PSYCHODYNAMIC

THEORIES

LEVELS OF MENTAL LIFE DEFENSE MECHANISMS PSYCHOANALYTIC THEORY
Unconscious Repression – Uncovering repressed childhood memories through free association,
– contains all drives, urges, or instincts beyond our awareness. – Forces threatening feelings into the unconscious. dream interpretation and hypnosis.
Preconscious – Repressed drives may find outlets in dreams, slips of the tongue.
– all unconscious that can become conscious readily or with difficulty. Reaction Formation Primary Goal
Two sources: – Repressed impulse consciously expressed in a contrasting form. – to strengthen the ego, to make it more independent of the superego, to
Conscious Perception – attention shifts to another idea. No anxiety. – Deceive self to conceal anxiety-arousing truth. widen its field of perception and enlarge its organization so that it can
Unconscious – ideas never become conscious which increase anxiety. appropriate fresh portions of the id.
Displacement
Conscious – People redirect unacceptable urges onto a variety of people or objects
– awareness at any given point in time. to conceal original impulse. Free association
Perceptual Conscious – medium for external perception. If not – to verbalize every thought that comes to mind, no matter h ow
threatening, enters consciousness. Fixation
irrelevant.
– Permanent attachment of the libido onto an earlier more primitive
stage of development.
– Transference, strong sexual, aggressive, positive, negative feelings
PROVINCES OF THE MIND toward parents that is transferred to the therapist.
Regression
Id pleasure principle
– During times of stress and anxiety, people return to previous Dream Analysis
– unconscious
psychological stage temporarily. – to transform the manifest content of dreams to more important latent
– most primitive part of the mind.
Projection content.
Ego reality principle Manifest Content – conscious description of the dream given by the
– partly unconscious, preconscious and conscious – Seeing in others unacceptable feelings that reside in own unconscious.
– Paranoia, extreme type of projection. Powerful delusions of jealousy dreamer. Stems from experiences of the previous day.
– use defense mechanisms to defend itself against anxiety Latent Content – unconscious material. Formed in the unconscious and
and persecution.
Superego moralistic and idealistic principles usually goes back to childhood experiences.
Two Subsystems: Introjection – All dreams are wish fulfillments.
Conscience – tells what we should not do. – People incorporate positive qualities of others into their own ego. Repetition Compulsion – exception to the rule that all dreams are wish
Ego-ideal – ideal perception of self. – Adopting manners, ideas, values, or lifestyles of a likable person. fulfillments is only found in people with PTSD having
frightening dreams due to traumatic experiences.
Sublimation
Condensation – the manifest dream content is not as substantial as the
DYNAMICS OF PERSONALITY – Repression of genital aim by substituting it to a cultural or social aim.
latent level.
Drives – constant motivational force (German word “Trieb”) – Expressed in creative accomplishments such as art, music & literature.
Displacement – the dream image is replaced by some other idea.
Libido – sex drive.
Impetus – the amount of force it exerts. STAGES OF DEVELOPMENT Freudian Slips
Source – the body region in state of excitation or tension. Oral Phase – slips of the tongue or pen, misreading, incorrect hearing, misplacing
Aim – to seek pleasure by reducing tension – Mouth provide infant with pleasure. Object choice is the nipple. objects, and temporarily forgetting names reveal a person’s unconscious
Object – serves as means through which aim is satisfied. Oral Receptive – needs satisfied with minimum frustration and anxiety. intentions and are not chance accidents.
Sex Leads to anxiety and frustration due to scheduled feedings – German Fehlleistung, “faulty function”
– Freud believe that the entire body is invested with libido. and increased time lapse between feedings. – Parapraxes, “unconscious slips”
– Erogenous zones parts of the body that produce sexual pleasure. Oral Sadistic – responds through biting, cooing, closing mouth, smiling,
Four forms: and crying. Leads to chewing, biting, overeating, smoking, Unconscious Mental Processing
Narcissism – libido invested exclusively on own ego. sarcastic remarks. Core Consciousness
Love – libido invested on an object or person other than themselves. Anal Phase – the state of not being aware or awake.
Sadism –sexual pleasure from inflicting pain or humiliation on others. – Anus emerges as a sexually pleasurable zone. Extended Consciousness
Masochism – sexual pleasure from suffering pain and humiliation inflicted Sadistic Anal Phase – satisfaction in aggressiveness and excretory function. – the state of being aware.
to self by themselves. Early Anal Period – satisfaction in destroying or losing objects.
Aggression Late Anal Period – satisfaction in excretion or withholding feces/ poop. CRITIQUE OF FREUD
– To inhibit the strong, though, unconscious, drive to inflict injury on Phallic Phase Did Freud Understand Women?
others. – Genital area is the leading erogenous zone. – his theory was strongly oriented towrd men.
– A Reaction Formation. – Dichotomy between male and female development. – Freud regarded women as “tender sex”, suitable for caring for the
Anxiety Male Oedipus Complex – infant boy forms sexual desire for his mother. household and nurturing children but not equal to men in scientific and
– Tension between sex and aggression. Castration Anxiety – fear of losing penis. scholarly affairs.
Castration Complex – boy becomes aware of the absence of penis on girls. – Freud recognized that he did not understand women and called them
– Only the Ego can feel and produce anxiety.
Three kinds: Female Electra Complex – girls become envious and desire to have a penis. “dark continent for psychology/ humanity”.
Neurotic Anxiety – fear of unknown danger involving presence of authority. Penis Envy – the need for penis (power and authority).
– Toward the end of his life, he still had to ask, “What does a woman
Moral Anxiety – conflict between the ego and superego. Latency Period want?”
Realistic Anxiety – unpleasant, nonspecific feeling involving possible – 5th year to puberty, suspended psychosexual development.
danger. No specific fearful object. Closely related to fear. – Brought about by parents’ attempt to punish and discourage sexual Was Freud as Scientist?
activity. – Freud’s definition of Science needs explanation.
Genital Period – He called Psychoanalysis as a human science, not a natural science.
– Puberty signals reawakening of the sexual aim. – Freud’s theory is nearly impossible to falsify.
– Direct sexual energy toward another person. – The framework of theory’s emphasis on the unconscious is loose and
– Penis envy may be present, but vagina obtains same status. flexible that seemingly inconsistent data can coexist within its
boundaries.

By: CHELSEA GLYCE E. CERENO


PSYCHODYNAMIC THEORIES



OVERVIEW MALADJUSTMENT: abnormal development APPLICATION OF INDIVIDUAL PSYCHOLOGY
– An optimistic view of people Internal Factors Family Constellation
– Social Interest, oneness with all humankind. – Underdeveloped social interest. – birth order, gender of siblings, age gap.
–People being motivated mostly by social influences and striving for – Setting goals too high – 3 years age gap cause hostility and resentment.
superiority or success. – Living in own private world
– People are largely responsible for who they are. – Have rigid and dogmatic style of life.
– Present behavior is shaped by view of the future. – Overconcerned with themselves and care little about others.
External Factors
– Exaggerated physical deficiencies
ADLER’S TENETS – Pampered style of life
STRIVING FOR SUCCESS or SUPERIORITY
1. – Neglected style of life
– dynamic force/ power behind all motivation.
– physical deficiencies that activate feelings of inferiority.

– Inferiority, motivate a person to strive success. SAFEGUARDING TENDENCIES
– Previously called Masculine Protest, will to power or domination of others. – creating patterns of behavior to protect their exaggerated sense of
Final Goal self-esteem against public disgrace (partly conscious).
– unifies personality and renders all behavior clear. – Can be compared to Freud’s Defense Mechanism.
– product of the Creative Power. Excuses
Striving Force as Compensation – protect a weak inflated sense of self-worth.
– Strive for success as compensation to inferiority. – expressed in the “Yes, but” or “If only” format
Striving for Personal Superiority – deceive people into believing they are more superior than they really are.
– Goals are personal ones. Aggression
– Strivings are motivated by exaggerated feelings of personal inferiority. – protect fragile self-esteem.
Striving for Success Depreciation – undervalue other’s achievements
– Healthy people motivated by social interest and the success of all Accusation – blame others for own fault
mankind. Self-Accusation – self-torture and guilt.
– Own success is not gained at expense of other but a natural tendency to Withdrawal
move toward perfection. – safeguard goal of superiority
– people run away from difficulties.
SUBJECTIVE PERCEPTIONS
2.
Moving Backward – reverting to a more secure period of life (regression)
– shape personality and behavior by fictions or expectations of future. Standing Still – not doing anything to avoid responsibilities/ rejection.
Fictionalism Hesitating – procrastinations give them the excuse “it’s too late now”.
– goal of superiority we created early in life. Constructing Obstacles – building and overcoming an obstacle.
– guides our style of life, gives unity to personality.

Physical Inferiorities MASCULINE PROTEST
– People begin life small, weak, and inferior
– Do not cause a style of life. Simply provide motivation for reaching goals.
– Cultural and social practices influence men and women to
overemphasize the importance of being manly.
UNITY AND SELF-CONSISTENCY
3. – Product of historical development.
– each person is unique and indivisible.
– thoughts, feelings, and actions are all directed toward a single goal and
serve a single purpose.
Organ Dialect
– the deficient organ expresses the direction of an individual’s goal.
– body language is more expressive and discloses opinion more clearly.
Early Recollections
SOCIAL INTEREST
4. – Recalled memories yield clues for understanding patient’s style of life.
– German “Gemeinschaftsgefuhl”, social feeling.
– natural condition of the human species and the adhesive that binds society. Dreams
– gauge for measuring psychological health and judging the worth of a person. – Cannot foretell the future but can provide clues for solving future
problems.
STYLE OF LIFE
5.
– Dreams are disguised to deceive the dreamer, making self-
– the self-consistent personality structure. A flavor or a person’s life.
interpretation difficult.
– Includes goal, self-concept, feeling for others, and attitude toward the world.

