THEORIES OF PERSONALITY

 PSYCHOANALYTIC THEORY

PSYCHOANALYSIS [SIGMUND FREUD]

 Levels of Mind
A. Conscious Mind - everything we aware
B. Preconscious Mind - Can retrieve and pull it into awareness / consciousness
C. Unconscious Mind - Reservoir, outside of consciousness

 System of the Mind

A. ID
- Satisfaction of physical drives (Beyond consciousness)
- Pleasure principle (immediate satisfaction, avoid pain)
- Powered by Libido (sexual life)
2 Basic Category of Instinct
1. EROS - Life instinct (Survival)
2. THANATOS - Death instinct

B. EGO
- Access to consciousness
- Objectives, directed to the world outside itself
- Enabling individual to cope with the conflicting demands of ID, Super-Ego,
& Society.
- Works to satisfied needs to socially accepted manner
- Reality Principle (delay gratification)
- Guided by higher level of mental functioning (secondary process)

Ego reaction to threatening surges of it’s instinct

ANXIETY- State of extremely unpleasant emotional discomfort

3 types of anxiety:
1. Moral Anxiety
- result from guilt/shame, failure to live up to dictates superego
2. Reality anxiety
- cause by real, objectives sources of danger in the environment
3. Neurotic Anxiety
- fear that instinctual impulses (ID) over power ego control/ get into trouble

DEFENSE MECHANISM
- Psychological strategies for coping with or control over threatening
urges/ideas from reaching conscious awareness

Denial - Protecting self from unpleasant thoughts from entering consciousness

Intellectualization - Preventing Preventing affection in hurtful situation by separating
incompatible attitudes into logical (abstract thinking)
Projection - Attributing unacceptable motives/condition to others
Reaction Formation - Preventing the awareness of expression by adoption of
opposite expression/ behavior
Displacement - Discharging pent-up feeling to a less dangerous thing/person
Rationalization - using contrived explanation to conceal or disguise unworthy
motives
Regression - Retreating to an earlier developmental level
Sublimation - Converting impulse from socially unacceptale aim to a socially
acceptable one
Introjection - taking direct characteristics of another person into the self in order to
avoid conflict
Emotional Insulation - Reduce ego involvement by protective withdrawal and
passivity (creating shield/not to care)

C. SUPER-EGO
- Moral and ideal aspect/principle

SUBSYSTEM OF SUPER- EGO

1. Conscience - experience of punishment for improper behavior
- Guilt: Ego acts contrary to moral standard
2. Ego-Ideal - experiences with reward for proper behavior
- inferiority feelings : stems from ideal; arises when the ego is unable
to meet superego’s standard of affection.

PSYCHOSEXUAL STAGES OF DEVELOPMENT

- Childhood experiences is important in shaping adult personality

- Psychosexual derives from the idea of Libido (sexual energy)
- Smooth transition from one stage to the next, the child mus not be over gratified or
under gratified which can lead to fixation or regression
Fixation: the impairment of development at a particular stage
Regression: manifest when there’s a traumatic experience

ORAL (0-1 yrs old)

- Mouth as a main source of pleasure
- Fixation result in 2 personality types
A. Oral receptive personality
- Person with this trait establish dependency on others
B. Oral aggressive personality
- Pleasure associated with the mouth by food and eating but with greater chewing,
biting etc.

ANAL (2 to 3 yrs old)

- Bowel movements, pleasure derived from feces expulsion and retentive

PHALLIC (3 to 5 yrs old)

- Child learn to derive pleasure from exploring and stimulating their own
bodies
- Penis Envy: young girl experience anxiety for no having penis
Castration anxiety: fear of damage to, or loss of, the penis
- Oedipus Complex: attraction to mother
- Electra Complex: positive feelings to father

LATENCY ( 6 to 12 yrs old)

 - child set aside attraction to parents and sexually disinterested
- Libidinous reduce

GENETAL (puberty to adolescent/adulthood)

- lust and affection towards another person
- Pleasure focuses less on a self but more on others (unselfish, romantic love)

 NEO-PSYCHOANALYTIC APPROACH

INDIVIDUAL PSYCHOLOGY [ALFRED ADLER]

- Adler known for his concept of inferiority feeling and inferiority complex
- an approach of looking individual as whole

