THEORIES OF PERSONALITY CLASS PRESENTATIONS

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THEORIES OF PERSONALITYCLASS PRESENTATIONS
OVERHEADS

• GOAL OF COURSE
• ASSIST YOU IN DEVELOPING YOUR OWN THEORY OF
  PERSONALITY BASED UPON WHAT YOU LEARN AND HOW TO
  APPLY IT OR USE IT IN DIAGNOSIS AND COUNSELING.
• PERSONALITY THEORIES
• Reflect the Biographies of their authors.
• Much about Personality remains unknown
• Composite of all major Theories best explains
  personality.
• YOU ARE THE FINAL JUDGE. (Hergenhahn, p 563)
• DEFINITION OF PERSONALITY (Gordon
  Allport-1937-1961)
• PERSONALITY IS THE DYNAMIC ORGANIZATION WITHIN
  THE INDIVIDUAL OF THOSE PSYCHOPHYSICAL SYSTEMS
  THAT DETERMINE HIS CHARACTERISTIC BEHAVIOR AND
  THOUGHTS.

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THEORIES OF PERSONALITYCLASS PRESENTATIONS
OVERHEADS

• MENTAL DISORDER
• CLINICALLY SIGNIFICANT BEHAVIORAL OR
  PSYCHOLOGICAL SYNDROM OR PATTERN THAT
• OCCURS IN AN INDIVIDUAL AND THAT IS ASSOCIATED
  WITH PRESENT DISTRESS OR DISABILITY, OR WITH A
  SIGNIFICANTLY INCREASED RISK OF SUFFERING DEATH,
  PAIN, DISABLITY, OR AN IMPORTANT LOSS OF FREEDOM
  (DSM-IV-TR, p xxxi).
• THIS SYNDROME OR PATTERN MUST NOT BE MERELY AN
  EXPECTABLE AND CULTURALLY SANCTIONED RESPONSE TO
  A PARTICULAR EVENT. IT MUST BE CONSIDERED A
  MANIFESTATION OF A BEHAVIORAL, PSYCHOLOGICAL, OR
  BIOLOGICAL DYSFUNCTION IN THE INDIVIDUAL.
• MENTAL LLNESS
• AN ILLNESS THAT AFFECTS OR IS MANIFESTED IN A
  PERSONS BRAIN. IT MAY IMPACT ON THE WAY A
  PERSON THINKS, BEHAVES, AND INTERACTS WITH OTHER
  PEOPLE (American Psychiatric Association)
• MENTAL HEALTH ERAS IN THE U.S.
• FIRST (up to early 1800s) Families, Private
  Charitable Organizations
• SECOND (up to late 1960s) Hospitalization
  Institutionalism
• THIRD (mid 60s to now) Deinstitutionalize
• FOURTH (90s to now) Full Inclusion into Society

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THEORIES OF PERSONALITYCLASS PRESENTATIONS
OVERHEADS

• PERSONALITY
• CHAPTER 1 WHAT IS PERSONALITY?
• THREE CONCERNS OF PERSONALITY THEORY
• Like every other human being-human nature
• Like some other human beings-common culture
• Like no other human being-individual differences
• DETERMINENTS OF PERSONALITY
• Genetics-heredity (NATURE/NURTURE CONTROVERSY)
• Traits learned and inherited.
• Sociocultural Determinants cultural
  variables-roles, socioeconomic, ethnic, religion,
  region.
• Learning empiricist side-rewards-CAN CONTROL
  PERSONALITY
• Existential-Humanistic FREE WILL-person gives
  meaning to experiences.
• Unconscious Mechanism origins in childhood-dont
  know why they act as they do.
• Cognitive Processes emphasize present experience
  future goals-not the past.

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THEORIES OF PERSONALITYCLASS PRESENTATIONS
OVERHEADS

• A. Questions/Personality Theorists
• FOCUS ON ENTIRE PERSON
• Importance of PAST, PRESENT FUTURE
• Motivates Human Behavior-master motive Hedonism,
  Self-Actualization.
• Importance of self-concept
• Importance of Unconscious Mechanism
• Human behavior freely chosen or determined-free
  will or determined.
• Introspection
• Uniqueness vs. Commonality
• Control Internal/External
• Mind/Body from no relationship to all
• Human Nature experiences, thought, animals,
  inheritance, born good.
• Consistent Human Behavior evidence sometimes
  yes and sometimes no.
• B. Finding Answers Epistemology knowledge
  Science Scientific Theory-verification
• C. Science some YES and others NO

