Be Ae “Wedo what weare” abe + Suantitative differenc e . Lede’ ™ Ps autuea ot ‘ Psychology Lectures ets > : Contemporary Schools \ ee ; aan a L. Types & Traits ous Since “Hippocraies’, many theorics about enduring differences 9 peoples personality characteristics were intr duced. os y typeside Hails v Vs Bold) while(ypes) ait3)involve Many theories were deseribing personal PSE heart ees among people (example 5 involve qualitative differences, when people are typed they are 5 belong to one class oF another. Types theories: In this tieories people were classified into classes placing people in one category or another of Ancient Greece who suggested tha L fluids or humors “826°” J-Hippocrates: 8 phys certain temperament is associated with one of fou 4 Humors were suggested: Blood, Saliva, Black Bile and Yellow Bile Hippocrates said that temperaments depend on how much of humor a eee —— person has. The four-humor based personalities: «If person has excess Blood: Sanguine(encrgetic -optimistic) zg exes t i « Ifperson has excess Saliva: phlegmatic (slow, lethargic) 71 at es tholeric (angry, ieritabley 7°" Sy 2 # [person has excess Yellow Bil + [person has excess Black Bile: Melancholic (saci, depressive)is very old and odd it has some application today. tion in treatment of {polycythemia rubra vera he cording to & mer: Kretchmer described people's personality @ iy conl n Ghia, Astherie: described as tall and thin. He is known to be thinker $ Aw” Schizotypal personality is common among this category and they are likely to develop schizophrenia. * Pyknie: described as short and fat with characteristic short neck. They are(éyclothymic) with liability to suffer from Manic~ Depressive Episodes. This category of people loves life and always enjoys its pleasures. * Athletic: Body configuration is muscular. They like adventures, activities: They are energetic. Liable to develop epilepsy Other people not categorized by any of these types + _Dysplast We le di cob” and may develop any of the psychiatric disorders. E:Sheldon: He described the personality according to the embryonic layers: + Endomorphic: Viscerotonic — Pyknic. * Mesomorphic: Somatotonic — Atheletic, © Ectomorphie: thas some overlap with the theory of Kretchmer of types of personality ‘erebrotonic — Asthenic. The traits theories: im Bari b oad Bes At 18 auy characteristic of the individual that can be put on a (example: lazy-energetic}.group of traits. Any ind! idual is characterized peculiar to his personality tenis that are: and differentiate ‘between him and others ‘Trait theories suppose that are mostly stable over time and across situations. hinks and behaves. Although there a1 it's widely used in many situations in life. personality characteristics that people display It helps to direct how @ person usually 1 re many concerns about the traits theories, ‘L:Yung: Extraversion — Introversion soing, The typical extraversion is sociable, outgs served and love solitary pursuits likes social activities and change. Introverts tend to be serious, Fe gig. reading. People are placed over the scale, Extraversion and Introversion depends on the "After effect” which refers to the continuity of the effect of an action after its end. Extraverts have limited afier effect while introverts have longer after effect, Extraverts are usually overestimated while introvert are underestimated. (On studying Reticular Activating System "RAS" it was found ‘the extraverts are underarroused while introverts are found to be overarroused, it was also seen during shagass test " Test for Barbiturates effect” that extraverts need smaller sedating doses than introverts, sysenck's biological trait theory: Eysenck suggested that most people's traits could be described using two main dimensions . 1- Introversion-extraversion 2. Emotionality-stability: people move along these 2 contiuum, they may be either restless, worry, anxious or calm, relaxed and ie ‘emotionally stable.Allport describes the personal traits into two main categories: © Central traits: those that are usually obvious to the others and that organized and control behavior in many different times. They are meant to convey what can be expected from a person most of the time (example; reliable, distractible} © Secondary traits: those are more specific to certain situations and contre! far less behavior e.g. "Dislike crowds" Cattell's sixteen primary personality factors: Raymond Cattell identified sixteen robust primary personality factors, he called these factors as source traits and he considered them from the Basic elements of an individual's personality. ‘e.g. Shy VS Bold, suspicious VS trusting ... ect ‘The sixteen fersonality questionnaire that he and his colleague developed relaxed Vs TenSe, has been widely used in research and practical settings }- The big five models: Costa & McCrae five factors Model(FFM): Costa & McCrae have established five trait dimensions in many factor- analytic studies of personality. Many traits theorists believe that the Big- Five Model represents a major breakthrough in examining the personalities of people, It enables the researchers to. provide a comprehensive description of the basic similarities and differences in people's personalities. iecti ig Fi | {OCEAN a fo experienee: artistic, imaginative, insightful, intellectual. is usness: mae eet reliable.