Adler’s Psychological Types

RULING TYPE
- Those who will push others in order to gain superiority
LEARNING TYPE
- Those who are sensitive and build shield around themselves. They are
dependent to others to help them
AVOIDING TYPE
- Survive by avoiding life. Living in their own worlds
SOCIALLY USEFUL TYPE
- Those who take/have interest with others

BIRTH ORDER THEORY

OLDEST CHILD - perfectionist, leader, bossy, responsible

MIDDLE CHILD - Adaptable, independent, people pleaser, feels left out
LAST CHILD - charming outgoing, seeks attention, self-centered
ONLY CHILD - Confident, center of attention, sensitive, seek approval

DETHRONEMENT- becoming not focus of attention

Inferiority feeling - Source of all human striving

Inferiority complex - Inability to overcome inferiority feeling

Causes of Inferiority
A. Organic: Defective body parts
B. Spoiling: Thinking of deficiency when not center of attention
C. Neglecting: Feeling of worthless

Superiority Complex - Extreme opinion about one’s ability and accomplishments,

self-satisfaction, superiority

ANALYTICAL PSYCHOLOGY [CARL JUNG]

Psychic Energy- Psychological activity; perceiving, feeling, thinking, wishing
Psyche- Fuel that works the personality

Principles of Psychic Energy

Opposite - every wish or feeling has its opposite
Equivalence - Shift of psyche to a new one; equal psyche
Entropy - Equalization of energy differences (Homeostatic balance)

Extraversion and Introversion

Open, sociable, socially assertive etc. Withdrawn, focus to own self

Four Functions
Thinking - ability to think/comprehend
Feeling - ability to recognize object
Sensation - ability to be aware that something exists
Intuition - Ability to know things exists but not know where learn

8 Personality Types

Extroverted Thinking - Fats and logic rather than emotion

Introverted Thinking
Extroverted Thinking
Introverted Feeling
Extroverted Sensing
Introverted Sensing
Extroverted Intuitive
Introverted Intuitive
- Objective rather than subjective
- Interpersonal Interpretation
- Subjective principle
- Desire to connect with others
- Friendliness, openness
- Concern with individual feelings and belief
- Focus on tangible data in the environment
- Historical Intelligence (past data)
- Interested in empirical fats and data that proven and
authenticated
- Perceive theoretical possibilities and abstracts
connects in their surroundings
- Internal world of thoughts, concepts

Other Concepts
Personal Unconscious
Complexes
Collective Unconscious
- Like Freud Pre-conscious
- Suppressed from consciousness
- Core pattern of emotion, memories etc. Organize
around a common theme
- primative experiences/ ideas

ARCHETYPES
- Primordial Image
- Original model/ example of something
Persona
- Public face, diff. From who we really are
- Deception from others but eventually deceiving self.
Anima and Animus
- Man Contains feminine aspect
- women contains masculine
Shadow
- Primative “animal instinct/evil”
Self
- Wholeness/ center of psyche

NEUROTIC NEEDS AND TRENDS [ KAREN HORNEY]

- Research on Feminine Psychology

- Womb Envy: men experience
inferiority by not giving birth

Neurosis
- Functional disorder resulting anxiety, fear etc. for no reason.
- Resulted from basic anxiety
Neurotic People- All 3 trends are present but there’s only one dominant
Normal People- They are flexible; attitude can adopt to changing situation

Neurotic trends
- are the movement of neurotic person in one of the three directions
A. Moving toward People
- Seek affirmation, acceptance from others
- Needy, clingy, seek approval
Compliant Individual
- Move towards people
- Wanted to be love, appreciated

B. Moving against people

- Hostile, antisocial behavior
- Cold, indifferent, aloof
Aggressive Individual
- Move against others
- Desire to excel and win admiration of others
C. Moving away from people
- Need to control people
- Difficult, domineering and unkind
Detached Individuals
- Moves away from others
- Independence, Self- reliance, etc.

OTHER NEO-FREUDIAN THEORIES

 HARRY STACK SULLIVAN

There are 2 classifications of personality includes tension and energy transformations.

1. Tension- Include the anxiety, precautions, drowsiness, starvation and sexual

excitement.

There are two types of tension the, needs and anxiety.

Needs is the tension caused by a biological imbalance here between person and the
physiochemical environment.
Anxiety is the disjunctive is anxiety and does not require consistent measures to
relieve it.

2. Energy Transformations- It can be seen or hidden from others such as emotions and
thoughts It is also the behaviors that meet our requirements and reduce anxiety

Dynamism- an individual over the course of their life or the usual ways in which a
person meets his or her needs or copes with anxiety.