– Well established by age of 4 or 5.
- Style of life is molded by people’s creative power. Psychotherapy
– results from lack of courage, exaggerated feelings of inferiority and
CREATIVE POWER
6. underdeveloped social interest.
– the ability to freely shape behavior and create own personality. – Purpose is to enhance courage, lessen feelings of inferiority, and
– people control own lives, responsible for their final goal, determine method encourage social interest.
of striving their goal, and contribute to the development of social interest. – Adler’s motto “Everybody can accomplish everything”
– Dynamic concept implying movement toward a goal with a direction.

By: CHELSEA GLYCE E. CERENO


PSYCHODYNAMIC THEORIES



OVERVIEW PSYCHOLOGICAL TYPES SELF REALIZATION
– Each is motivated not only by repressed experiences but also by ATTITUDES – psychological rebirth or individuation.
certain emotionally toned experiences inherited from ancestors. – predisposition to act or react in a characteristic direction. – process of “coming to selfhood”, a person has all psychological
components functioning in unity with no psychic process atrophying.
Introversion
LEVELS OF THE PSYCHE – turned into inner world with all biases, fantasies, dreams, perceptions.
– Extremely rare.
Conscious – inward psychic energy with subjective view. – Achieved only by people able to assimilate their unconscious into their
– images sensed by the ego. Extraversion total personality.
– Ego is the center of consciousness but not the core of personality. – more influenced by surroundings than by inner world.
– Overemphasis on lead to imbalance. – outward psychic energy oriented toward objective and away from JUNG’S METHOD OF INVESTIGATION
Personal Unconscious subjective.
Word Association Test
– all repressed, forgotten, or subliminally perceived experiences. – original purpose, to demonstrate the validity of Freud’s hypothesis that
– Complexes, content of personal unconscious. FUNCTIONS
the unconscious operates independently.
Thinking – logical intellectual activity that produce ideas.
Collective Unconscious Extraverted thinking – relying on concrete thoughts but use abstract ideas.
– basic purpose, to uncover feeling-toned complexes.
– inherited ancient or archaic images pass from one generation to the Introverted thinking – reacting in a highly subjective and creative manner. A complex is an individualized, emotionally toned conglomeration of
next as psychic potential. images grouped around a central core.
Feeling – the evaluation of every conscious idea or event.
Extraverted feeling – judgment on objective perspective from accepted
Dream Analysis
ARCHETYPES standard of judgment.
– Objected Freud that nearly all dreams are wish fulfillments and
– highly developed collective unconscious. Introverted feeling – value judgment on subjective perspective. Ignore
traditional opinions and belief symbols represent sexual urges.
– Instinct, unconscious physical impulse toward action. Expressed in – Jung believed that dreams are our unconscious attempt to know the
dreams, fantasies and delusions. Sensing – function that receives physical stimuli and transmits them to unknowable.
perceptual consciousness. – Big dreams have special meaning for all people
1. Persona – “Mask”, the side personality shown to the world.
Extraverted sensing – the stimuli exists in reality.
2. Shadow – the archetype of darkness and repression – Typical dreams are common to most
Introverted sensing – guided by interpretation of stimuli, rather than the
3. Anima– feminine side of men, responsible for irrational moods. stimuli itself.
– Earliest dreams are remembered
4. Animus – masculine side of women, logical thinking and opinion.
5. Great Mother – archetype of fertility and destruction Intuiting – perception beyond workings of consciousness. Active Imagination
Extraverted intuition – oriented toward facts in external world. Guided by
6. Wise Old Man – archetype of wisdom and meaning. – requires a person to begin with any impression (dream image, vision,
hunches and guesses.
7. Hero – unconscious image of e person who conquers evil. picture or fantasy) and to concentrate until the impression begins to
Introverted intuition – guided by unconscious perception facts with no
8. Self – completeness, wholeness and perfection. resemblance to reality. move.
– unites all archetype for Self-realization. – Purpose is to reveal archetypal images emerging from the unconscious.
– to actualize or fully experience the self, people must overcome their
fear of the unconscious, prevent persona from dominating STAGES OF DEVELOPMENT Psychotherapy
personality, recognize their shadow, and muster even greater courage Childhood – purpose, to help neurotic patients become healthy and to encourage
to face anima/ animus. healthy people to work independently toward self-realization.
Anarchic Phase
– chaotic and sporadic consciousness. Enter consciousness as
DYNAMICS OF PERSONALITY primitive images incapable of being verbalized. four basic approaches to therapy.
Monarchic Phase – Confession of a pathogenic secret, the cathartic process who merely
Causality and Teleology
– development of the ego and beginning of logical and verbal thinking. have a need to share secrets.
– Causal explanation must be balanced with teleological ones.
Dualistic Phase – Interpretation, explanation and elucidation, giving patients insight into
Causality – holds that present events have their origin in previous
experiences. – ego is divided into the objective and subjective. Children are aware the causes of their neuroses.
of their existence as separate individuals. – Education of patients as social beings
Teleology – holds that present events are motivated by goals and
aspiration for the future that direct a person’s destiny. – Transformation, the therapist must first be transformed into a healthy
Youth
human being before helping patients move toward individuation.
Progression and Regression – puberty until middle life.
– people must adapt both to outside environment and inner world to – They strive to gain psychic and independence.
achieve self-realization – A period of increased activity, maturing sexuality, growing
Progression – adaptation to the outside world involves the forward flow of consciousness, and recognition that the problem-free era of childhood is
psychic energy. gone forever.
Progression – inclines a person to react consistently to a given set of Middle Life
environmental conditions.
– begins at age 35 or 40.
Regression – adaptation to the inner world relies on a backward flow of – period of tremendous potential.
psychic energy.
– Regression activates unconscious psyche, essential aid in – Those who retain the social and moral values of their early life become
solving most problems. rigid and fanatical in trying to hold physical attractiveness and agility.
– Psychological health is not enhanced by success in business, prestige
in society, not satisfaction with family life.
Old Age
– Fear of life during early years lead to fear of death later on.
– Fear of death is the goal of life. Life can be fulfilling only when death is
seen in this light.
– Many suffered from a backward orientation, clinging desperately to
goals and lifestyles of the past.

By: CHELSEA GLYCE E. CERENO


PSYCHODYNAMIC THEORIES




OVERVIEW INTERNALIZATIONS
– Built on careful observation of young children. – the person takes in (introjects) aspects of the external world and then JOHN BOWLBY’s Attachment Theory
– Stressed the importance of 4 to 6 months after birth. organizes it into a psychologically meaningful framework. – Attachment style is a relationship between the infant and caregiver
– drives (hunger, sex, etc.) are directed to an object (breast, penis, vagina, etc.)
Ego which influences each other.
– Importance of consistent patterns of interpersonal relationships.
– Maternal, stressing the intimacy and nurturing of mother. – the ego or “sense of self” exists at birth. – The attachment formed during childhood have an important impact on
– Human contact and relatedness as the prime motive of behavior. – Early ability is to sense both destructive and loving forces. adulthood.
Good me – exists when infants are enriched with milk and love – Separation anxiety three stages
PSYCHIC LIFE OF INFANT Bad me – is experienced when they do not receive milk and love.
1. Protest Stage
Phantasies Superego – caregiver is out of sight, infants cry and resist soothing by other
– psychic representations of unconscious id instincts (images of “good” and “bad”). – Emerges as realistic guilt after Oedipus complex is resolved. people.
Ex.
Infants who fall asleep while sucking fingers are phantasizing mother’s good breast.
Early superego – produce not guilt, but terror. 2. Despair
Infants who cry and kick their legs are phatasizing they are destroying the bad breast. Mature superego –produces feelings of inferiority and guilt. – as separation continues, infants become quiet, sad, p assive,
Objects Oedipus Complex listless, and apathetic.
– innate drives and instincts including death, hunger, sex. – begins at the earliest months of life, and reaches climax at genital stage (age 3 or 4). 3. Detachment
Active fantasy – infant introject external objects.
Oedipus Complex significant part – fear of retaliation from parents for their – infants become emotionally detached from people including the
Introject – the act of fantasizing internal thoughts into external objects.
fantasy of emptying the parent’s body. caregiver.
Need – to establish a positive attitude with the good and gratifying object
–caregiver returns, infant avoid her.
POSITIONS – to avoid bad and terrifying object.
– deal with dichotomy of good and bad. Can alternate back and f orth
with no definite periods of time. MARY AINSWORTH and the Strange Situation
1. Paranoid-Schizoid Position OTHER OBJECT RELATION THEORISTS – Strange situation measure attachment style.
– 20 min. laboratory session
– organizing experiences that includes paranoid feeling of being MARGARET MAHLER’s Separation Individuation Theory – mother and infant are alone in a playroom.
persecuted and splitting of internal and external objects into good – Ideas came from observation of disturbed children– mother relationship. – Three attachment style ratings
and bad. Psychological birth (1 week - 3 years)
st
1. Secure Attachment
– Alternating gratification and frustration threatens the ego.
– becoming an individual separated from primary caregiver. – mother initiate contact.
– Infant desires to control the breast by devouring and harboring it.
At the same time destroy it by biting, tearing, or annihilating it. Three major development phases – infants are happy, enthusiastic and initiate contact.
1. Normal Autism (birth - 4 weeks) – Satisfies needs within mother’s care. 2. Anxious-Resistant Attachment
2. Depressive Position – A period of absolute primary narcissism (infant is unaware of any other person).
– feeling of anxiety over losing a loved object coupled with a sense of – mother leaves, infant become upset.
2. Normal Symbiosis (4 week - 5 month) – aware of mother but no sense of its own.
th th

guilt for wanting to destroy that object. – mother returns, infant reject soothing.
3. Separation-individuation (5 month – 3 years) – Psychological birth period.
th

– begins at 5th or 6th month. – infants do not play and explore.