| Active, energetic, outgoing, lalkative, expressive, Appreciative, forgiving, generous, kind, trustily _ anxious, tense, emotionally unstable Some theorists are interested not only in what traits form the core of human personality but also in why people differ on these traits. Their researches suggested that the difference reflect the operation of some important biological factors, suggesting also the effect of genetics is very strong and this was proved in many studies like family studies, twins studies (mono & dizygotic) (reared together) and reared apart, adoption studies. Assessing personality trait: Personality traits can be assessed by two methods ‘I-The person describe himself by answering questions about his attitudes, and behaviors, this is called “personality inventory.” e.g; EPI “personality inventory) & MMPI(Minnesota multiphasic lity inventory). evaluates the person's traits either from what he or from direct observations of behavior; this is called knows most popular &fast way to describe any n of jobs and interviewing situationsadequate description of the individual's personality. Another objection about number of trait that any person should exhibit E-The method of assessment can digitalize the human being transforming ‘him into concrete number. icles ‘a Acros. situations. If true this can explain why people act in a predictable way in different situations. You may vary from 3 my, situation to another e.g, weak in front of your wife, kind with your children, aggressive with your colleagues) ‘b-Over time; people are different with passage of time.thier personality develop and may acquire some of the personality potentialities with passage of time and development of axe.ENT Ke ve 1>- y swe “Humanistic schools 7 ‘(We are what we become) personality of someone by knowing what he wants to Main authors: Carl Roger-Abrahai Maslow Unlike theories that emphasize the instinets and fearning, processes that humans seem to share with other animals, the humanistic approach to personality focuses on mental capabilities that set humans apart: self-awareness, creativity, planning, decision-making, and responsibility. ‘This approach emphasizes " the hear and now” rather than events in carly childtiood that may have shaped the individual's personality. The main concepts of humanistic ¢ include: « The self-concept: The one's concept about himself. How he sees himself. The self consists of all the ideas, perceptions and values that characterize "met. The self-concept does not necessarily re‘lect reality. The + person may be very successfull bui views himself as a failure The self is composed of 3 components: 1- True self: What I am, what I can do. -2- Social self: Is the part which appears in the society. x How I would like people to-p=rceive ine. Ideal self: The ideal figure according to his morals, religion The kind of person we would like to be. pt 2 the real self which is hidden¢ Self-actualization and self direction: Every one is capable to choose after knowing himself to reach his self actualization, so there is emphasis on self-direction and freedom of choice. Self-actualization is an innate powerful force motivating the organism towards fulfillment and maintenance of growth Two learned needs develop: - Positive regards: He wants to be accepted and loved by others. ~ Self regard: to be accepted & loved by himself It develops later with internalization of values and development of super ego. * Freedom of choice: The individual is responsible for his actions, this necessitates his free choice determination So, he cannot blame others or the environment. _ Every one wants to know himself well in order to choose freely [i aBcctsoes weaved Some one fo heip us to know ourselves (e.g. the1 client-centered approach developed his theory from his experience with Unlike psychoanalysis, Rogarian y and therapy are primarily concerned with the present stale and seek to un ves the world in the present state. derstand how the person pereeit ‘A defining characteristic of his approach is the overwhelming belict in personal growtb. Selftactualisation refers to the drive people have to attain: self- development, maturation and growth. ‘An important contribution to development of self is how the subject is evaluated by others, particularly by parents and later by peers. Positive self-regard develops from pesitive evaluations of self by others. ered as client-c Therapy based on Rogers’ theory is ‘kn therapy. It is a non-directive form of makes no interpretations or suggestions an¢ provides no advice or 7 The main aim of the therapist is to help the client in that the theravisi based on three cardinal principles: __ discover the distorted sel-concepts tac: inhibit self development relationshi40 be necessary preconditions for growth and in the therapeutic process r psychotherapy: ~The client is the one who determines the situation. He knows ‘about himself more than what the therapist knows him We are the best experts of ourselves N.B, Psychoanalytical school: parent child relationship Behavioral school: Teacher student relationship Humanistic school: adult adult relationship Abraham Maslow's took a humanistic approach to human Abraham Maslow motivation by forcing more on the positive side of human nature For Maslow, self-actualization — ‘ becoming everything one is capable of becoming’ ~ is the ultimate goal of all human beings Maslow ordered the needs along a hierarchy, in which those lower in the hierarchy must be satisfied before the next category of need can be pursued. He delineated six sets. 1. Physiologicat needs. Needs for food, water, sleep, activity and ia“Fsteem needs. The need to develop a sense af personal worth ‘and competence and the need for recognition by others 5, Aesthetic and cognitive needs. These are growth needs involving knowledge, understanding, beauty, justice, order and symmetry. 