2 major classes of dynamics


A. Related to specific part of our body
B. Those that related to tensions such as; disjunctive or malevolent, conjunctive or
intimacy and isolating or lust.

1.Disjunctive- Interpersonal negative attitude (2-3 yrs old)

2.Conjunctive- Interpersonal Positive attitude
3.isolating or lust- Not related to interpersonal

Personification is the image of self or the others. Personification helps keep

emotional balance and reduces anxiety.

3 Self Personification
Good me: represents what people like and are willing to share with others
Bad me: resulting from punishment and disapproval of experience
Not me: which enables people to disassociate themselves or participate selectively
in anxiety experience

Self-System is the collection of experiences or protective measures against anxiety

Developmental Epochs
These stages of development represent the progressive development of the
individual's ability to interpersonally effectively relationships, or in other words the
ability of the individual to fit in with its social environment.

1.Infancy (0-18 months)- In this stage Sullivan recognized that the process of
development begins early, although he gave less importance to this phase than did
Freud.
2.Childhood (18mnths- 6yrs)- In this stage of development, speech development and
improved communication are key.
3.Juvenile (6-9yrs)- The main task of the juvenile stage is to develop good links
within the peer group. This is achieved by using competition, cooperation and
compromise
4.Preadolescence (9-12yrs)- In this stage of preadolescence, it focuses on building
relations with people of the same sex. This is where one's willingness to work with
others and express love and appreciation for them starts.
5.Early Adolescence (12yrs-14yrs) - At this stage friendship has a sexual aspect and
relations with peers are focused on romantic interests, the self- worth of a young
person relies heavily on his perceived sexual appeal.
6.Late Adolescence (14yrs-21yrs) - During late adolescence the need for friendship
and sexual expression is combined. A long-term relationship is the main focus at this
stage. Conflicts between the management and self-expression of parents are common
and selective disregard may lead to a deficiency in the perception of oneself and the
world at previous stages.
7.Adulthood (Ages 21) -on Family, financial security and a rewarding career are the
major struggles of adulthood. In adult development, socialization continues to play a
role.
Mental Disorders- the interpersonal origin of all mental disorderscanonly be
understood in relation to the social environment of the person.
Psychotherapy- Anxiety symptoms may be minimized using interpersonal
psychotherapy. The aim of IPT is to improve interpersonal functioning by encourage
them to; greater efficiency in communication, expression of emotion and A better
understanding of how people behave in social situations.

 ERICH FROMM
Erich Fromm was a Neo-Freudian psychoanalyst who proposed a personality
philosophy focused on two main needs: freedom and belonging. He proposed that
people cultivate certain personality traits or mechanisms to cope with the fear caused
by feelings of loneliness.

Personality types according to Erich Fromm

1. The receptive personality
The receptive type is characterized by the constant need to receive approval and
recognition from others. The most striking feature of this personality profile is that the
support they receive isn’t usually returned. There is no input into the other person’s
life, nor do they seek to give help in kind.
2. The exploiter
Among the 5 personality types, Erich Fromm believes this one to be one of the most
common. It refers to those types of profiles that establish links and relationships with
others out of pure selfish interest. They do it for their own benefit and, as Fromm put
it, “for commercial interest”.
3. The hoarder
The accumulator or hoarder personality type refers to people whose only objective is
to treasure material goods. Their only desire, which they consider a need, is to possess
and accumulate more and more things.
4. The marketing type
Among all these personality types, Erich Fromm sustains that this is the most
prevalent one in work environments for obvious reasons. They are people who
establish relationships with others in order to obtain a financial benefit. They are
contacts based on clear financial or commercial objectives.
5. The productive type
Up until now we have considered the personality types that, according to Erich
Fromm, represent everything that is “unproductive”. The profiles that neither invest in
their own personal freedom and autonomy and even less in that of others. However,
all is not lost, and we aren’t going to leave you with a pessimistic vision of the human
being.  There is, thankfully, a fifth personality type where our hope lies and our
personal objectives are found.

 ANNA FREUD
She is one of the notable persons that specialized in the application of psychoanalysis
to children. Freud also wrote her best works that contributed in the field of child
therapy— The Ego and the Mechanism of Defense.