– infants recognize that the good loved object and the bad hated Four separation-individuation substages.
3. Anxious Attachment
1. Differentiation (5-7months) – awareness and interest of its surroundings.
object can coexist in one person. – mother leaves, infant stay calm.
– resolved when children fantasize that they have made reparation 2. Practicing (7-16 months) – first crawling then walking. Infant begins to explore
actively and become independent. – infants accept strangers.
for their previous transgressions and recognize that their mother will
3. Rapprochement (16-25 months) – wanting mother in sight while exploring world. – mother return, infant ignore her.
not go away permanently.
4. Libidinal object constancy (3 year)
rd
– infants lack the ability to engage in effective play and
– children develop a constant inner representation of their mother so they can exploration.
PSYCHIC DEFENSE MECHANISMS tolerate being physically separated and function without their mother.
– intense destructive feelings originated with oral-sadistic anxieties.

Introjection HEINZ KOHUT
– taking into own body the perception one has of the external object (breast). – Ego was replaced with the concept of Self.
– introject good object to protect anxiety and bad object to gain control.
Ex. infants fantasize their mother is present, that is always inside their body. Self – the center of individual’s psychological universe
– Adults, caregiver or selfobjects gratify physical and psychological of
Projection
– The fantasy that one’s own feelings and impulses actually reside within infants.
another person. – Two basic narcissistic needs
Ex. infants who feel good about the nurturing breast, will attribute their own 1. To exhibit grandiose self.
feelings of goodness onto the breast, and imagine that the breast is good.
– infant relates to a “mirroring” selfobject who reflects approval
Splitting
of its behavior.
– infants develop a picture of the “good me” and the “bad me” that enables
them to deal with pleasurable and destructive impulses toward external “If others see me as perfect, then I am perfect”
objects. 2. To acquire idealized image of parent(s).
Not extreme and rigid splitting – see the positive & negative aspects of self. – infant adopts attitude of someone else.
Excessive and inflexible splitting – can lead to pathological repression. “You are perfect, but I am part of you.”
Projective
– infants split off unacceptable parts of themselves, project them into another
object, and introject them back into themselves in a changed form.
– infants feel that they have become like that object.

By: CHELSEA GLYCE E. CERENO


PSYCHODYNAMIC THEORIES




OVERVIEW MECHANISMS OF ESCAPE Productive Orientations
– To escape feelings of isolation, people strive to become reunited with – an attempt to flee from basic anxiety. – Productive people work toward positive freedom and the realization
nature and human beings. of their potential.
– rooted in the feelings of isolation, powerlessness, and aloneness.
– Humanity’s separation from natural world produce loneliness and
– Three dimensions:
isolation, called basic anxiety. 1. Authoritarianism 1. Working
– the tendency to give up independence and fuse with someone to – means of creative self-expression.
BASIC ASSUMPTION acquire the strength you lack. – do not work to exploit others, market themselves, withdraw from
Two forms:
– personality understood through human history. others, and accumulate materials.
a. Masochism
– Humans have no powerful instinct to adapt to changing world 2. Loving
– results from basic feelings of weakness.
Human Dilemma – Gratification from own humiliation. – productive love is characterized by care, responsibilities, respect,
– Ability to reason. A blessing and a curse – disguised as love and loyalty and knowledge.
– Experienced due to separation from nature b. Sadism –biophilia is the passionate love of life.
– Permit people to survive but force to attempt solve dichotomies. – gain power & dominance over the weak. 3. Reasoning
– Existential dichotomies – compulsion to exploit, take advantage and use others for pleasure. – productive thinking, work, and love.
1. Life and death – self-awareness tells us we all die, but we – desire to see others suffer – motivated by concerned interest in others.
postulate life after death. 2. Destructiveness
– destroying people and objects to restore lost feelings of power. PERSONALITY DISORDERS
HUMAN NEEDS 3. Conformity Necrophilia
1. Relatedness – drive for union with another person – giving up individuality and becoming what other people desire them – love of death and sexual contact with a corpse.
Submission – submit to another person to become one with world. – hate for humanity with destructive behavior.
to be.
Power – unconscious feeling of hostility, blame partners for not satisfying
– seldom express own opinions, cling to expected standards of behavior. Malignant Narcissism
needs, and lead to seeking additional power
Love – union with the world and achieving integrity and individuality. – own belongings are highly valued.
– Preoccupied with admiring self, often lead to hypochondriasis.
2. Transcendence – the urge to rise above a passive and accidental existence POSITIVE FREEDOM Incestuous Symbiosis
and into the realm of purposefulness and freedom. – A person can be free and not alone, critical yet not filled with doubts, – extreme dependence on mother or a surrogate.
Malignant Aggression - to kill for reasons other than survival. independent yet integral part of mankind. – need a woman to care, dote, and admire them.
3. Rootedness – to establish roots or feel at home again in the world. – full expression of both rational and emotional potentialities.
4. Sense of Identity – to be aware of ourselves as a separate entity. Successful solution to human dilemma.

5. Frame of Orientation – enables people to organize the various stimuli that
CHARACTER ORIENTATIONS
impinge on them.
Object of devotion - final goal needed to be sane. Give meaning to life – person’s relatively permanent way of relating to people.
– Personality is the totality of inherited and acquired psychic qualities
that make us unique
THE BURDEN OF FREEDOM – Character is the relatively permanent system of noninstinctual strive
to relate to the world.
– Two ways to relate to the world:
1. Assimilation – acquiring and using things
2. Socialization – relating self and others.

Nonproductive Orientations
– As the only animal possessing self-awareness, imagination and reason, 1. Receptive characters
humans are the freaks of the universe. – can only relate to the world by receiving things passively
– Freedom to express individuality, to move around unsupervised, and including love, ideas, gifts.
choose everything. Lead to basic anxiety. 2. Exploiting characters
– Basic anxiety produce frightening sense of isolation and aloneness. – use force to get what they desire rather than passively receive
it.
3. Hoarding characters
– seek to save what they already have.
– keep money, feelings, thoughts to themselves.
4. Marketing characters
– no longer personal and carried out to corps.
– personal value depends on exchange value.

By: CHELSEA GLYCE E. CERENO


PSYCHODYNAMIC THEORIES



OVERVIEW STAGES OF DEVELOPMENT CONCEPT OF HUMANITY
– first American to construct comprehensive personality theory. 1. Infancy (18-24 months) “Everyone is much more simply human than otherwise”
– Personality develop within social context. – becomes human through tenderness from mother. – similarities are much more important than differences.

2. Childhood (2-6 years) Children begin life with one-sided relationship with mother, who both
TENSIONS – potential for action – protect security through imaginary playmate. cares for their needs and increases their anxiety.
Dramatization – attempt to act/ sound like significant authority figures Once children learn to reciprocate feelings for the mother, it serves as a
A. Needs – biological imbalance between a person and environment.
Preoccupations – strategies for avoiding anxiety-provoking situations by foundation where subsequent interpersonal relations are built.
1. General need – concerned in overall wellbeing of a person remaining occupied with proven useful activity.
a. Interpersonal (tenderness, intimacy, love) Anxiety and Interpersonal Relations – tied in cyclic manner that makes
3. Juvenile Era (6-8 years) significant personality changes difficult.
b. Physiological (food, oxygen, water)
2. Zonal need arises from particular area of body. – having playmates of equal status.
Interpersonal relations are responsible for both positive and negative
– need to learn competition, cooperation and compromise to be
B. Anxiety – interferes with satisfaction of needs. characteristics in people.
successful.
Unsatisfactory interpersonal relations may trigger malevolence and
4. Preadolescence (9-13 years) paranoia.
ENERGY TRANSFORMATIONS – first time to take interest in other person, same age, same gender.
– overt (expressed) or covert (hidden) actions designed to satisfy needs Intimacy – relationship that validate one another’s personal worth.
and reduce anxiety. Love – satisfaction or security of another person becomes significant.
– need to learn affection and respect from pears.

DYNAMISM – traits or behavioral patterns 5. Early Adolescence (13-15 years)
– eruption of genital interest and advent of lustful relationships.
A. Malevolence – dynamism of evil and hatred. – need to balance of lust, intimacy and security operations
B. Intimacy – close interpersonal relationship of equal status. Lust – threat security because genital activity is ingrained with anxiety,
C. Lust – autoerotic behavior or impersonal sexual interest. guilt, and embarrassment.
D. Self-System – Security Operations, reduce feelings of insecurity & Intimacy – in seeking intimate friendship, attempts are filled with self-
anxiety from endangered self-esteem. doubt, uncertainty, & judgment, which increase anxiety.
1. Dissociation – impulses, desires, and needs that a person 6. Late Adolescence (15 years and older)
refuses to into awareness.
– fusion of intimacy and lust.
2. Selective inattention – refusal to see things we do not wish to
– completely determined by interpersonal relations.
see.
– self-discovery and gender preference at ages 15-17 years.
– other gender - not sex objects but people capable of unselfish love.
PERSONIFICATIONS – Image of oneself. 7. Adulthood
Good-Mother (good breast), Bad-Mother (bad breast) – period of establishing love relationship with one significant person.
Bad mother – representation of not being properly fed/ satisfied. – love is not the principal business of life, but the principal source of
Good mother – tender and cooperative behaviors of mothering one. satisfaction in life.
Me Personifications
Bad me – fashioned from experiences of punishment and disapproval. PSYCHOLOGICAL DISORDERS
Good me – results from experiences with reward and approval.
– have an interpersonal origin and can be understood only with
Not me – caused by sudden severe anxiety.
reference to patient’s social environment.
Eidetic Personifications
– most of Sullivan’s early work was with schizophrenic patients.
– unrealistic traits or imaginary friends invented to protect self-
– dissociated reactions, often precede schizophrenia, are characterized
esteem.
by loneliness, low self-esteem, uncanny emotion, unsatisfactory

relations with others, minimize anxiety by building elaborate self-
LEVELS OF COGNITION esteem that block out threatening experiences.
A. Prototaxic – experiences that cannot be communicated to others
– ex. hunger expressed through sucking or crying. PSYCHOTHERAPY
B. Parataxic – experiences communicated in a distorted f ashion.
– belief that psychic disorders grow out of interpersonal difficulties.
– person assumes a cause-and-effect relationship that
– aimed at uncovering patient’s difficulties in relating to others,
occur coincidentally.
improve foresight, and restore ability to participate in consensually
– ex. saying “please” to get sweets.
validated experiences.
C. Syntaxic – experiences are consensually validated and can be
– face-to-face relationship between therapist and patient.
symbolically communicated. Words and gestures understood by
permit patients to reduce anxiety and communicate on the syntaxic level.
people.