6. Self-actualisation needs. The need to attain one's highest potential in one's own unique way Self Transcendence: Which remains after death. In the hierarchy it is beyond the self actualization. Although self-actualisation as a motive exists in all people, not all people are seif-actualisers. According to Maslow, some features of self-actualisers are: « They show greater acceptance of themselves. * They havea fresh outlook. * They have peak experiences. © They are ethical and creative. * They are not easily seduced by society. ¢ Not affected by the halo effect of others * Work hardly to achieve his goals. * Not necessary to be popular.Lol the Hern aistic Approach jc approach to ser owulity is consistent with ihe people view themcelves. It mives a central role to o's unmediac ences and emphasizes ihe humanistic approach i: zonsisteyt with the rapidly “growing field of positive psychology, focuses 9) subjective “well-being and other positive a. pects of hurr thoughts and feelings. * Yei to some, the humanistic view is aaive, romantic, and unrealistic. 4 The humanistic approach poyi.g too fittle aitention to the impertance of inherited chaznc‘eristies, learning, situational influences, and unconscious mvt vali in shaping, personality The idea that everyone is direcied only by an innate growth potential is viewed by these criti. s ws an oversimplification » Like the trait approach, huinanis.ic m to do a beter 0b of describing personality * Humanistic concepts seem too vgue to be tested empir ically.F ae , Weare what wedo “This theory appears to replace introspection which was widely believed at that time. Introspection: means the observation of one's own internal experiences Behaviorism: : it is psychology without introspection cording to its founder (Watson), 5 Bee cas phology a ee Psychological data must be open to public inspection like the data of any other science. The behavior is considered the explicit component of the personality that can be seen and observed. This theory concentrated on behavior. a Learning is: Any relatively permanent change in behavior which is brought about as @ result of past experience. ‘The situation: is the main determinant of the behavior, So to understand why the person behave like that. we must know the situation. In addition to that the situation should be appraised. Every one according to his appraisal to the situation will behave. Accordingly, in the same situation different persons act in different ways according to their appraisal of the situation. © The cognitive appraisal of the situation can be derived fiom direct experience or through observing others from. © The same stimulus may have different responses or different meaning for different individuals (= how the organism perceive the stimulus) Conditioning is one of the methods of learning through building condidtioned reflex The conditioned reflex: A psychological phenomenon that begins with stimulus (S) and that leads to a response (t). It is the atom of behavior. It is the core to understand the behavior Social behavior is learned as any other kind of response is learned. There are two types of conditioning: classical and operant. 1- Classical conditioning (Pavlov) Coupling the US (natural stimulus like food) with the CS (neutral stimulus like the oe of the keeper) till the later evoked the response elicited by the former. Cees IR (salive Ui - v mR (salivation) cs - CR 2-Operant conditioning (Skinner) The organism is self operate in the environment then when he reaches the desired goal we reinforce him Behavioral school depends on reinforcement. Classical conditioning _» Operant Conditioning _ nism is passive The organism is active Musculo-skeletal responses Response before the stimulusoperant conditioning Token economy Star charts Biofeedback | Aversion therapy, punishment technig Aversion therapy _ Use of enuresis alarm Some principles and concepts about conditioning ‘The following are some of the terms, concepts and principles which are used in the description and explanation of classical and operant conditioning, Stimulus and response: ; Response being used synonymously with item of behavior stimulus is referring to any event in the environment which gives rise to a response Reinforcement: A reinforcing event is one which increases the frequency or probability of occurrence of the behavior that immediately precedes it. Positive reinforcement: Increase the rate of occurrence of any piece of behavior using a reward "pleasant stimulus” Negative reinforcement: That decreases the rate of occurrence of the behavior for example the punishment. Self-reinforcement: Tam the one who reward or punish myself "self reward and self