DEFENSE MECHANISMS
defense mechanisms as psychological strategies that are unconsciously used to protect
self from anxiety arising from unacceptable thoughts or feelings.
Most common defense mechanism are:
1. Denial – The refusal to accept the truth or reality, which results of blockingevents
from awareness.
2. Repression – It falls on the unconscious part of the mind. It is an employedpower
to avoid unacceptable thoughts to become conscious.
3. Projection – When an individual shares their unwanted thoughts, feelings, and ideas
onto another person.
4. Displacement – It happens when unwanted thoughts and feelings are redirected in
an impulse onto a different substitute.
5. Regression – Regression is a defense mechanism where an individual retreats to a
conflict and reverts to an earlier stage of development, usually the stage where they
feel safer.
6. Sublimation – Similar to displacement, things are redirected but the difference is it
channels a socially unacceptable behavior.
7. Rationalization – The mind distorts the “truth” or “facts” to make a situation less
threatening. It is a defense mechanism where we provide ourselves excuses.
8. Reaction Formation – It goes beyond being in denial, which then results in acting
the opposite way.
9. Identification with the Aggressor – When a victim of a person who are far more
powerful and hostile towards them (usually abusive relationships) starts to internalize
their behavior in hopes to avoid abuse.

 BIOLOGICAL THEORY OF PERSONALITY

HANS EYSENCK
-Eysenck's personality theory was based on temperaments, which he claimed were
primarily influenced by genetic factors.
- He used factor analysis, a statistical tool, to classify what he considered to be the
two key dimensions of personality: neuroticism and extraversion-introversion.
Psychoticism was later introduced.

3 KEY DIMENSIONS OF PERSONALITY

 Neuroticism- people who are high in neuroticism are anxious, it means they have an
overactive sympathetic nervous system, and even though they are not under stress,
their bodies and emotions go into a flight-or-fight response

o Extraversion- since extraverts are sociable and want excitement and change, they
are prone to boredom. They have a carefree, cheerful, and impulsive personality.
o Introversion- introverts on the other hand, are at the other end of the spectrum,
being reserved and silent. They're still overstimulated and avoid feeling and
relaxation.

Psychoticism- is states that a person may show certain characteristics common to

psychotics, and that they may be more vulnerable to being psychotic in some
situations.

 LIFE SPAN APPROACH

PSYCHOSOCIAL DEVELOPMENT [ERIK ERIKSON]

- Personality develop in 8 stages

- During each stages person experience psychosocial crisis, which have positive and
negative outcome for personality development
- Successful completion of each stages results in a healthy personality and acquisition
of basic virtue, Basic virtue are characteristics strength which the ego ca use to
resolve subsequent crises.

1. Trust vs. Mistrust (Infancy)

- Mother as the key of development
 - Seek trust to the world in order to gain trust and safety
- if child’s fail to seek trust he/she will grows fears and concerns regarding
others
2. Autonomy vs. Shame & Doubt (Early Childhood)
- Both parents are responsible
- child now experience autonomy, wherein child build self- sufficiency
- whilst doubts about self and lack independence if the parents failed to do so.
3. Initiative vs. Guilt (Pre-School)
- Child asset power and control over the world
- Child success on this feel capable and ale to lead others
- Those who fail are left with sense and cable to lead others
- Those who fail are left with sense of guilt, self doubt and lack of initiative
4. Industry vs. Inferiority (Pre-adolescence)
- through school interactions children will begin to have sense of dignity in
their accomplishment and capabilities
- child develop sense of competence but if fail will lea to inferiority
- Neighbor and school as key of development
5. Identity vs. Role confusion (Adolescence)
- Teens and to develop a sense of self and personal identity
- Success will leads to an ability to stay true, while failure leads to role
confusion
6. Intimacy vs. Isolation (Young Adult)
- Young adults need to form intimate relationship
- Success with lead to develop love, sexual relationship and close friendship
while fail lead to have fear in relationship with others which result to
loneliness and isolation
7. Generativity and Stagnation (Adult)
- Adults need to create or nurture thing that will outlast them
- Success leads to feeling of usefulness and accomplishment
- Fail results in shallow involvement in the world.
8. Ego Integrity vs. Despair (Old Age)
- Person focus on reflecting back in life and determine if they are happy or
they have regrets
- Success will find integrity with themselves, fail leads to despair

 HUMANISTIC APPROACH
Humanistic psychology emphasizes the present experience and essential worth of the
whole person, promotes creativity, free choice, and spontaneity, and fosters the belief
that people can solve their own psychological problems

Existentialism – an approach to understanding each person’s most immediate

experience, the conditions of his existence, and the necessity of exercising freedom of
choice in a chaotic world.
 