By: CHELSEA GLYCE E. CERENO


PSYCHODYNAMIC THEORIES


THE EGO IN POST-FREUDIAN THEORY METHOD OF INVESTIGATION
According to Freud – Personality is product of history, culture, and biology.
Ego has no strength of its own and only borrows energy from the id.
1. Anthropological Studies
According to Erikson – study of human beings and their ancestors over time in relation
Ego is a positive force that creates a self-identity, a sense of “I”. to physical character, environment, social relations, and cultures.
Ego is the center of personality, it helps people adapt to conflicts and crises
Study of Sioux children in South Dakota.
Three interrelated aspects of ego: – Sioux are known as hunters.
1. Body Ego – recognition and experiences despite dissatisfaction – Apathy was an expression of an extreme dependency
with looks and functions.
developed from children’s reliance on federal govt. programs.
2. Ego Ideal – the image of self in comparison with established ideal.
– in 1937, Sioux became farmers which lead them to losing
– responsible for (dis)satisfaction with entire identity.
their group identity
3. Ego Identity – the image of self in variety of social roles we play.
– Adolescents had difficulty achieving ego identity.

Society’s Influence Study of Yurok Nation in Northern California
– Ego exists as potential at birth, but emerge within a cultural environment. – Yurok Nation lived on salmon fishing.
– Different societies and various child-rearing practices shape personalities. – 1963, early childhood training with strong cultural value and
– Pseudospecies: an illusion that society chose to be human species. that history and society helped shape personality.

2. Psychohistory
8 STAGES OF PSYCHOSOCIAL DEVELOPMENT
– the study of individual and collective life with combined
Basic Points
methods of psychoanalysis an history.
1. Epigenetic Principle – a step-by-step growth.
– demonstrate beliefs that each person is a product own
2. Interaction of Opposites –conflict between syntonic & dystonic element
historical time.
3. Syntonic (harmonious) & Dystonic (disruptive) produce ego/ basic strength.
4. Core Pathology – result of too little basic strength at any stage
5. Psychosocial stages include biological aspect in human development CRITIQUE OF ERIKSON
6. Ego Identity – shaped by conflicts of events (past, present, future). – Erikson built his theory on ethical principles and not on
Earlier stages do not cause later personality development. scientific data.
7. Identity Crisis – turning point in life that strengthen/ weaken personality – He sees the world more through the eyes of an artist than of a
scientist.
Psychosexual Mode
– Theory is limited mostly to developmental stages, provide
1. Oral-sensory – two mode of incorporation receiving and getting.
many guidelines but offers little specific advice, and the
2. Anal-urethral-muscular – control body, cleanliness and m obility.
description of psychosocial stages and crises are not always
3. Genital-locomotor – fantasies and imagination help move in ease.
clearly differentiated.
4. Latency – divert energies to learning.

5. Puberty – genital maturation and triggers adult roles expectations.
CONCEPT OF HUMANITY
6. Genitality – sexual activity/ expression of identity.
– “Anatomy, history, and personality are our combined destiny.”
7. Procreativity – sexual contact and responsibility to care for offspring.
Anatomy combined with past events, including social and
8. Generalized sensuality – to take pleasure in different sensations.
various personality dimensions such as temperament and
intelligence, to determine who a person will become.
– Optimistic
Each crisis can be resolved in favor of the syntonic element,
regardless of past resolutions.
– Conscious and unconscious combination determinants.
Prior to adolescence, personality is largely shaped by
unconscious motivation.
From adolescence forward, people are aware of their actions and
reasons.
– Social
As people advance through stage, social influence become
increasingly more powerful.

By: CHELSEA GLYCE E. CERENO


HUMANISTIC/ EXISTENTIAL THEORIES



A.K.A. Humanistic theory, Transpersonal theory, the third force in SELF-ACTUALIZATION PHILOSOPHY OF SCIENCE
Psychology, the fourth force in Personality, Need theory, and Self-
CRITERIA – Humanistic approach is not value free but care about people and
Actualization theory.
1. Free from Psychopathology topics they investigate.
2. These people had progressed through hierarchy of needs. Desacralization – science that lacks emotion, joy, wonder, awe.
VIEW OF MOTIVATION
3. Embracing of B-values (being values). Resacralize – science with human values, emotion, and ritual.
BASIC ASSUMPTIONS
4. Fulfilled needs to grow, develop, and become capable of becoming. – Taotistic attitude for psychology: noninterfering, passive and receptive
1. Holistic approach to motivation
– whole person, not any single part or function is motivated. B VALUES
2. Motivation is usually complex. – truth, goodness, beauty, wholeness or transcendence, aliveness or MEASURING SELF-ACTUALIZATION
– behavior spring from several separate motives, and may be spontaneity, uniqueness, perfection, completion, justice and order, PERSONAL ORIENTATION INVENTORY (POI)
unconscious. simplicity, richness or totality, effortlessness, – 150 items that measure values and behavior of self-actualizing people.
– Major scales are Time Competence Scale and Support Scale.
3. People are continually motivated by one need or another.
CHARACTERISTICS – 10 subscales assess: self-actualization values, flexibility in applying
– when one need is satisfied, it loses its motivational power, and is
1. More Efficient Perception of Reality
replaced by another need. values, sensitivity to own needs and feelings, spontaneity in expressing
– can discriminate between genuine and fake, see both positive and
4. All people are motivated by the same basic needs. negative underlying traits, and perceive ultimate values more clearly. feelings, self-regard, self-acceptance, positive view of humanity, ability
– food, safety, and friendship are common needs to the entire species. to see opposites of life as meaningfully related, acceptance of
2. Acceptance of Self, Other, and Nature
5. Needs can be arranged on a hierarchy. – they realize that people suffer, grow old, and die. aggression, and capacity for intimate contact.
3. Spontaneity, Simplicity, and Naturalness SHORT INDEX OF SELF-ACTUALIZATION
HIERARCHY OF NEEDS – not afraid or ashamed to express joy, awe, elation, sorrow, anger, or
– 6-point Likert scale from strongly disagree to strongly agree.
Prepotency – lower level needs must be satisfied before higher level other deeply felt emotions.
– borrowed 15 items from POI that are strongly correlated with total
needs become motivators. 4. Problem-Centering
– interest in problems outside themselves. self-actualization score.
Conative needs – the five needs have a striving/ motivational character.
– allows development of mission/ purpose in life.

5. Need for Privacy JONAH COMPLEX

– be along without being lonely. – the fear of success, fear of being one’s best, and feeling of
6. Autonomy awesomeness in the presence of beauty and perfection.
– depend on self for growth. – block people’s growth toward self-actualization.
7. Continued Freshness of Appreciation – characterized by attempts to run away from one’s destiny.
– they retain constant sense of good fortune and gratitude for it.

SELF-ACTUALIZATION 8. The Peak Experience PSYCHOTHERAPY
– experiences no needs, wants, or deficiencies. – aim for clients to embrace the Being-values, that is, to value truth,
Self-fulfillment, realization of
potential, full growth – seen only as beautiful, good, desirable, never evil or undesirable. justice, goodness, simplicity, and so forth.
9. Gemeinschaftsgefühl – through warm, loving, interpersonal relationship with the therapist,
ESTEEM – Adler’s term for social interest, caring toward other people. the client gains satisfaction of love and belongingness needs and thereby
self-respect, confidence, competence
10. Profound Interpersonal Relations acquires feelings of confidence and self-worth.
– involved nurturing, profound feelings for individuals.
LOVE AND BELONGINGNESS 11. The Democratic Character Structure
friendship, family, sex, human contact – being friendly and considerate with others regardless of class, color,


age, gender, and other differences.
SAFETY 12. Discrimination between Means and Ends
security, stability, dependence, protection, freedom – clear sense of right and wrong.
13. Philosophical Sense of Humor
PHYSIOLOGICAL – they amuse, inform, point out, ambiguities, provoke a smile rather
food, water, oxygen, maintenance of body temperature guffaw/ laugh.
14. Creativeness
– have a keen perception of truth, beauty, and reality.

15. Resistance to Enculturation
Aesthetic needs – need for beauty and pleasing experiences. Not universal – Enculturation is acquisition of culture’s characteristics and norms.
Cognitive needs – desire to know, understand, solve mysteries & be curious. – having a sense of detachment from their surroundings and ability to
Neurotic needs – nonproductive. Compensation for unsatisfied needs. transcend a culture.

“Being” values – indicators of psychological health.
Metaneeds – are the ultimate level of needs.
LOVE, SEX, AND SELF-ACTUALIZATION
Metamotivation – distinguish ordinary to self-actualizing need motivation. – love & belongingness needs to be satisfied to achieve self-actualization
– characterized by expressive behavior with B values. D-love – deficiency love.
B-love – love for the essence of Being.