punishment" extinction of learned behavior: in the absence of reinforcement learned response tends to disappear Schedules of reinforcement: Continuous reinforcement of an item of behavior exists when every occurrence of the behavior is followed by reinforcement. Intermittent reinforcement is when only some of the occurrence of the behavior are reinforced and is of two types: 1. fixed ratio (FR) schedules are those in which reinforcement is given only after a fixed number of responses, and 2. variable ratio (VR) schedules are those in which reinforcement occurs irregularly. Higher-order conditioning (Secondary reinforcement). Some reinforcement, such as food and ‘water, seem to be effective 'naturally’; these are termed ‘primary reinforcement’, Others, the ‘secondary reinforcers’, appear to be effective only because of the learner's previous history of conditioning, ie. aneutral stimulus, repeatedly presented just before a primary reinforcer, can ‘acquire reinforcing properties. _ Generalisation and discrimination " Generalisation is the tendency to respond to be greater for those stimuli which are ‘most similar to the original stimulus while discrimination means that the response is, not the same for stimuli which are not similar to the original stimulus,| of successive a ! this involves reinforcing. | gradually becomes more similar to the final, required behavior. Thus, ‘hanicapped child to speak, a therapist might first reinforce any sound child, e.g. a grunt; when the frequency of these increases, the therapist ‘the most ‘speech-like’ sounds and selectively reinforce them. Shaping | continue in this way with sounds being selected and reinforced which bear . ‘and closer resemblance to recognisable words. A similar, although less | systematic, procedure occurs ‘naturally’ + Tiebeet: | This isa method of guiding the learner to make the required response 3- Chaining ‘Chaining is the method of breaking down a a complex pattern of behavior into a Sequence of simple acts, the first of which is then reinforced Fore example, a Programme to train a child to feed himself might begin with the reinforcement of his grasping the spoon; when that had been achieved, the child might be reinforced only when he grasped the spoon and placed it in the dish, and so on 4 Modelling: This occurs when an individual learns a new skill merely by observing it being performed by another person (the mode!) without overtly practicing the skill during the observational period. S- Differential reinforcement of other behavior (DRO) A child who steals occasionally may be praised and rewarded on the days he is not| Conditioning and psychopathology (1) Acquisition of fears and phobias ‘The acquisition of the phobia could be summarised as follows: Before conditioning: Loud noise (US) -- Fear (UR) Conditioning White rat (CS) + Loud noise (US) — Fear After conditioning: White rat (CS) --- Fear (CR) Generalisation: White furry objects -- Fear (CR) (2) Habit formation Some habits are cue dependent. Sights and smells are particulary potent cues for eating and drinking Clinical applications of classic conditioning 1 Systemic desensitisation: developed by Joseph Wolpe for the treatment of phobias. Systemic desensitisation involves three phases: The first phase entails the construction of a fear hierarchy, this consists drawing up a list conditions under which the identified phobia occurs and ordering them in sequence from the most feared situ the case of cats phobia a (shortened) hierarchy may consist of: 1. Drawing cats, . Showing picture of cats : . Touching photographs of cats ig cats at a distance. . Watching cats at closer quarters, . Touching cats. ‘The_second element in systematic desensitisation is learning progressive relaxation. In this the subject learns to relax the muscles and regulate their breathisiy ‘Wolpe called this process of including incompatible responses reciprocal inhibition ‘The third and most‘important component of the procedure is exposure. In this the subject is exposed to the least threatening stimulus in the hierarchy while induc relaxation then we proceed to the most threatening stimuli. n to the least feared. For example, in 2, 3 4 5. 6. 2- Flooding Flooding is based on the principle that presentation of the most feared stimulus for sufficiently long periods of time leads to dissipation of the anxiety.ng may be carried out with objects and situations in real life (in vivo) or in ion. wales with 3- Aversion therapy addiction Aversion therapy involves the the target behavior. This technique and alcohol misuse. pairing of an unpleasant or painful stim has been employed mainly with d Apomorphine (US) — Nausea (CR) Apomorphine + Smoking —+ Nausea (CR) ‘smoking — Nausea (CR) — Avoidance of smoking 4- The use of the enuresis alarm Alarm (US) —* Waking up Distended bladder (CS) + alarm (US) — Waking up Distended bladder (CS) — Waking up Operant conditioning and psychopathology. Learned helplessness, Seligman Tha the first condition a proup of dogs were given electric shocks from which they could not escape. This group learned that what were they did, they cannev avoid the shocks. 