Phenomenology – involves an attitude of discovery that encompasses search for
essential issues, an emphasis on consciousness.

become a fully functioning person-its goal it to be that self which one is truly is
 SELF- ACTUALIZATION THEORY [CARL ROGERS]
He is known for developing the person- centered theory and for being one of the
pioneers of humanistic psychology.

CARL ROGER’S PERSON-CENTERED THEORY

a person-centered approach places the person at the center of the service and treats
them as such. The emphasis is on the individual and what they are capable of doing
and their potential, rather than their condition or disability.

Person-centered Approach or Orientation – believes that individual have within

themselves vast resources for self-understanding and for altering their self-concepts,
basic attitudes, and self-directed behavior-these resources can be tapped be providing
a climate of facilitative psychological attitudes.

Actualizing Tendency – an inherent tendency to develop all capacities in ways which

serve to maintain or enhance the organism.

Self-actualization – a person’s lifelong process of realizing his potentialities to

CONGRUENCE AND INCONGRUENCE

 Congruence exists when a person's ideal self and actual experience are
coherent or very similar.
 Incongruence a gap may exist between a person's ideal self and actual
experience. It is also define as a discrepancy between the actual experience of
the organism and the individual's self-picture insofar as it represents that
experience."

5 Characteristics of the Fully Functioning Person Based on Rogers:

1. Open to experience – both positive and negative emotions accepted.
2. Existential living – in touch with different experiences as they occur in life,
avoiding prejudging and preconceptions.
3. Trust feelings – feeling, instincts, and gut-reactions are paid attention to and
trusted.
4. Creativity – creative thinking and risk-taking are features of a person’s life. A
person does not play safe all the time.
5. Fulfilled life – a person is happy and satisfied with life, and always looking for new
challenges and experiences.

HIERARCHY OF NEEDS [ABRAHAM MASLOW]

Maslow’s hierarchy of needs is one of the most prominent theories in history of

psychology. These needs are identified through the levels within the pyramid. Which
was what Abraham Maslow used to determine by this theory hence became most
grandly known as the Hierarchy of Needs as it starts from bottom to top that explains
the amount of each level needed within oneself.

BASIC NEEDS
 Physiological Needs - These are basic essential needs of a human in order to survive
and sustain their living. It goes by the needs to breath, drink, eat, sleep, warmth, and
such. –
 Safety and Security - When people have enough all the physiological needs they
will now move to the second most important needs and seek for safety, work
andsecurityincluding the shelter, money and protection.

PSYCHOLOGICAL NEEDS
 Love and belongingness - After being satisfied by the basic needs, people will
naturally look for love and belongingness in the society. They will have to fulfill this
in order to find where they could fit in and what their role in this world. It can be
found in friends, family, gang, clique, crowds and romantic relationships.
 Esteem Needs - The type of needs where people will try to be different from
everybody. This is the stage of discovering oneself potential and uniqueness and for
that they will grow self-respect, confidence, prestige and feeling of accomplishment.

GROWTH NEEDS
 Self-Actualization - The highest form of need that for Maslow, is the most important
to reach the person we are supposed to be. The motivation in this part is at highest.
Through that, it is now able to achieve one’s full potential. Being creative,
spontaneous and acceptance of facts thus reaching our higher selves.

 BEHAVIORAL APPROACH

CLASSICAL CONDITIONING [ IVAN PAVLOV]

- Two stimuli are linked together to produce a new learned response in a

person or animal

Three stages of Classical Conditioning

Stage 1: Before Conditioning
- Unconditioned stimulus produce an unconditioned response in a n organism
- Neutral Stimulus: No effect on the person pared with unconditioned stimulus

Stage 2: During Conditioning

- Stimulus which produce no response is associated with the unconditioned stimulus
at which point it becomes conditioned stimulus

Stage 3: After Conditioning

- Conditioned stimulus has been associated with the unconditioned stimulus to create
a new conditioned response

THEORY OF BEHAVIORISM [JOHN WATSON]

- Watson defined behaviorism as the science of observable behavior. For the study of
humans or animals, only behavior that could be observed, recorded, and measured had
any real value.
- The earlier classical conditioning experiments of Russian psychologist Ivan Pavlov
and his now, famous dogs had a significant influence on Watson's thinking. Because
the unconscious and a person's internal mental state were not observable and subject
to the psychologist's subjective interpretation.