By: CHELSEA GLYCE E. CERENO


HUMANISTIC/ EXISTENTIAL THEORIES



BASIC ASSUMPTIONS PSYCHOTHERAPHY THE CHICAGO STUDIES
Formative Tendency CLIENT CENTERED THERAPY Purpose – to investigate both the process and outcomes of client-
– a tendency for all matters to evolve from simpler to complex forms. IF the conditions of the therapist congruence, unconditional positive regard, centered therapy.
Actualizing Tendency and emphatic listening are present, THEN the therapy process will transpire. Hypotheses
IF the therapy process takes place, THEN certain outcomes can be predicted. 1. During therapy, clients would assimilate into self-concepts
– tendency to move toward completion or fulfillment of potential.
Maintenance need – basic needs as food, air, and safety. CONDITIONS feelings and experiences previously denied to awareness.
Enhancement need – will to learn, self-exploration, playfulness, 1. Anxious/vulnerable client must encounter a congruent therapist who 2. During and after therapy, the discrepancy between real self
confidence of achieving psychological growth. possess empathy and unconditional positive regard for the client. and ideal self would diminish. The observed behavior would
2. Client must perceive these characteristics in the therapist.
Congruence – ability and willingness to openly express feelings. Method
become more socialized, more accepting of self and others.
SELF AND SELF-ACTUALIZATION Unconditional positive regard – to assess change from an external viewpoint, the researchers used
– Actualization is the organismic experiences as a whole person. Empathic listening 1. Thematic Apperception Test (TAT)
– Self-actualization is to actualize self as perceived in awareness. 3. Contact between client and therapist must be of some duration. – a projective personality test.
Self subsystems: 2. Self-Other Attitude Scale (S-O Scale)
Self-Concept – one’s being and experiences perceived in awareness. PROCESS (Stages of Therapeutic Change)
– measures antidemocratic trends and ethnocentrism.
– Organismic self Stage 1. unwillingness to communicate anything about oneself.
Stage 2. becoming less rigid. Discuss external events and other people, but 3. Willoughby Emotional Maturity Scale (E-M Scale)
Ideal Self – one’s view of self as one wishes to be.
fail to recognize own feelings. – compare descriptions of client’s behavior and emotional
Stage 3. freely talk about self as an object. Deny responsibility for decisions. maturity as seen by 2 close friends and by client themselves.
AWARENESS Stage 4. Talk of deep feelings but not ones presently felt and become – to assess change from the client’s point of view, researchers used
– symbolic representation of some portion of experience. involved in relationship with the therapist. Q sort technique
Stage 5. Undergo significant change and growth. Can now express feelings – 100 self-referent statements printed on 3-by-5 cards.
LEVELS OF AWARENESS
in present. – participants sort into nine piles from “most like me” to
1. some events are either ignored or denied
Stage 6. Experience dramatic growth and irreversible movement toward “least like me”.
2. accurately symbolized and freely admitted to self-structure
becoming fully functioning or self-actualizing.
3. perceived in a distorted form – reshape or distort experiences. Stage 7. Fully functioning “persons of tomorrow”. Organismic self is now Result
unified with self-concept. – people receiving client-centered therapy generally showed some
BECOMING A PERSON growth or improvement, but never attained the level of psychological
OUTCOMES health demonstrated by “normal” people.
– individual must make contact – positive or negative, with others.
Positive regard – need to be loved, liked, or accepted. – clients are now more congruent and less defensive.
clearer picture of self and more realistic view of the world.
Positive self-regard – valuing one’s self.
– clients are being realistic.
accurate view of potentials which permits to narrow the gap between
BARRIERS TO PSYCHOLOGICAL HEALTH real-self and ideal-self.
1. CONDITIONS OF WORTH
– perception that parents, peers, or partners love and accept them THE PERSON OF TOMORROW
only if they meet those people’s expectations and approval. – fully functioning person have a healthy personality.
– External evaluation is our perception of other people’s view on us.
– Possible characteristics
2. INCONGRUENCE 1. Healthy people would be more adaptable
– Distrusted experience distorts awareness of them which solidify 2. Open to their experiences – symbolizing rather than distorting them.
incongruence between organismic self and self-concept. Trust in own organismic selves – depend on self, realize own
Vulnerability – lacking awareness of discrepancy between experience, trust feelings, and consider others when deciding.
organismic self and significant experience. 3. Live fully in the moment – existential living, living without expectations.
Anxiety and threat – gaining awareness of incongruence. no need to deceive self nor impress others.
4. Confident on ability to experience harmonious relations with others
3. DEFENSIVENESS – no need to be liked or loved by everyone because of someone.
– protection of self-concept against anxiety and threat by the denial 5. Be more integrated – openly express feelings, no need to defend self.
or distortion of experiences inconsistent o it. 6. Have basic trust of human nature – readily care and help when needed.
Distortion – misinterpret experience to fit into self-concept.
7. Enjoy greater richness in life – live in present and participate.
Denial – refuse to perceive an experience in awareness.

4. DISORGANIZATION PHILOSOPHY OF SCIENCE
– behave consistently with organismic experience or with shattered – Science begins and ends with the subjective experience, although
self-concept. everything in between must be objective and empirical.
– purposeless and incoherent behavior, thought, and speech. – scientists should be completely involved in phenomena being studied
– words and actions do not make sense.

By: CHELSEA GLYCE E. CERENO


HUMANISTIC/ EXISTENTIAL THEORIES



BACKGROUND OF EXISTENTIALISM GUILT THE POWER OF MYTH
– Kierkegaard wished to understand people as they exist in the – arises when people deny potentialities, fail to accurately perceive – Stories that unify a society.
world as thinking, active, and willing beings. needs of others, or remain oblivious to dependence on natural – essential to the process of keeping our souls alive and bringing us
– Balance between freedom and responsibility. world. new meaning in a difficult and often meaningless world.
People acquire freedom through expanding self-awareness 1. Umwelt
OEDIPUS STORY CRISES
Responsibility is achieved only at expense of anxiety. – guilt is a result of our separation from nature.
1. Birth
2. Mitwelt
EXISTENTIALISM 2. Separation or exile from parents and home
– stems from inability to perceive accurately the world of
1. Existence (process) takes precedence over essence (product). 3. Sexual union with one parent and hostile toward to other
others.
2. Existentialism opposes the split between subject and object. 4. The assertion of independence and the search for identity
3. Eigenwel
– people must search truth by living active and authentic 5. Death
– denial of own potentialities or with failure to fulfill them.
lives,
– guilt is grounded in relationship to self.
3. People search for some meaning to their lives.
PSYCHOTHERAPY
4. We are responsible for who we are and what we become.
– make people more human.
5. Existentialists are antitheoretical, because it dehumanize INTENTIONALITY
– help expand consciousness to be in better position to make
people. – The structure that gives meaning to experience and allows people
choices.
to make decisions about the future.
– choices then lead to simultaneous growth of freedom and
BASIC CONCEPTS – without it, people could neither choose nor act on their choice.
responsibility.
1. Being-in-the-World
– exist in a world that understood from own perspective. CARE, LOVE, AND WILL
– Dasein (German word), meaning to exist. Care – a state in which something does matter.
– Alienation, losing touch with relationship to natural – recognize a person as a fellow human being, identify person’s
world. pain or joy, guilt or pity.
a. Separation from nature
b. Lack of meaningful interpersonal relations Love – means to care, recognize the essential humanity of other, to
c. Alienation from one’s authentic self. have an active regard for person’s development.
– Modes: FORMS OF LOVE
a. Umwelt – relationship with environment. Sex – seeks gratification through release of sexual tension.
b. Mitwelt – relationship with other people. Eros – desire that seeks procreation. Establish a lasting
c. Eigenwelt – relationship with our self. union.
Philia – intimate nonsexual relationship.
2. Nonbeing (nothingness)
Agape – love of God for man. It is altruistic love.
– Death is the one fact of life which is not relative but
absolute, and my awareness of this gives my existence and Will – capacity to organize one’s self so that movement in a certain
what I do each house an absolute quality. direction or goal may take place.

ANXIETY FREEDOM AND DESTINY
– become aware that existence can be destroyed and become FREEDOM – capacity to know that he is the determined (destiny)
“nothing”. one.
– arises when faced with the problem of fulfilling their – understanding our destiny (death).
potentialities. 1. Existential Freedom – the freedom of action/ doing.
1. Normal Anxiety 2. Essential Freedom – the freedom of being.
– proportionate to the threat, does not involve repression,
and can be confronted constructively on the conscious DESTINY – our destination, our terminus, our goal.
level. – we cannot erase out destiny, but we can choose who we
– felt when values are threatened. shall respond, how we shall live out our talents which
2. Neurotic Anxiety confront us.
– disproportionate to threat, involves repression and
other intrapsychic conflict, and is managed by various
kinds of blocking-off of activity and awareness.
– felt when values transformed into dogma.

By: CHELSEA GLYCE E. CERENO


DISPOSITIONAL THEORIES



ALLPORT’S APPROACH TO PERSONALITY MOTIVATION
“Dynamic organization within the individual of psychophysical systems – people are motivated by present drives rather than by past events.
that determine his characteristics behavior and thought.” – Peripheral motives are those that reduce a need
Dynamic organization – integration of various aspects of personality. – Propriate strivings seek to maintain tension and disequilibrium.
Psychophysical – psychological and physical aspects of personality. – people not only react to their environment but also shape their
Determine – personality is something and does something. environment (proactive behavior).
Characteristics – unique engraving that no one can duplicate
FUNCTIONAL AUTONOMY
Behavior and thought – anything a person does
– self-sustaining and independent from motives that were originally
Conscious Motivation – being aware of the action and reasons of doing it.
responsible for a behavior.
CHARACTERISTICS OF PSYCHOLOGICALLY HEALTHY PERSON – two levels:
Proactive behavior – consciously acting on environment in new and 1. Perseverative Functional Autonomy
innovative ways, and cause environment to react. – refers to habits and behaviors not part of one’s proprium.
Mature Personality – dominated by unconscious motives from childhood. Ex. addiction to alcohol without physiological hunger for it.