2. The second group of dog jump a fence to avoid them, They leaned to escap 3, The third group of dogs were not given any shocks (contra! group) Clinical applications of operant conditioning 1- Token economy and star charts Tt utilizes the principle of positive reinforcement by providing secondary such as making the bed, in order to receive a particular .s were also given electric shocks but they were able to the shocks reinforcement to encourage, number of tokens. 2- Biofeedback The individual attempts to control the signals voluntarily using, methods that they have been taught. 3- Use of punishment Punishment is either by noxious stimu! effective than the noxious stimulus itself. li or removal of the reward, which is moreThe use of physical punishment in children, for example, could result in modelling of aggressive behavior. 2. Punishment may produce avoidance behavior such as lying or order wo evade the unpleasant consequence 3. Punishment provokes intense feeling of anger and resentment directed at the person providing the punishment. ggression in Prominent Social-Cognitive Theories Julian Rotter’s theory focuses on cognitive expectancies that guide behavior, and it generated interest in assessing general beliefs about whether rewards occur because of personal efforts (internal contro!) or chance (external control), Albert Bandura believes that personality develops largely through cognitively mediated learning, including observational learning. He sees personality as reciprocally determined by interactions among cognition, environmental stimuli, and behavior. Perceived self-efficacy —the belief in one's ability to accomplish a specific task — js an important determinant of behavior. Assessing personality: This information used in personality assessment comes from four main sources: life outcomes, situational tests, observer ratings, and self-reports. To be useful. personality assessment must be both reliabie end valid. Criticism of the behavioral school: L- It offered an objective, experimentally oriented approach that operationally defined its concepts, relied on empirical data for its basic principles, and based its applications on the results of empirical research. 2- they emphasize the importance of learning related to the individual's environment, so we can learn every thing, there is nothing, we cannot learn ‘That is why we must study the individual's environment (social aspects, natural aspects" climate", geographical factors ... ect) 3- Mechanistic more than expected 4- Differences of behavior may result in different organisms when they were exposed to the same stimuli. at first.it was named stimulus response school (SR school) then stimulus organism response (SOR) School as the stimulu perceived by the organism and he is the one who responds 5- The social-cognitive approach has gained wide acceptance because it has merged theories from behavioral and cognitive psychology and used them to explain a wide range of important social behaviors. However, the approach has been criticized for failing both to provide one coherent theory of personalii and to capture the complexity, richness, and uniqueness of human personalities,“Prevailing in infancy and early childhood © Inadult life it manifests in dr d psychosis ‘The part of the personality that mediates conflicts benwven snd he demands of the id, the superego, and the real world. It span all 3 tapographical dimensions of the ‘mind. Logical abstract thinking and verbal expression: Defensive mechanisms reside in the unconscious, It ope reality principle. tes through the ‘a- Control and regulation of instincts b- Defense mechanisms: Psychological responses that help protect person from anxiety and guilt and increase his copins ce Judgment which is the ability to anticipate the consequences of one’s action. d= Object relationships: The capacity to form mutually satisfying relationship fe Relation to reality: The mediation between internal world and external world. It is divided into 3 components ‘The sense of reality: The ability to differentiate one's body and what is outside it 2. Reality testing: Ability to distinguish internal fantasy from external reality. 3- Adaptation to reality: Ability to use one's resources 10 develop effective responses to external reality f- Synthetic functions: It is the ability to integrate divers elements into an overall unity. g- Primary autonomous ego functions: that develop independently of intrapsychic conflicts between drives and defenses (conflict free functions). They include intelligence, memory, language, thinking, comprehension, intuition, perception and motility h- Secondary autonomous ego functions: They develop at first in the service of defensive functioning but later on become independent of them care-taking as a reaction formation that develops to helping other later on. (3) Superego: The component of personality that tells people what they should and should not do. ‘The superego: establishes and maintains morals on the basis of ideas and values internalized from one's parents. It starts to develop around 5-6 he effect of oedipal complex). It comprises: nce that dictates what one should not do. It is leamed fromFe b) The ego ideal that dictates what one should do, It is learned from ward, 3. The concept of Narcissism It is a condition in which the person's libido is withdrawn from objects and turned inward ~ In psychotie disorder the of reality testing, Grandiosity and omnipotence reflect