The Little Albert Experiment- A young boy named "Albert B." by Watson and
Rayner, but known today as Little Albert. Watson and Rayner tested Little Albert's
reactions to a variety of stimuli, including a white rat, a rabbit, a monkey, masks, and
burning newspapers, when he was 9 months old. At first, the boy showed no fear of
the objects he was shown. When Albert was next exposed to the rat, Watson made a
loud noise by hammering a metal pipe. Hearing the loud noise, the child naturally
began to cry. After seeing the white rat and hearing the loud noise so many times,
Albert began to anticipate a frightening noise whenever he saw the white rat. Albert
began to cry as soon as he saw the rat.

- Classical Conditioning : The Little Albert experiment presents an example of how

classical conditioning can be used to condition an emotional response.
- Neutral Stimulus: A stimulus that does not initially elicit a response (the white rat).
- Unconditioned Stimulus: A stimulus that elicits a reflexive response (the loud noise)
- Unconditioned Response: A natural reaction to a given stimulus (fear).
- Conditioned Stimulus: A stimulus that elicits a response after repeatedly being
paired with an unconditioned stimulus (the white rat).
- Conditioned Response: The response caused by the conditioned stimulus (fear).

OPERANT CONDITIONING [B.F. SKINNER]

- B. F. Skinner was a famous American psychologist who influenced behaviorism.

Skinner's theory was dubbed "new behaviorism," and he proposed that the principle of
free will was just an illusion. Instead, he concluded that all human behavior was the
direct product of conditioning.
- Behavioral psychology who believed that classical conditioning was too vague to
provide a systematic explanation for complex human behavior.
-Theory of Operant Behavior and Conditioning “Reinforcement and Punishment
molds behavior. Children are conditioned by Experience.”
- According to operant conditioning theory, the mechanism does not entail repeated
attempts and is an involuntary response to a common stimulus.

The Skinner Box

- A Skinner box, also known as an operant conditioning chamber, is a sealed
apparatus containing a bar or key that an animal can push or manipulate to receive
food or water as a form of reinforcement.
- Skinner used the name “Lever box”

- Reinforcement Theory of Motivation Skinner's reinforcement principle, also known

as operant conditioning or instrumental conditioning, seeks to understand human
behavior in relation to the context or sensations that surround it. Skinner concludes
from the experimental approach that the presence of a stimulus causes a reaction in
the person. If this response is influenced by positive or negative reinforcers, an effect
on the operant reaction or actions may be exerted, which can be intensified or
hindered.
THREE TTYPES OF RESPONSE
Neutral Operants - responses from the environment that neither increases nor
decreases the probability of a behavior being repeated.
Reinforcers - responses from the environment that increase the probability of a
behavior being repeated. Reinforcement can be either positive or negative
Punishers - responses from the environment that decreases the likelihood of a
behavior repeated . Punishment weakens behavior.

SCHEDULE OF OF REINFORCEMENT
- Has an effects on the speed of learning and extinction

A. Continuous Reinforcement - Quickest rate of extinction

B. Fixed ration Reinforcement - Behavior is reinforce only after the behavior occurs a
specified number of times.
B. Fixed Internal Reinforcement - Reinforce occurs following the first response that
happen after a fixed interval if time
D. Variable Ratio Reinforcement - Behavior is reinforced after an unpredictable
number of times
E. Variable Interval Reinforcement - Providing one correct response has been made,
reinforcement is given after an unpredictable amount of time passed.

 SOCIAL LEARNING APPROACH

SOCIAL LEARNING THEORY [ALBERT BANDURA]

- Bandura's social learning theory emphasizes the importance of observing,
modelling, and mimicking the behaviors, attitudes, and emotional reactions of others.
- Social learning theory takes into account how environmental and cognitive factors
interact to influence human learning and behavior.
- Observational Learning refers to the process of learning by observing others,
maintaining the information, and then emulating the observed behaviors. Shaping,
modeling, and vicarious reinforcement are all terms used to describe observational
learning.
- Mediational Process, humans are active information processors and think about the
relation between their behavior and its consequences.