Six Criteria for Mature Personality: 2. Propriate Functional Autonomy

1. Extension of the sense of self – includes all self-sustaining motivations related to proprium.
– seek identity and participate in events outside themselves. Ex. uninteresting job becomes interesting through time.
2. Warm relating of self to others
– capacity to love in an intimate and compassionate manner. THE STUDY OF THE INDVIDUAL
3. Emotional security or self-acceptance – to balance predominant normative or group approach, psychologists
– accept self for what they are and what they possess. employ methods that study the motivational and stylistic behaviors.
4. Realistic perception of their environment
MORPHOGENIC METHODS – gather data on one single individual.
– do not live in fantasy world nor bend reality to fit wishes.
– diaries and letters, stress behavior patterns within an individual.
5. Insight and humor
– no need to attribute own mistakes and weaknesses to others Nomothetic – study or discovery of general scientific laws
6. Unifying philosophy of life Idiographic – single specific case, does not suggest pattern.
– have a clear view of the purpose of life.
CONCEPT OF HUMANITY
STRUCTURE OF PERSONALITY (basic units or building blocks) – Allport had optimistic and hopeful view of human nature.
– Our fates and traits are not determined by unconscious motives
PERSONAL DISPOSITIONS – a generalized neuropsychic structure that
originating in early childhood, but by conscious choice made in present.
render many stimuli functionally equivalent, initiate and guide consent.
– People have a limited-freedom. Although free will exists, some people
– Levels
are more capable of making choices than others.
1. Cardinal Dispositions – eminent characteristic dominates life.
– View of humanity is more teleological than causal.
Ex. Narcissus the narcissistic
Personality is influenced by past experiences but the behaviors are
2. Central Dispositions – qualities in a recommendation letter. motivated by expectations of the future.
Ex. kindness, honesty, friendliness
– both differences and similarities among people are important, but
3. Secondary Dispositions – surface only in certain situations. individual differences and uniqueness receive grated emphasis for
Ex. shyness, irritability, anxiety Allport.
4. Motivational and Stylistic Dispositions
Motivational – intensely experienced disposition motivated by
basic needs and drives, and initiate action
Stylistic – less intensely experienced and guide action.

PROPRIUM
– behaviors and characteristics that people regard as warm, central, and
important in their lives.
– not the whole personality, only exist on periphery of personality.
– Non-propriate behaviors include
1. Basic drives and needs ordinarily satisfied without difficulty
2. Tribal customs such as wearing clothes, saying hello.
3. Habitual behavior performed automatically and are not crucial to a
person’s sense of self. Ex. smoking, brushing teeth

By: CHELSEA GLYCE E. CERENO


DISPOSITIONAL THEORIES



RAYMOND CATTELL’s 16PF ROBERT MCCRAE AND PAUL COSTA’s BIG FIVE
Inductive method of gathering data began with no preconceived bias EXTRAVERSION
concerning the number or name of traits or types. High Scores – affectionate, joiner, talkative, fun loving, active, passionate
Low Scores – reserved, loner, quiet, sober, passive, unfeeling
sources of data:
Life record (L data) – observations made by other people. NEUROTICISM
Self-reports (Q data) – obtained from questionnaires High Scores – anxious, self-pitying, self-conscious, emotional, vulnerable
Low Scores – calm, even-tempered, self-satisfied, unemotional, hardy
Objective tests (T data) – measure performance
traits: OPENNESS
High Scores – imaginative, creative, original, curious, liberal, prefer variety
Common traits – shared by many
Low Scores – down-to-earth, uncreative, conventional, conservative
Unique traits – peculiar to one individual
Source/ Surface traits – trait indicators AGGREABLENESS
1. Temperament – how a person behaves High Scores – softhearted, trusting, generous, lenient, good-natured
2. Motivation –why one behaves Low Scores – ruthless, suspicious, stingy, critical, irritable, antagonistic
3. Ability – how far or fast one can perform CONSCIENTIOUSNESS
High Scores – hardworking, well-organized, punctual, ambitious, determined
Low Scores – negligent, lazy, aimless, quitter, disorganized
HANS EYSENCK’s FACTOR THEORY

CRITERIA FOR IDENTIFYING FACTORS UNITS OF THE FIVE-FACTOR THEORY
1. Psychometric Evidence – factor must be reliable and replicable.
1. CORE or CENTRAL COMPONENTS OF PERSONALITY
2. Possess heritability and must fit an established genetic model Basic Tendencies
– eliminates learned characteristics or beliefs.
– how quickly we learn (talent, intelligence, aptitude).
3. Make sense from a theoretical view – data is logically consistent. – include cognitive abilities, sexual orientation, artistic talent, and the
4. Possess social relevance psychological processes underlying acquisition of language.
Characteristic Adaptations
HIERARCHY OF BEHAVIOR ORGANIZATION
– what we learn or the acquired skills from environment
1. Type or Superfactors – made up of several interrelated traits. – can be influenced by external factors (skills, habits, attitudes, and
– extravert, introvert, neurotic, psychotic types
relationships from interaction with environment).
2. Traits – important semi-permanent personality dispositions. Self-concept
3. Habitual acts or cognitions – responses that recur under similar – important characteristic adaptation.
conditions. Reliable and consistent – consists of knowledge, views, and evaluation of self.
4. Specific acts or cognitions – lowest level. Behavior or thoughts may
2. PERIPHERAL COMPONENTS
or may not be characteristics of a person.
Biological Bases
– the principal mechanisms that influence basic tendencies are genes,
DIMENSIONS OF PERSONALITY - GENERAL SUPERFACTORS hormones, and brain structures.
1. EXTRAVERSION – objective view of the world. – eliminates role of environment in formation of basic tendencies.
– sociable, impulsive, optimistic, and get energy from people. Objective Biography
INTROVERSION – subjective or individualized view of the world. – everything the person does, thinks, or feels across the whole lifespan
– passive, unsociable, careful, reserved, thoughtful, pessimistic. – focus on what happened in people lives (objective) rather than
Cortical Arousal Level – primary cause of extro and intro differences. perceptions of their experiences (subjective).
– inherited physiological condition. Low E, high I level External Influences
– behavior is a function of the interaction between characteristic
2. NEUROTICISM – emotional instability. adaptations and external influences.
– moody and experience anxiety, fear, frustration, etc.

3. PSYCHOTICISM – interpersonal hostility and aggressiveness. BASIC POSTULATES
– low P are altruistic, emphatic, caring, sociable
FOR BASIC TENDENCIES
1. Individuality – have unique traits and combination of trait patterns
MEASUREMENT OF PERSONALITY 2. Origin – traits are result of endogenous (internal/biological) forces.
1. MAUDSLEY PERSONALITY INVENTORY (MPI) 3. Development – traits develop and change through childhood.
– measure only correlation of extraversion and neuroticism. 4. Structure – traits are organized hierarchically.

2. EYSENCK PERSONALITY INVENTORY (EPI) FOR CHARACTERISTIC ADAPTATIONS
– measures extraversion (E) and neuroticism (N) 1. Traits affect the way we adapt to the changes in our environment.
independently, and contains lie (L) scale to detect faking. 2. Responses are not always consistent with goals or cultural values.
3. Basic traits may change over time in response to biological
maturation, environmental changes, or deliberate interventions.

By: CHELSEA GLYCE E. CERENO


LEARNING THEORIES



PIONEERS OF SCIENTIFIC BEHAVIORISM UNHEALTHY PERSONALITY
EDWARD THORNDIKE b. Reinforcement – social control and self-control sometimes result in inappropriate
– first to systematically study consequences of behavior. – strengthens the behavior and rewards the person. behavior and unhealthy personality development.
– Law of Effect o Positive reinforcement – any stimulus, when added to a
situation, increases the probability of expected behavior. COUNTERACTING STRATEGIES for excessive social control.
– learning takes place from the effects that follow a response.
Ex. food, water, sex, money, approval, comfort 1. Escape – withdraw from controlling agent.
– Stamped in: responses to stimuli followed immediately by a satisfier
o Negative reinforcement – remove, reduce, or avoid – tends to be mistrustful and noninvolved with people
– Stamped out: responses followed immediately by an annoyer
aversive unpleasant stimuli to increase future behavior to 2. Revolt – rebel against society’s controls.
JOHN WATSON – vandalize public property, verbal abuse others, provoke police.
occur.
– established psychological school for behaviorism. Ex. removal of loud noises, shocks, hunger pangs 3. Passive resistance – used when escape and revolt have failed.
– the goal of psychology is the prediction and control of behavior.
c. Punishment INAPPROPRIATE BEHAVIORS
– limit psychology to an objective study of habits formed through
– Does no strengthen nor predictably weaken a response.
stimulus-response connection 1. Excessively vigorous behavior
– imposed to prevent people from acting in a particular way.
2. Excessively restrained behavior
o Positive punishment – adding negative consequence after
SCIENTIFIC BEHAVIORISM 3. Blocking out reality
undesirable behavior to decrease future response.
– behavior is studied without reference to needs, instincts, or motives. Ex. spanking son for teasing his sister.
4. Self-deluding responses – boasting or claiming to be the Messiah
– psychology must avoid internal states and confine to observable physical o Negative punishment – removing desired item after
events. undesirable behavior to decrease future responses. PSYCHOTHERAPY
PHILOSOPHY OF SCIENCE – A therapist is a controlling agent. Not all controlling agent are harmful.
– allow interpretation of behavior but not an explanation of its causes. REINFORCERS – Shaping behavior takes time.
Types – Therapist mold desirable behavior by reinforcing slightly improved
CHARACTERISTICS OF SCIENCE 1. Primary reinforcer - food, water, sex, or physical comfort changes in behavior.
1. Science advances in a cumulative manner.
2. Conditioned reinforcer (secondary reinforcer)
2. Science is an attitude that places value on empirical observations.
– environment stimuli, object, event associated to primary reinforcers. CONCEPT OF HUAMNITY
- Three components to scientific attitude
a. Science rejects authority 3. Generalized reinforcer – more than one primary reinforcer. – People are not free but are controlled by environmental forces.
b. Science demands intellectual honesty – attention, approval, affection, submission of others, and tokens
– Human behavior is shaped by the principles of reinforcement; the
c. Science suspends judgments until clear trends emerge. (money).
species is quite adaptable.
3. Science is a search for order and lawful relationships. Schedules – People are flexible in their adaptation to environment, and no
- science begins with observation of single events and then attempts to Continuous Schedule – reinforced for every response. evaluation of good or evil should be placed on an individual’s behavior.
infer general principles and laws from those events.
Intermittent Schedule – based on behavior or on elapsed time. – behavior Is caused by the person’s history of reinforcements as well as
1. Fixed-Ratio – reward given in fixed number of correct response. by the species’ contingencies for survival and evolution of cultures.
CONDITIONING ex. chocolate for every 10 correct answers
– Personality is largely shaped by the environment.
1. CLASSICAL CONDITIONING 2. Variable-Ratio – reward vary from number of responses.
3. Fixed-Interval – rewarded given in fixed number of time.
– also called Respondent Conditioning
ex. monthly salary, break time every 3hours.
– a response is drawn out of the organism by a specific stimulus.
4. Variable-Interval – reward given randomly.
– behavior is elicited/ evoked.