excessive libido investment in drawal of libido accounts for the loss the ego In somatoform disorders libido is withdrawn from external objects to the body. In normal sleep libido is withdrawn from external objects and reinvested in the sleeper's body. In homosexuality the reinvestment of libido — the person falls in love with an idealized version of himself and projects it onto another person. Primary Vs Secondary Nare ‘The entire libido is The neonate is completely narcissistic invested in satisfaction of physiological needs. Mother becomes an object for satisfaction of needs (a shift from 1 ry narcissism to object attachment). If the child suffers from his mother figure, the object libido may be withdrawn and reinvestigated in the ego (this is called 2 ry narcissision). (4) The Psychosexual development of the personality goes along defined stages: Psychosexual stages: Periods of personality development in which, according to Feud, conflicts focus on particular issues. Oral stage: (0-1.5 years) in which the mouth is the center of the pleasure and conflict. nflict Anal stage: (1.5-3 years) in which the focus of pleasure and ci shifts from the mouth to the anus. Phallic stage: (3-6 years) in which the focus of pleasure and conflict shifis to the genital area. Oedipus complex: A pattern described by Freud in which a boy has sexual desire for his mother and wants to eliminate his father’s competition for her attention.ribed by Freud in which a young ies with her mother for Electra complex: A pattern descr develops an attachment to her father and compet his attention. Latency period: (6-12 years) in which sexual impulses lie dormant Genital stage: (12-16 years) The last of Freud's psychosexual stapes, which begins during adolescence, when sexual impulses appear at the conscious level. It is divided into homosexual and heterosexual stages The mature personality is the one who can make a | relationship with a person from the opposite sex. 5. Psychic determinism: This concepts means that all mental activity is meaningful and purposeful and is connected with previous life experiences. Consequently no mental activity is accidental or random or meaningless. 6, Pleasure and reality principles: The pleasure principle is the inborn tendency of the organism to avoid pain and to seek pleasure through the discharge of tension. ‘The reality principle is a learned function, related to the maturation of the ego, that modifies the pleasure principle and required the delay of immediate gratification Z. Interpretation of dreams: © Dreams are definitely meaningful © The dream content is formed of 2 layers: (2) The manifest content: re-called by the dreamer. (b) The latent content involves the unconscious represented wishes and instincts. long lasting stable ‘The dream work is the unconscious mental operations by which the latent dream is transformed into manifest dream by attaching repressed content to innocent or neutral images to pass the scrutiny of the dream censor. The mechanisms involved are: 1- Condensation: Several unconscious wishes or impulses are combined and attached to one manifest dream image. 2- Displacement and projection 3- Symbolic representation: Some symbols have universal meanings, others have personal meanings only. 4- Secondary revision: which is the primitive mode of cognitive ability characterized by illogical, and bizarre images.izes these primitive aspects of the dream mature intellectual processes make the of psychoanalysis: ‘1. It gives a pessimistic view about human beings 2. It cannot be proved scientifically 3. It contains vague terms difficult to be classified (unconscious, hide 4. It is based on mental cases and generalized to normal people 5. It neglects the social aspectsil 5 Contemporary schools 1. Psychoanalysis (Freud); We are what we were 2. New Freuidans (Dissenters); They agree with Freud in some points and differ in other points Points of agreement: 1. ‘The stress on the importance of anxiety (the core of any disorder). 2. The role of sex and aggression (instinctual drivers) 3. The role of unconscious that play an important role in determination of behavior so there is a role for the defensive mechanisms and there is an importance of transference (working through the transference), ng on him Jing toward the therapist, Project Transference: patien his feeling, toward someone in the past, Counter transference: the feeling of the doctor toward his patient (it must be neutral) Both transference and counter-transference may be: Positive: love, acceptance. Or Negative: hate, rejection Points of difference: 1. Shift from the biological to social aspect " Freud ignored the role of society" 2. Shift from intrapsychic to interpersonal relations. 3. Shift from past history to here and now. New Freudians: 1, Adler: Individual psychology. 2. Carl Yung: analytical psychology. 3. Karen Horney: holistic psychology. 4, Sullivan: interpersonal psychology. 5. Adolf Meyer: psychobiological psychology 6. Erik Berne: transaction analysis. Alfred Adler (Individual Psychology) Itis called individual because: 1. Bvery person has his own life goal, his own life style. 