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THEORIES OF PERSONALITYCLASS PRESENTATIONS
OVERHEADS

• PARADIGM viewpoint guides research
• PSYCHOANALYTIC (Freud Jung) unconscious
  mechanisms
• SOCIOCULTURAL (Adler) cultural
  determination-roles
• TRAIT ( Caattell) learned genetically
  determined-constant
• LEARNING (Skinner Bandura) reward
  punishment-control
• SOCIOBIOLOGICAL (Wilson) inherited tendencies
• EXISTENTIAL-HUMANISTIC (Rogers, Maslow
  Frankl) free choice responsibility-values,
  existence

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THEORIES OF PERSONALITYCLASS PRESENTATIONS
OVERHEADS

• SIGMUND FREUD (1856-1939)
• INFLUENCES
• Charcot French neurologistHYPNOTISM HYSTERIA
• Bernheim Psthypnotic amnesia and Posthypnotic
  suggestion
• Breuer Catharsis, Transference STUDIES ON
  HYSTERIA is considered the beginning of the
  PSYCHOANLYTIC MOVEMENT.
• MAIN BELIEFS
• Sexual conflicts were the cause of HYSTERIA
• Human behavior was INSTINCTIVE driven by
  UNCONSCIOUS MOTIVATION.
• ALL aspects of human personality are derived from
  BIOLOGICAL INSTINCTS.
• LIFE INSTINCTS preservation of life (Eros)
• DEATH INSTINCT return to organic state before
  life (Thantos)
• Libbido psychic energy associated with life
  instincts.
• The Interpretation of Dreams his own
  self-analysis of his dreams Psychoanalytic
  movement gains momentum.

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THEORIES OF PERSONALITYCLASS PRESENTATIONS
OVERHEADS

• DIVISIONS OF THE MIND
• ID Given at birth pure instinctual energy, at
  the unconscious level pleasure principle
• EGO Identifies or matches images of the ID with
  objects events in real world operates
  CONSCIOUSLY UNCONSCIOUSLY serves ID
  SUPEREGO.
• SUPEREGO moral arm develops from REWARD
  PUNISHMENT in a child internalized Conscience
  results from child being punished Ego Ideal
  results from child being rewarded constantly
  strives for perfection.
• PRINCIPAL OF CONSERVATION OF ENERGY energy is
  rearranged-each person is born with same amount
  of PSYCHIC ENERGY.
• ANXIETY warns of danger in THINKING OR BEHAVING
• EGOS TASK IS TO AVOID OR REDUCE ANXIETY.

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THEORIES OF PERSONALITYCLASS PRESENTATIONS
OVERHEADS

• EGO-DEFENSE MECHANISMS
• REPRESSSION must occur before any other defense
  mechanism corner-stone of psychoanalysis Ego
  prevents anxiety-provoking thoughts from entering
  conscious level.
• DISPLACEMENT substitute one need satisfier for
  another.
• IDENTIFICATION match objects in environment to
  wishes of the ID.
• DENIAL OF REALITY deny facts in ones life
  experience.
• RATIONALIZATION justify behavior
• EVERYONE USES EGO-DEFENSE MECHANISMS moderation
  is normal extreme or extensive use is
  dysfunctional.
• PSYCHOSEXUAL STAGES OF DEVELOPMENT
• ORAL STAGE 1st year pleasure comes from the
  mouth.
• ANAL STAGE 2nd year feces expulsion-can caused
  perfectionism.
• PHALLIC STAGE 3rd 5th year penis or clitoris
  (most complicated controversial stage of Freud)
• PREGENTIAL (FIRST 3) ARE THE MOST IMPORTANT TO
  PERSONALITY DEVELOPMENT.
• LATENCY STAGE 6th 12th year sexual interests
  are repressed displaced by activities.
• GENITAL STAGE puberty the pre-genital stages
  have already DETERMINED persons adult life.
• PSYCHOANALYSIS IS THE MEANS OF DISCOVERING
  REPRESSED THOUGHTS AND REDUCING THEIR INFLUENCE
  ON LIFE.