2. OPERANT CONDITIONING
HUMAN ORGANISM
– also called Skinnerian Conditioning – behavior and personality is shaped by the three forces.
– response is more likely to recur when it is immediately reinforced.
1. Natural Selection
– behavior is emitted/ released. – personality is the product of long evolutionary history.
a. Shaping – survival of the fittest genes.
– first rewards gross approximations of the behavior, then closer
approximations, and finally the desired behavior itself. 2. Cultural practices
– Successive approximation process is gradually shaping the final – Selection is responsible for cultural practices that survived.
– Humans do not cooperatively decide what is best for the society,
complex set of behaviors.
– breaking down complex behavior rather societies whose members behave cooperatively survive.
– three conditions 3. Individual’s history of reinforcement
o Antecedent – environment or setting behavior takes place. a. Inner States
o Behavior – consist of self-awareness, drives, emotions, purpose, intention.
o Consequence – reinforcement or punishment. b. Complex behavior
– consist of high mental processes, creativity, unconscious
behavior, dreams, social behavior
c. Control of Human Behavior
– consist of social control and self-control.

By: CHELSEA GLYCE E. CERENO


LEARNING THEORIES



LEARNING HUMAN AGENCY - the essence of humanness. DYSFUNCTIONAL BEHAVIOR
– acquired through observational learning and enactive learning. – acquired through the reciprocal interaction of environment, personal
CORE FEATURES OF HUMAN AGENCY
factors, and behavior.
OBSERVATIONAL LEARNING 1. Intentionality – refers to acts a person performs purposely.
2. Forethought – to set goals, anticipate outcomes, and select 1. Depression
– observation allows people to learn without performing any behavior.
behaviors that produce desired outcomes. – worthlessness, lack of purpose, and pervasive depression.
1. Modeling
3. Self-reactiveness – process of motivating & regulating own action – three self-regulatory subfunctions:
– cognitive processes and is not simply mimicry or imitation.
4. Self-reflectiveness – think and evaluate own motivations, values, a. Self-observation – misjudge own performance or distort
– symbolically representing info and storing it for future use. memory of past accomplishments.
Factors:
and meaning of life.
b. Judgmental processes – set standards unrealistically high.
a. People are more likely to model high-status people. SELF-EFFICACY– the foundation of human agency. c. Self-reactions – judge self and treat self badly for shortcomings.
b. People lacking status, skill, or power are those who model
– refers to people’s confidence that they can perform certain behavior. 2. Phobias
c. Consequences of the behavior being modeled may influence
– Four sources: Mastery experiences, Social modeling, Social persuasion, – strong and persistent fears that severely affect daily life.
the observer.
and Physical and emotional states 3. Aggression
2. Processes Governing Observational Learning
– acquired through observation of others.
a. Attention – observing appropriate activities. PROXY AGENCY
– five reasons people continue to aggress:
Factors: – indirect control by relying on other people/ representatives.
a. Positive reinforcement – enjoy inflicting injury on others
o Individuals whom we frequently associate.
o Attractive models are most likely to be observed. COLLECTIVE EFFICACY b. Negative reinforcement – avoid or counter aggression of others
b. Representation – patterns are symbolically represented. – shared beliefs of people’s collective power to produce desired r esults. c. Punishment – receive injury for not behaving aggressively
o Verbal coding – telling self over on how to perform. – confidence that people’s combined efforts will bring accomplishments. d. Self-reinforcement – live up to standards by aggressive behavior
e. Observe others receiving rewards for aggressive acts
o Rehearsal – entail the actual performance of behavior
c. Behavioral production – convert cognitive representation
SELF-REGULATION
into appropriate actions. – confident in reliance on proxies, possess solid collective efficacy, and SOCIAL COGNITIVE THERAPY
d. Motivation – desire to perform the necessary action have capacity to regulate own behavior. – emphasizes cognitive mediation, especially perceived self-efficacy
– use reactive and proactive strategies for self-regulation.
ENACTIVE LEARNING Goal: Self-regulation
Reactive – reduce discrepancies between accomplishments and goal
– learning complex behavior through direct experience by thinking and Steps:
Proactive – set newer and higher goals for themselves.
1. Instigate some change in behavior.
evaluating the consequences of their behavior.
EXTERNAL FACTORS IN SELF-REGULATION Ex. acrophobic person climbing a 20-foot ladder.
– Consequence of a response serve three functions:
– incentives from environment/ others. 2. Covert or Cognitive Modeling
o inform us of the effects of our actions.
– visualize models performing fearsome behavior
o motivate our anticipatory behavior – we are capable of INTERNAL FACTORS IN SELF-REGULATION 3. Enactive Mastery
symbolically representing future outcomes and acting accordingly. 1. Self-Observation – monitor own performance.
– perform behaviors that previously produced incapacitating fears.
o serve to reinforce behavior. 2. Judgmental processes – evaluate own performance.
3. Self-reaction – respond to behaviors based from personal standards.
TRIADIC RECIPROCAL CAUSATION CONCEPT OF HUMANITY
SELF-REGULATION THROUGH MORAL AGENCY – Humans have the capacity to become many things through modeling.
– assumes that human action is a result of an interaction among three
– two aspects: doing no harm to people and proactively helping people – Humans are goal-directed.
variables – environment, behavioral factors, and the person.
o Selective activation – self-regulatory operate only if they are activated. – Humans anticipate the future and behave accordingly in the present.
o Disengagement of internal control – separating self from the – People can exercise large measure of control over their lives. They
Human function is a
consequences of behavior to justify the morality of their action.
product of the have the power to mold their environment and experiences with
Ex. engage in inhuman behaviors while retaining moral standards.
interaction of reinforcements.
(B) behavior – Selective Activation and Self-Control Mechanisms: – People do not become thoughtless during the learning process.
(P) person variables 1. Redefine the Behavior – restructuring to justify actions. – People make conscious judgments about how their actions affect the
(E) environment a. Moral Justification – guilty behavior made to seem noble. environment.
b. Palliative Comparisons – wrong behavior compared to
even greater atrocities committed by others.
c. Use of Euphemistic labels – substituting unpleasant words

2. Disregard or Distort the Consequences of Behavior
CHANCE ENCOUNTERS AND FORTUITOUS EVENTS a. Minimize the consequence of behavior
– everyday lives of people are affected by the people they chance to b. Ignore the consequences of actions
meet and by random events they could not predict. c. Distort the consequences of actions
Chance Encounter 3. Dehumanize or Blame the Victims
– an unintended meeting of persons unfamiliar to each other. 4. Displace or Diffuse Responsibility
Fortuitous Event a. Displacement – placing responsibility on outside source.
– an environmental experience that is unexpected and unintended. b. Diffuse Responsibility – to spread it so thin that no one is
responsible

By: CHELSEA GLYCE E. CERENO


LEARNING THEORIES


JULIAN ROTTER’S SOCIAL LEARNING THEORY WALTER MISCHEL’S PERSONALITY THEORY CONCEPT OF HUMANITY
Five basic hypotheses Two types: – People are capable of construing events in variety of ways.
1. Humans interact with their meaningful environments 1. Personality as a dynamic entity motivated by drives, perceptions, – Theory is more teleological or future oriented. People value events that
2. Personality is learned and can be changed through time. needs, goals, and expectancies. perceived as moving them closer to their goals.
3. Personality has a basic unity 2. Personality as a function of relatively stable traits or personal – Theory leans in conscious forces. People consciously set goals, and
– evaluate new experiences on basis of previous reinforcement. dispositions. strive to solve old and new problems.
4. Motivation is goal directed – Theory emphasizes social factors.
5. People are capable of anticipating events CONSISTENCY PARADOX Rotter stressed importance of social environment.
– Personality remains the same over time, while behavior can change Mischel highlighted social influences.
PREDICTING SPECIFIC BEHAVIOR in different situations. – In summary, the Cognitive Social Learning Theory views people as
Four variables PERSON-SITUATION INTERACTION forward-looking, purposive, unified, cognitive, affective, and capable of
1. Behavioral Potential (BP) – likelihood that a given behavior will – personal dispositions influence behavior only under certain evaluating present experiences and anticipate future events.
occur at a given time and place. conditions and certain situations.
2. Expectancy (E) – expectation of being reinforced.
3. Reinforcement Value (RV) – preference for a reinforcement. COGNITIVE-AFFECTIVE PERSONALITY SYSTEM (CAPS)
4. Psychological Situation (S) – part of world a person respond to. – people’s behavior is largely shaped by interaction of stable personality
traits and the situation, which include personal variables.
PREDICTING GENERAL BEHAVIORS – Behavioral signature of personality is the consistent manner of varying
GENERALIZED EXPECTANCIES behavior in particular situations.
– past behaviors that increased social status, were more practiced.
– Freedom of movement: mobility rights. Behavioral Prediction
“If personality is a stable system that processes the information about
NEEDS the situations, then it follows that as individuals encounter different
– indicators of direction of behavior. situations, their behaviors should vary across the situations.”
Categories of Needs: – includes encoding, expectancies, beliefs, competencies, self-
1. Recognition-status – need to be recognized by others regulatory plans and strategies, and affects and goals.
2. Dominance – need to control behaviors of others.
Situation Variables
3. Independence – need to be free from domination of others.
– can be determined by observing the uniformity or diversity of
4. Protection-dependency – need to be cared for and protected.
people’s responses in a given situation.
5. Love and affection – need for warm, positive feelings.
6. Physical comfort – need for food, good health, physical security. Cognitive-Affective units
Need Components – person variables shifted the emphasis from what a person has to
1. Need Potential (NP) – group of functionally related behaviors what a person does in a particular situations.
directed toward satisfying same goals. – include all psychological, social, and physiological aspects of people
Behavior Potential – behavior occur due to specific reinforcement. that cause them to interact with their environment with a relatively
2. Freedom of Movement (FM) – expectation of being reinforced for stable pattern of variation.
performing behaviors that satisfy general needs. Units:
3. Need Value (NV) – mean preference value of a set of functionally 1. Encoding Strategies
related reinforcements. – people’s way of categorizing information received from
external stimuli.
MALADAPTIVE BEHAVIOR
2. Competencies and Self-Regulatory Strategies
– persistent behavior that fails to move a person closer to desired goal.
– potential of behaviors available, beliefs of what the person
– characterized by unrealistic goals, inappropriate behaviors,
can do, plans and strategies for enacting behaviors, and
inadequate skills, or unreasonably low expectancies.
expectancies of success.