2, The mind and the body are one unit (indivisible).in concepts: Inferiority complex: (universal and inborn) each person has a sense of inferiority motivating him to become powerful and superior a. The inferiority complex may be real or imagined. b. The sense of inferiority drive for superiority and compensation 2. Life goat: everyone identify his goal according io his inferiority complex. So everyone is unique. Everyone wants to achieve his goal to relief his inferiority complex. 3. Life style: his way to achieve his goals, the life style is related to his goals and his inferiority complex. 4. Social feeling: every person is acting and interacting with other member in the society. In your way to drive superiority you will be aggressive, in Adler's view, aggression is of far more importance than sex, which he believed to be a masculine trait. He introduced the term "masculine protest" to depict the tendeney to move from a feminine and passive role to a masculine and active role. Other points: * Organ inferiority: Everyone has inleriority complex within the society also within his own body (there is always an organ of inferiority). This means that inside our body there is a specific organ which is inferior to other organs, this organ will express symptoms at time of stress and usually this has a hereditary basis. This explain why some people develop angina and other develop peptic ulcer and so on. + Fiction goals: everyone has an imagined goal which can not be achieved. This always leads to frustration. As the imagined goal is moer than the person's abilities. The goal of Alderian treatment is to identify the inferiority complex of the person and to help him to reach his life goal by an appropriate life style within the social milieuCarl Yung (Analytical Psychology) with Freud's emphasis on infantile sexuality Psyche consists of conscious and unconscious 1. The Conscious; includes the outer crust of the individual, its main function are sensing, feeling, thinking, intuition 2. The Unconscious: either personal or collective a- Personal Unconscious: specific for everyone, it is the person's repressed impulses, wishes, or experiences that belong to him alone (similar to Freud) b- Collective Unconscious: racial and international * The collective unconscious includes archetypes. Archetypes are representational images that have universal symbolic meaning, like the father, the mother, the child, the hero among others. © Archetypes contribute to complexes. Thus a mother complex 1s determined not only by the mother-child interaction but also by the conflict between archetypes expectations and actual experience with the real women who functions in a motherly role. Other archetypes: 1. Anima: is the feminine side of the unconscious. 2. Animus: is the masculine side of the unconscious. Everyone (whatever male or female) has both anima and animus parts 3. The self: the tendency of a person to be one unit inspite of different roles he plays in his life (at home, at work, with friends) 4. The shadow: the inferior being in ourselves the one who wants to do all unacceptable thing: 5. The persona: is the mask covering the personality that the person presents to the outside world ‘There are two types of the personality organizations: Extraversion and introversion Introverts: are more interested with internal world. More concerned with ideas. Usually underestimated. - Extraverts: are more interested with external world, more concerned with social relations, usually overestimated. Eve son has a mixture of both components. 6. The Heo: . The ultimate goal of Yungian treatments to achieve individualation, a process in which a person develops a unique sense ofKaren Horney : holistic psychology(cultural) A person's current personality attributes are the result of the interaction between the person and the environment and are not based infantile libidinal striving carryover from childhood. Everyone is born with basic anaiety. its components are: 1. Helplessness 2. Hostility. 3. Isolation To avoid of minimize this anxiety the person always search for safety. ~~ Basic anxiety Search forsafety | Neurotictrends | Character types Helplessness Moving towards | Neurotic trends for Compliant pa pik Lt A others love and affection Self-effacing, Sees UA gl Sane ah | | e | fale it se SO | game ish | IS phen oy | aye ypc Se sales GE Gi se ll Moving against | Neurotic trends for Aggressive others power | tx sive Ee oat p pansiv al pd cae all. nt - \ Isolation Moving away from | Neurotic | Resigned, AE gee others Withdrawal, Detached GM Ga ley ll ia Self sufficiency coped gous | AOS Uptle y die Gil YAY Lae pas is cA 3S Be 5 gn hy |re Her theo ie a as holistic psychology . Maintains that a person needs to be unitary who influences the environment and is influenced by it Harry Stack Sullivan ( Interpersonal Psychology) The interpersonal relationships are the base to understand the individual There are three modes of thinking about the world: 1. The prototaxic mode : the person is unable to use symbols, IK occurs normally in infancy and is also seen in patients with schizophrenia 2. The parataxic mode: events are seen as causally elated because of ‘temporal or scrotal (not logical )connection 3. The syntaxic mode: is logical and rational The total configurationsof personality is known as sel-system , and is the ‘outgrowth of interpersonal experiences. Phases of development include: ); that ends when he starts to talk. Infancy (less