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THEORIES OF PERSONALITYCLASS PRESENTATIONS
OVERHEADS

• FEMININE PSYCHOLOGY
• Woman are more enigmatic than men.
• Women are failed or inferior men.
• UNCONSCIOUS MIND
• Free Association is the fundamental rule and
  major therapeutic technique of psychoanalysis.
• All conscious expressions have hints of
  unconscious.
• The more resistance to expression, the greater
  the problem.
• DREAM ANALYSIS
• Dreams make unconscious more available.
• All dreams contain some threatening material.
• FREUDIAN SLIPS
• Manifestation of repressed thoughts.
• Unconscious become conscious
• Repressed thoughts always strive for expression.

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THEORIES OF PERSONALITYCLASS PRESENTATIONS
OVERHEADS

• RELIGION
• Ancestors created a God with same characteristics
  of real fathers.
• Illusions of religion restrain masses.
• Need to replace religion with rational,
  scientific principles.
• HUMAN NATURE
• Humans are biological organisms
• Master motive is SATISFACTION of bodily needs.
• Human are HEDONISTIC-same as animals pleasure
  pain.
• PESSIMISTIC humans CANT do anything about their
  human nature they can be helped to live with it
  rationally.

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THEORIES OF PERSONALITYCLASS PRESENTATIONS
OVERHEADS

• EVALUATION
• A. EMPIRICAL RESEARCH mixed results.
• B. CRITICISMS
• Overemphasis on sexual and unconscious
  motivation.
• Too pessimistic about human nature.
• Death instinct cant be demonstrated.
• C. CONTRIBUTIONS
• First to codify thoughts about personality-general
  framework to study personality.
• Anxiety
• Conflicts originating in childhood.
• ALL THEORIES ARE A REACTION TO FREUD.

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THEORIES OF PERSONALITYCLASS PRESENTATIONS
OVERHEADS

• CARL JUNG (1875-1961)
• INFLUENCES
• Interested in the OCCULT-existence of
  supernatural
• FREUD drawn by Interpretation of Dreams-became
  friends
• FREUD parted because of differences-symbolism of
  dreams libidinal energy primarily sexual.
• Creative Illness 4 years of psychotic
  episodes.
• LIBIDO PRINCIPLES
• Libido driving force behind psyche
  (personality) value of something is determined
  by how much LIBINAL ENERGY is invested in it.
  PSYCHE TOTAL PERSONALITY
• PRINCIPLE OF EQUIVALENCE finite amount of energy
  is available (conscious and unconscious)
• PRINCIPLE OF ENTROPY constant tendency to
  equalize balance energy must be actively
  sought but seldom accomplished.
• PRINCIPLE OF OPPOSITES every action has an equal
  opposite reaction (conscious/unconscious,
  animal/spiritual, masculine/feminine).
• GOAL OF LIFE SEEK BALANCE BETWEEN POLAR
  OPPOSITES-constantly aspired but SELDOM attained.

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THEORIES OF PERSONALITYCLASS PRESENTATIONS
OVERHEADS

• COMPONENTS OF PERSONALITY
• EGO everything of which we are CONSCIOUS
• Responsible functions of every day life
• Responsible sense of identity continuity in
  time
• LIKE FREUD but not the PSYCHE
• PSYCHE both conscious unconscious aspects of
  personality
• PERSONAL UNCONSCIOUS something that once was
  conscious.
• COMPLEXES clusters of emotionally loaded
  thoughts theme occurs over over again has
  disproportionate influence on behavior.
• WORD-ASSOCIATION TEST used to study complexes
• IMPORTANCE OF COMPLEXES required a lot of
  psychic energy therefore inhibited balance of
  psychological growth.

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THEORIES OF PERSONALITYCLASS PRESENTATIONS
OVERHEADS

• COLLECTIVE UNCONCIOUS (ARCHTYPE)
• Most controversial concept and the heart of
  Jungs
• theory.
• Collective experiences humans have had in the
  past deposit of ancestral experience over
  millions of years (human, pre-human, animal
  ancestry).
• THIS IS THE SAME FOR ALL HUMANS-IN THE PSYCHE.
• ARCHTYPE inherited TENDENCY OR PREDISPOSITION
  (not
• the response) to respond to certain aspects of
  the world.
• Most important influential part of the psyche.