PSYCHOTHERAPY 3. Expectancies and Beliefs
– bring freedom of movement and need value into harmony, thus – enact behaviors that they expect will result in most
subjectively valued outcome.
reducing defensive and avoidance behaviors.
– Two ways: 4. Goals and Values
1. Change the importance of goals – formulate goals, devise plans for attaining their goals, and
2. Eliminate unrealistically low expectancies for success created own situations.
5. Affective Responses
– people’s thoughts and cognitive processes interact with a
particular situation to determine behavior.

By: CHELSEA GLYCE E. CERENO


LEARNING THEORIES



KELLY’S PHILOSOPHICAL POSITION ABNORAL DEVELOPMENT
Personal Constructs – Healthy individuals anticipate events and make satisfactory
– way of looking, interpreting and explaining events in person’s world judgments when things do not turn out as they expected.
– hold the key to predicting behavior. – Unhealthy people stubbornly cling to outdated personal constructs,
fearing validation of new constructs that would upset present
Constructive Alternativism
comfortable view of the world.
– all present interpretations are subject to revision or replacement.
– Disorder is any personal construction which is used repeatedly
– the person, not the facts, holds the key to an individual’s future.
despite consistent invalidation.
Basic Postulate Four common elements in human disturbance:
– all psychological processes (behaviors, thoughts, and actions) are 1. Threat
directed by the ways in which we anticipate events. – awareness of imminent complete change in core structures.
2. Fear
SUPPORTING COROLLARIES – specific and incidental change in one’s core structures.
1. Construction corollary 3. Anxiety
– anticipates future events according to interpretation of – Person’s incompatible constructs can no longer be tolerated
recurrent similar themes. and construct system breaks down.
2. Individuality corollary 4. Guilt
– people have different experiences and interpret events in – sense of having lost one’s core role structure.
different ways. – felt when people behave in ways inconsistent with their
3. Organization corollary sense of who they are.
– organize personal constructs in a hierarchical system.

4. Dichotomy corollary
PSYCHOTHERAPY
– choice between dichotomies, two things entirely different.
– Psychological distress symptoms are difficulty validating their personal
5. Choice corollary
constructs, anticipating future events, and controlling present
– people choose the alternative in a dichotomized construct that
environment.
they see as extending their range of future choices.
– Clients, not the therapist, select the goal.
6. Range corollary
– constructs are limited to particular range of convenience. Fixed-role therapy
7. Experience corollary – help clients change their outlook on life (personal constructs) by
– continually revise personal constructs as result of experience. acting out a predetermined role, first within the therapeutic setting,
8. Modulation corollary and then in the environment beyond therapy.
– some new experiences do not lead to a revision of personal
constructs because they are too concrete or impermeable. Role Construct Repertory (REP) test
9. Fragmentation corollary – used to discover ways in which people construe/ see significant
– behavior is sometimes inconsistent because people’s construct people in their lives.
system can readily admit incompatible elements. – a person is given a Role Title list and asked to designate people who
10. Commonality corollary fit the role titles by writing their names on a card.
– two people need not experience similar events for their
processes to be psychologically similar. CONCEPT OF HUMANITY
– must only interpret their experiences in a similar fashion – Optimistic view of humanity.
11. Sociality corollary Kelly saw people as anticipating the future and living their lives in
– ability to communicate with others because people can accordance with those anticipations.
construe/interpret other people’s construction. – Free Choice
– not only observe other people’s behavior, but also interpret People choose alternatives that appear to offer greater opportunity
what the behavior means to that person. for further elaboration of their anticipatory system.
– Elaborative Choice
in making choices, we look ahead and pick the alternative that will
increase range of future choices.
– Teleological
Personality is guided by present anticipation of future events.
All corollaries and assumption stand is that all human activity is
directed by the way we anticipate events.

By: CHELSEA GLYCE E. CERENO


EVOLUTIONARY THEORY



EVOLUTIONARY THEORY NATURE AND NURTURE OF PERSONALITY ORIGINS OF INDIVIDUAL DIFFERENCES
– explanation of how evolution works through selection and chances. – behavior and personality are caused by either internal qualities or Environmental Sources
– Chance occur mostly through random genetic mutation. external environment. o Early Experiential Calibration
– 3 kinds of Selection: Fundamental Situation Error – childhood experiences make some behavioral strategies.
1. Artificial selection – humans select traits in breeding species – without internal mechanisms, there can be no behavior. o Alternative Niche Specialization
Fundamental Attribution Error – different people find what makes them stand out from others in
2. Natural selection – nature select the traits with greater
– tendency to explain someone’s behavior through internal disposition. order to gain attention from parents or potential mates.
survivability
3. Sexual selection – produce offspring with an opposite sex that – tendency to ignore situational and environmental forces. Heritable / Genetic Sources
– body type, facial morphology, and physical attractiveness.
were perceived to have appealing and attractive traits.
ADAPTIVE PROBLEMS AND MECHANISMS
Nonadaptive Sources
EVOLUTIONARY PROCESS (selection and chance) OUTCOMES: PROBLEMS OF ADAPTATION:
– do not benefit survival or reproductive success.
1. Adaptations o Survival – food, security/ danger, predation, etc.
o Neutral Genetic Variations – genetic mutation
– evolved strategies that solve important survival and o Reproduction
Maladaptive Sources
reproductive problems. Hostile forces of nature – disease, parasites, food shortage, harsh
– actively harm chance for survival or decrease sexual attractiveness.
– product of natural/ sexual selection and have a genetic basis. climate, predators, and other natural hazards.
o Genetic Defect – mutation is harmful to a person.
Ex. human intelligence and creativeness
SOLUTION/ MECHANISM CLASSES o Environmental Trauma
because they facilitate adaptive solutions to problems of survival.
o Physical mechanisms – physiological organs and systems that
2. By-products evolved to solve problems of survival. MISUNDERSTANDINGS OF EVOLUTIONARY THEORY
– traits due to adaptations but not part of functional design. o Psychological mechanisms – internal and specific cognitive, 1. Evolution implies genetic determinism.
Ex. driving motivational, and personality systems that solve specific problems. 2. Executing adaptations requires conscious mechanisms
Driving is not an evolved strategy, but simply having quick
EVOLVED MECHANISMS 3. Mechanisms are optimally designed
reflexes, hand-eye coordination, and motor control.
3. Noise
o Drive/Motivation
– power taking the form of aggression dominance, achievement, CONCEPT OF HUMANITY
– occurs when evolution produce random changes in design
status, negotiation of hierarchy, and intimacy. – Humans are and have been capable of incredibly uplifting acts of
that do not affect function. – adaptation because they directly affect health and well-being.
heroism, bravery, and cooperation, inspiring works of creativity and
– produced by chance and not selected for. o Emotion
Ex. shape of belly button unbelievable and unspeakable acts of violence and cruelty.
– adaptations because they directly alert the individual to – Evolutionary psychology is a theory of how traits began, not how they
situations that are either harmful or beneficial to well-being.
should be.
PRINCIPLES OF EVOLUTIONARY PSYCHOLOGY o Personality traits
– Evolution by natural selection above all else is a theory of origins or
Evolutionary Psychology – motivation, emotion, and personality are adaptive in that they
solve problems of survival and reproduction. cause.
– the scientific study of human thought and behavior from an
– There is a strong emphasis on biological influences, but evolved
evolutionary perspective and focuses on four big questions. Five Personality Dimensions:
mechanisms can only operate with input from the environment.
1. Why is human mind designed the way it is, how did it come to take its 1. Surgency
current form? – optimistic, sociable, self-confident, dominant, and extrovert.
2. How is the human mind designed, what are its parts and current 2. Agreeableness / Hostility
– warm and cooperative / selfish and aggressive.
structure?
3. Conscientiousness
3. What function do the parts of the mind have, what is it designed to do?
– careful, detailed, focused, and reliable.
4. How do the evolved mind and current environment interact to shape 4. Emotional stability
human behavior? – ability to handle stress, sensitivity to harm and threat.
5. Openness
– ability to solve problems, explorers, intellectual.
EVOLUTIONARY THEORY OF PERSONALITY
Evolution – true origin of personality.
– traits were far back in ancestral times.
– starts with the assumption that individual members of any
species differ from one another.
Personality – caused by an interaction between an ever changing
environment and a changing body and brain.

By: CHELSEA GLYCE E. CERENO