than 2 years) Childhood (2-5 years) : he learns the requirements of the culture _ Juvenils(5-8 years): a need for peers and how to deal with them. - Preadolescence (8-12 years) :he develops thi love with other person of same sex. = Adolescence (more than 12 years) : incl family, the development of values and transition to heterosexual. requires the active participation of the thera .e capacity for cooperation and Judes the separation from one’s « The therapy process pist known as a participant observer.Adolf Meyer (psychobiological sehool) * Mey Hig there ted 10 examine the objective aspects of a person's lie fexation. OF psychobiology explains disordered behavior as ‘ons tO genetic, physical, psychological, environmental and Social stresses, Mever introduced the concept of "common sense psychiatry" ° He is studying the person from three aspects: psychologically. Socially and biologically “distributive analysis". This is done for the sake of "distributive synthesis" where reconstruct the person in the three spheres based on the data collected from the distributive synthesis, by this, the doctor put the plan of prevention rehabilitation and after care, Erik Erikson (psychosocial school) He formuled a theory of human development that covers the entire span of the life cycle. He divides the person's life into 8 phases, according to the epigenetic principle: the development occurs in sequential stages. Each stage must be satisfactorily resolved for development to processed smoothly. Phases of development: 1. Trust versus mistrust: 1* year of life, corresponding to oral phase He asks for fulfilling of his needs (feeding, sleep, bowel relaxation). 2. Autonomy versus shame: 2" year of life, corresponding to anal y a ponding, phase, he starts to have a will to be a separate unit, to control himself. 3. Initiation versus guilt: 2-6" year of life, he starts to walk, to talk and interact with others. 4, Industry versus inferiority: 6" year till puberty, he has to compete with others and interact appropriately to the events. 5. Identity versus identify diffusion: adolescence, refusing all authority figures, following his peers, searching for himself. 6. Intimacy versus isolation: carly adulthood, wants to love and to marry, to succeed in work. 7. Generativity versus stagnation: middle adulthood, he directed his energy to serve others (raising children, guiding new generation, altruism). 8. Integrity versus despair: late adulthood, recall what he did in his life, and if he is satisfied (life has been productive and worthwhile) or not.Dynamic Psychology A) Psychoanalysis: founded by Sigmund Freud (1856-1939) 1- Concepi of Motivati Drive theory The primary human motivations are instinctual drives of sex (bide) and Aggression. These drives lead to a motivational state of tension and excitation leading to actions with the goal of reducing tension and regaining homeostasi 2- Personality structure and development: Personality: The pattern of psychological and behavie by which each person can be compared and contrasted with others il characteristics Freud's view that personality is based on the Psychodynamic approach: interplay of unconscious mental processe: Libido: is the force by which the sexual instinet is represented in the mind, It means pleasure in its broad sense and not sex (1) Topographical Model of the Mind: The mind has 3 syste1 (a) Conscious system: amenable to awareness. (b) Unconscious system: out of awareness through repression. The store of repressed instinets, later on Fre! considered it serving both the id as well as the superego (c) Preconscious: parts of mind that are capeble of being brought into conscious awareness by the act of focusing attention. It maintains the repressive barrier and censors tnacceptable wishes and series, (ID) Structural theory of the mind It is composed of three functional entities: id, Ego and superego. Td: The unconscious portion of personality that contains basic impulses and urges. It contains instinctual drives in addition to repressed material (wish impulses, memories ...etc) It Occupies most (not all) of the unconscious It Operates according to two main principles: 1- pleasure principle 2- primary process thinking: which is characterized by being: * illogic * No conception of time * Contradictions existail Be eacien ; Erick Berne (Transactional psychology) ction is a stimulus from one person that evokes a corresponding fesponse in someone else. Ego states: each person has three ego state: 1- The child spontaneity, innocence, astonishment: The primitive elements fixed in early childhood. 2- The parent:olfusigns » coming . chiticiym. +” 3- The adult: responsibility, sharing others, reality testing. An introject of the person's actual parents values * Psychological games are stereotyped and predictable transactions that people learn in childhood and continue to play throughout their lives. * Strokes are the basic motivation factors of human behavior and consists of specific kind of reward such as approval and love. Games: people play games in dealing with each other, e.g. yes-but game, seduction game. Scripts: certain sentences reflect people's thoughts for example: Tam ok, you are ok Normal Tam ok, you are not ok Paranoid Lam not ok, you are ok depressed Iam not ok, you are not ok psychopath