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THEORIES OF PERSONALITYCLASS PRESENTATIONS
OVERHEADS

• ARCHTYPES
• 1. PERSONA (mask) ones public self or role in
  society. How we are known by other people.
• 2. ANIMA female component of male psyche
• a. Results from mens experiences with women
  throughout the ages.
• b. Causes men to have feminine
  traits-sentimental, tenderness.
• c. Framework within which men interact with
  women.
• 3. ANIMUS male component of female psyche.
• a. Gives women masculine traits-aggression,
  independence.
• b. Guides womans relationship with men
• 4. SHADOW contains all of animal instincts.
• a. Darkest deepest part of psyche.
• b. Same for all persons.
• 5. SELF attempts to HARMONIZE all of the
  components.
• SELF-REALIZED when there is full integration.
• SELF-REALIZATION lifes goal.

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THEORIES OF PERSONALITYCLASS PRESENTATIONS
OVERHEADS

• GOAL OF PSYCHOTHERAPY
• Introduce patient to components of psyche (Ego,
  Personal
• Unconscious, Collective Unconscious - Archtype,
  Self)
• Synthesize them into an interrelated
  configuration.
• RESULT
• A deeper, more creative person.

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THEORIES OF PERSONALITYCLASS PRESENTATIONS
OVERHEADS

• STAGES OF DEVELOPMENT
• CHILDHOOD Birth to adolescence survival skills
  learned
• YOUNG ADULTHOOD Adolescence to 40 community
  life.
• MIDDLE AGE 40 wisdom lifes meaning most
  important
• stage for Jung.
• Religion becomes important in this stage.
• Every person possesses a spiritual need that must
  be satisfied.
• Religion systematic attempt to deal with God
  spirits.

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THEORIES OF PERSONALITYCLASS PRESENTATIONS
OVERHEADS

• SELF-REALIZATION harmonious blending of the many
• components forces within the psyche.
• Individuation lifelong process toward
  psychological maturity.
• Self-Realization is a tendency inherent in ALL
  living organisms.
• MANDALE (circle) self becomes new center of
  personality, center of the Circle, midway among
  the many polarities that make up the psyche.
• SELF-REALIZATION MUST BE SOUGHT- NOT AUTOMATIC
• CAUASALITY (like Freud) what a person will
  become is a function of what the person has been.
• TELEOLOGY human behavior has a purpose behavior
  is drawn by the future and pushed by the past.
• SYNCHRONICITY meaningful coincidence reams
  fantasies become real.

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THEORIES OF PERSONALITYCLASS PRESENTATIONS
OVERHEADS

• HUMAN NATURE FOR JUNG
• Psyche is embedded in the past, present future.
• Conscious unconscious elements
• Masculine feminine traits
• Rational irrational impulses
• Spiritualistic animalistic desires
• Human Destiny
• JUNG OPTIMISTIC come to grips with unconscious
• mind.
• FREUD PESSIMISTIC man could do nothing about
• unconscious mind.

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THEORIES OF PERSONALITYCLASS PRESENTATIONS
OVERHEADS

• EVALUATION
• A. CRITICISMS
• Empirical research is sparse
• Friendly toward Occultism, Mysticism, and
  Religion
• Self-realization is elitist.
• Unscientific
• B. CONTRIBUTIONS
• First to discuss process of self-realization
• First to emphasize importance of FUTURE in
• determining behavior
• OPTIMISITC about human destiny.

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THEORIES OF PERSONALITYCLASS PRESENTATIONS
OVERHEADS

• FRED ADLER (1870-1937)
• INFLUENCES
• Fear of death his inferior view of himself
• MARXISM deep concern for people social context
  can influence personality.
• Freud Interpretation of Dreams
• INDIVIDUAL PSYCHOLOGY INDIVIDUALS ARE UNIQUE
• INNER HARMONY STRIVING TO COOPERATE WITH
• FELLOW HUMANS.
• Freud Adler
• F individuals in constant conflict with one
  another society
• A humans seek companionship harmony
• F Ignored lifes meaning effect of future
  aspiration on life
• A lifes meaning aspiration are central part
  of his theory
• F minds components in constant conflict
• A mind was integrated whole works to attain
  future goals.

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THEORIES OF PERSONALITYCLASS PRESENTATIONS
OVERHEADS

• ADLERS THEORY
• HUMANISM positive relationships among humans.
• EXISTENTIALISM concerned with meaning of life
  humans are future oriented free to determine
  their own fate concerned with meaning of life.
• Biological deficiencies inhibit person from
  functioning normally.
• INFERIORITY all humans start life with feelings
  of inferiority-dependent on others motivational
  not bad, not abnormal or weak PRIMARY motivating
  force behind human accomplishments (Neurosis
  happens when person is overwhelmed by inferiority
  feelings-complex.
• SEXUAL are humans are bisexual-psychological-atti
  tude towards oneself ALL HUMANS STRIVE FOR
  SUPERIORITY.
• Master Motive change from striving for oneself
  to striving for society.