BOBO DOLL EXPERIMENT

- Bandura demonstrated that young children can mimic an adult model's aggressive
behavior. Children saw a movie in which an adult hit repeatedly a large, inflatable
balloon doll and then got to play with the same doll afterwards. When the adult
received no consequences or was rewarded, children were more likely to imitate the
adult's violent actions. Children who witnessed an adult being punished for violent
behavior were less likely to copy them.

STAGES OF OBSERVATIONAL LEARNING

Attention- a viewer must be in the right frame of mind to learn. This include shaving
the power to learn, staying focused on what the model is doing, and being able to
perceive the model for long enough to understand what they are doing.
Retention- If the viewer was able to concentrate on the model's behavior, the next step
is to recollect what was seen. If the viewer cannot recall the model's conduct, they
may have to return to the first stage.

Reproduction- If the viewer can focus and retain the information, the next step in
observational learning is to try to recreate it. It is significant to mention that each
individual has their own unique capability for imitating specific behaviors, which
means that even with perfect focus and memory; some behaviors may be difficult to
copy.
Motivation- The viewer will need some type of motivation to engage in this given
pattern. Even if the viewer is able to recreate the model, if they lack the motivation to
do so, they are unlikely to enforce this newly.

Component Process involved in Self- Regulatory Behavior

Self-observation/performance: ability to monitor our own performance
Judgemental processes: we must evaluate our performance, people regulate their
behavior through the process of cognitive mediation
Self- reaction: respond positively or negatively to our behavior.

 COGNITIVE APPROACH

COGNITIVE DEVELOPMENT [JEAN PIAGET]
- Cognitive theory is an approach that attempts to understand the human behavior
through an individual’s though process. As per Cherry (2019), cognitive psychology
involves the study of internal mental process, such as perception, thinking, memory.
- Social Cognitive Theory attention, language, learning, and problem-solving.
Basically, all the things that only the brain can facilitate

The four stages of cognitive development are:

1.Sensorimotor stage (Object Permanence) Birth to 18-24 months An infant starts to
grasp an understanding of the world by going through sensory experiences.
2.Preoperational stage (Symbolic Thought) 2 to 7 years A child begins to participate
and interact with different things.
3.Concrete Operational stage (Logical Thought) 7 to 11 years Children start to apply
logical reasoning on the activities they do.
4.Formal Operational stage (Scientific Reasoning) 12 years and up Children are able
to relate and explore situations.

MORALITY DEVELOPMENT [LAWRENCE KOHLBERG]

- There are three levels of morality development according to Lawrence Kohlberg.
Namely; pre-conventional, conventional and post-conventional morality. Each level
has two stages that correspond according to its level of reasoning.

Pre-conventional Morality -It includes the lowest and often occurs to children.
These are as follows:
STAGE 1: Punishment and Obedience: The individual at this stage would try to avoid
punishment and rather attains pleasure. They do not care or understand about what
other people desires beside of their own. People who conceive at this stage are
therefore acts in an egotistical manner.
STAGE 2: Self-Interest: It focuses of the person’s own interest their
reasoningislargely based on what they could get or if they could benefit from it.

Conventional Morality- In this stage, the individual is motivated and more
concerned with mutual relations and expectations. Take it from the two stages below.
STAGE 3: Good boy and Good Girl Orientation: Their morality is utterly dependent
of what the society regards as right and the rules are seldom questioned. It is
commonly found in adolescence and adulthood.
STAGE 4: Law and Order Orientation: In this stage the Rules is what defines as
superior and that people should obey otherwise chaos would breakout.

Post-conventional Morality- Moral Capacity is reaching Lawrence Kohlberg uses

“The Heinz Dilemma” to determine the moral stages development and to help us
understand it well. The dilemma is about whose wife is dying and there is only one
treatment at this stage.
STAGE 5: Morality of contract- Awareness that the purpose of just laws is to express
the will of the majority and further human values.
STAGE 6: Morality of individual, principle of conscience - Define right and wrong on
the basis of self-chosen ethical principles of his/her own conscience.

Social Contract The ideas of a social contract and individual rights cause people in
the next stage to begin to account for the differing values, opinions, and beliefs of
other people
Lawrence Kohlberg uses “The Heinz Dilemma” to determine the moral stages
development and to help us understand it well. The dilemma is about whose wife is
dying and there is only one treatment.

Universal Ethical Principle, Individual are ale to build sense of universal justice,
compassion is the ultimate way to resolve a problem for them and sees morality as an
end itself not as means.