-F) because of
the overall J preference
• Extraverted function is dominant because of overall E
preference
• Dominant function is therefore extraverted thinking (Te)
• Auxiliary function is the preferred perceiving function:
introverted sensing (Si)
• Tertiary function is the opposite of the Auxiliary: intuition
(N)
• Inferior function is the opposite of the Dominant:
introverted feeling (Fi)
79. Example INFP
• Extraverted function is a perceiving function (S-N)
because of the P preference
• Introverted function is dominant because of the I
preference
• Dominant function is therefore introverted feeling (Fi)
• Auxiliary function is extraverted intuition (Ne)
• Tertiary function is the opposite of the Auxiliary:
sensing (S)
• Inferior function is the opposite of the Dominant:
extraverted thinking (Te)
80. Minnesota Multiphasic
Personality Inventory (MMPI)
• 567 Statements
– Ex. 1 “I am often very tense”
– Ex. 2 “I believe I am being plotted against”
• Answer “true”, “false”, or “cannot say”
• 10 clinical scales/8 validity scales linked to
specific behaviors
• Items are repeated to determine if people are
trying to “fake” the test
– Ex. “I am always happy”
81. Trait Theories
• Trait: consistent, enduring way of thinking,
feeling, or behaving
• Less concerned with explanation for
personality development
• Describe personality and predict behavior
based on that personality
82. Gordon Allport
• Used dictionary and
identified 18,000 terms.
• After eliminating synonyms
reduced it 200
• Believed traits were wired
into nervous system and they
guided behavior across
different situations
• Cattell reduces it to 16 (23)
• Five-factor is a reduction to 5
86. Projective Tests
• Based on the defense mechanism “projection”
• Can be used for personality but most commonly
used to uncover problems in personlity
• Problems
– Subjective
– Low Reliability
• different scores when given to same person
– Low Validity
• no standard grading scale to ensure its measuring what it is
intended to measure
88. Thematic Apperception Test (TAT)
• 20 black and white
pictures
• Asked to tell a story
about the person(s)
• Story is examined
looking for
revealing
statements