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THEORIES OF PERSONALITYCLASS PRESENTATIONS
OVERHEADS

• FICTIONAL GOALS LIFESTYLES
• Figments of the imagination (fictions) are
  practical give meaning to life.
• SUBJECTIVE REALITY MORE IMPORTANT THAN PHYSICAL.
• Healthy Person seldom loses sight of reality
• Neurotic Person fictional life plan becomes
  reality loses sight of reality.
• STEPS IN THE PROCESS OF GIVING MEANING TO LIFE
• Person invents a worldview
• Derives a FINAL goal from that worldview.
• Individual invents a LIFESYTLE as means of
  achieving that goal.

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THEORIES OF PERSONALITYCLASS PRESENTATIONS
OVERHEADS

• SOCIAL INTEREST THE INDEX OF NORMALITY
• Innate need of all human live in harmony with
  others strive for perfect society.
• Person inherits the potential for social
  interest.
• Person must solve 3 major problems or achieve 3
  tasks in life
• Occupational Tasks constructive work helps
  advance society.
• Societal Tasks cooperation with fellow humans.
• Love Marriage Tasks continuance of society.
• MISTAKEN LIFESTYLES not aimed at socially useful
  goals
• Ruling domination over people
• Getting expect from other
• Avoiding not concerned with or avoids problems
  in society.
• Faulty lifestyles begin in childhood-unhealthy
  conditions
• Physical Inferiority complex
• Spoiling/Pampering creates Oedipus complex
• Neglecting feel worthless
• CHILDS PERCEPTIONS DETERMINE HIS PERSONALITY

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THEORIES OF PERSONALITYCLASS PRESENTATIONS
OVERHEADS

• CREATIVE SELF (Adlers crowning achievement)
• Humans are not PASSIVE recipients of environment
  or genetic influences.
• Person is FREE to act on influences in life
• Persons attitude toward life determines his
  RELATIONSHIP with the outside world. MATTER OF
  CHOICE.
• PERSONALITY IS ESSENTIALLY SELF-CREATED
• (existential viewpoint)
• NEUROTICS
• All are self-centered lack social interest.
• Use safeguarding strategies excuses aggression
  accusations.
• Escape life by distancing themselves from
  problems
• Anxiety amplifies distancing strategies-exclusion
  tendency to avoid problems.

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THEORIES OF PERSONALITYCLASS PRESENTATIONS
OVERHEADS

• GOALS OF PSYCHOTHERAPY
• Analyze birth order, first memories, dreams
  mannerisms.
• Trace development manifestation of mistaken
  lifestyle.
• Patient therapist seek a NEW LIFESTYLE-more
  functional.
• Therapist is informal, good humored, and avoids
  pampering neglect.
• Insights gained are explained clearly to be
  understood accepted by patient (intellectually
  emotionally)
• Expect results in MONTHS twice a week sessions
  year is rare.

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THEORIES OF PERSONALITYCLASS PRESENTATIONS
OVERHEADS

• IMPORTANT ABOUT ADLER
• Interested in COMMON PEOPLE (Rare)
• Worked directly with CHILDREN in FAMILY setting
  (Rare)
• Founder of GROUP FAMILY psychotherapy.
• Insisted on PREVENTION of disorders through
  proper CHILD RAISING
• VIEWS OF UNCONSCIOUS
• Denied importance of repressed traumatic
  experiences.
• Difference between Conscious Unconscious was
  based on the COMPATIBILITY with ones
  personality.
• Experiences previously not understood become
  UNDERSTANDABLE.

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THEORIES OF PERSONALITYCLASS PRESENTATIONS
OVERHEADS

• ADLERS METHODS OF RESEARCH
• BIRTH ORDER firstborn (worst), second born (most
  fortunate) youngest (second worst) only child
  was like the firstborn.
• (THESE ARE GENERAL TENDENCIES NOT ABSOLUTES)
• FIRST MEMORIES important to interpret
  experiences.
• DREAM ANALYSIS important
• Freud allowed partial satisfaction of a wish
  that could not be satisfied.
• Adler dreams are expressions of ones lifestyle
  and must be consistent with it if not
  consistent, that indicate a mistaken lifestyle.
• BEHAVIORAL MANNERISMS indicate and allow for
  interpreting how Client views work and himself.

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THEORIES OF PERSONALITYCLASS PRESENTATIONS
OVERHEADS

• EVALUATION
• CRITICISM
• terms too nebulous to measure.
• Overlooks baser side of human beings.
• Overly simplistic-few early experiences determine
  adult personality.
• Birth order research is questionable.
• CONTRIBUTIONS
• Importance of social variables for personality
  development.
• Selected goals determine behavior.
• Social determinants of personality.
• Family therapy group therapy community
  psychiatry.
• Importance of subjective reality.
• Emphasis on PERSONAL FREEDOM RESPONSIBILTY in
  ones life.

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THEORIES OF PERSONALITYCLASS PRESENTATIONS
OVERHEADS

• B.F. SKINNER (1904-1990)
• INFLUENCES
• PAVLOV Connection between ORGANISM BEHAVIOR.
• WUNDT Introspection self-analysis
• DEWEY Darwin-evolution, survival depends on
  adapting to the environment.
• JOHN B. WATSON (founder of School of Behaviorism)
• CLASSICAL CONDITIONING-TYPE S CONDITIONING
  (LEARNING)
• Behavior can be studied-not consciousness.
• If you control experiences (stimulus) you can
  create any type of person.
• Studied relationships between ENVIRONMENTAL
  EVENTS BEHAVIOR
• PAIRING
• Conditioned STIMULUS elicits UNPREDICTABLE
  response.
• Unconditioned STIMULUS elicits PREDICTABLE
  response.
• RESULT

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THEORIES OF PERSONALITYCLASS PRESENTATIONS
OVERHEADS

• SKINNER OPERANT CONDITIONING-TYPE R
• Two elements are necessary BEHAVIOR REINFORCER
• Operant behavior is CAUSED by a stimulus but
  source is not known.
• Operant behavior is CONTROLED by its CONSEQUENCES
• If a RESPONSE is followed by a REWARD then the
  RESPONSE WILL BE
• STRENGTHENED - EMPHASIS IS ON RESPONSE-REINFORCED.
  
• IF YOU WANT TO STRENGTHEN A CERTAIN RESPONSE OR
  BEHAVIOR PATTERN, REWARD IT!
• PERSONALITY CONSISTENT BEHAVIOR PATTERNS THAT
  HAVE BEEN STRENGTHENED THROUGH OPERANT
  CONDITIONING
• EMPHASIS IS ON PROBABILITY if rewarded enough
  times, you will get the response you want.
• PRIMARY GOAL OF OPERANT CONDITIONING predict
  manipulate the occurrence of a behavior given a
  set of environmental conditions.
• ASSUMPTION Same set of learning principles exist
  for HUMAN NON
• HUMAN ORANISMS.

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THEORIES OF PERSONALITYCLASS PRESENTATIONS
OVERHEADS

• COMPONENTS OF OPERANT CONDITIONING
• ACQUISITION (Skinner Box) a response is
  strengthened by a reinforcer.
• SHAPING Response is NOT in organisms response
  repertoire shaped into existence-reinforce the
  closer you get to the response you want.
• EXTINCTION REINFORCE desired behavior IGNORE
  undesirable behavior.
• BEHAVOR MODIFICATION rewarded behavior persists
  non-rewarded behavior extinguishes.
• PERSONALITY IS the ACQUISITION EXTINCTION of
  behavior.
• CHAINING Complex behavior rein forcer
  strengthens past response and stimulates new
  response.

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THEORIES OF PERSONALITYCLASS PRESENTATIONS
OVERHEADS

• RE-INFORCEMENT SCHEDULES timing of re-inforcers
• Fixed interval same time-end time same-30
  seconds
• Fixed ratio same number of times-x number of
  responses before reward.
• Variable interval different times-every 10
  seconds
• Variable ratio different numbers-average number
  of times.
• SUPERSTITION rein forcer happens at different
  times during different behaviors-strange
  behaviors are reinforced.
• RE-INFORCEMENT CONTINGENCIES contingency
• contracts
• Positive increases behavior
• Negative decreases or removes behavior or
  response
• Avoidance prevent the aversive event.
• Punishment remove Positive Reinforcementgive
  something not wanted-time out.
• IDEAL RE-INFORCE DESIRABLE BEHAVIOR
• IGNORE UNDERSIRABLE BEHAVIOR

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THEORIES OF PERSONALITYCLASS PRESENTATIONS
OVERHEADS

• BEHAVIOR DISORDERS/THERAPY
• Behavior therapy is based on LEARNING THEORY
• SKINNER Behavior therapy based on SPECIFYING
  DESIRABLE UNDERSIRABLE BEHAVIORS, REINFORCING
  THEM, AND ARRANGING REINFORCEMENT CONTINGENCIES
  RESPONSIVE TO THE DESIRABLE BEHAVIOR NOT THE
  UNDERSIRABLE BEHAVIOR.
• Consequences control behavior.
• PSYCHOTIC due to behavior.
• TOKEN ECONOMIES example of Skinners therapy
  model.
• Works with maladaptive behavior-behavior
  disorders.
• Criticism treats symptoms not causes effects
  not always generalized sometimes just dont
  work.
• WALDON TWO
• Cultural Engineering design a culture
• Manipulate the reinforcement environment
• Encourage certain behaviors
• NEED TO DEVELOP A TECHNOLOGY OF BEHAVIOR main
  barrier is the traditional view of human
  nature-autonomous, freed to do as they choose.

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THEORIES OF PERSONALITYCLASS PRESENTATIONS
OVERHEADS

• EVALUATION
• CRITICISM
• Generalization from nonhuman to humans.
• Determinism reduces humans to mindless
  automatons
• Cultural Engineering who controls the
  controllers?
• CONTRIBUTIONS
• Valuable in application to education, child
  rearing, prison reform.
• Scientifically rigorous explanation of human
  behavior.

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THEORIES OF PERSONALITYCLASS PRESENTATIONS
OVERHEADS

• RAYMOND B. CATTELL
• (1905-1998)
• SIGNIFICANT DIFFERENCES FROM PREVIOUS THEORISTS
• Emphasized scientific discovery and measurement
  of basic psychological TRAITS possessed by all
  people.
• Uses scientific rather than clinical methodology.
• Primarily concerned with explaining the
  personality of NORMAL ADULTS.
• Interested in the contributions of BIOLOGICAL AND
  GENETIC factors rather than in developmental
  events.
• BIOGRAPHICAL
• Born in Straffordshire, England.
• Happy childhood filled with many activities.
• World War I life could be short-urgent to
  accomplish goals.
• Concerned with social problems.
• Charles Spearman factor analysis intelligence.
• Interested in applying factor analysis to the
  study of personality.
• Established Institute for Research on Morality
  and Self-Realization-social problems.

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THEORIES OF PERSONALITYCLASS PRESENTATIONS
OVERHEADS

• FACTOR ANALYSIS
• Cornerstone- concept of CORRELATION two
  variables vary together and are therefore
  CO-RELATED. (Height Weight)
• CORRELATION COEFFICIENT from 1.00 to 1.00.
• Perfect POSITIVE 1.00 (both measures increase
  or decrease)
• Perfect NEGATIVE -1.00 (one measure increases
  other decreases)
• NOTE sample is important-more is better
  statistically.
• FACTOR FOR CATTELL TRAIT.
• CATTELL method used to discover TRAITS that he
  regarded as the building blocks of personality.
• CATTELL used to study the characteristics of
  GROUPS, INSTITUTIONS, AND NATIONS.

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THEORIES OF PERSONALITYCLASS PRESENTATIONS
OVERHEADS

• INDUCTIVE REASONING (Cattell)
• Began without a specific guiding hypothesis
• Collected a large data set-generated hypothesis
  from patters that emerged from data.
• L-data everyday behavior of various persons.
• Q-data performance on standard self-report
  inventories-questionnaires.
• T-data tests-word-association, Rorschach
  inkblot.
• Attempted to determine which FACTORS OCCUR IN
  STABLE PATTERNS across a number of situations or
  over long periods of time- which of these are
  FUNDAMENTAL PERSONALITY TRAITS.
• CATTELL identified 16 fundamental traits in
  NORMAL PERSOANLITY.

39
THEORIES OF PERSONALITYCLASS PRESENTATIONS
OVERHEADS

• CATTELLS ANALYSIS OF TRAITS
• (BUILDING BLOCKS OF PERSONALITY)
• SURFACE TRAITS observations that are correlated,
  superficial and
• explain NOTHING.
• Caused by one or more SOURCE TRAITS.
• Outward manifestation of a source trait.
• SOURCE TRAITS causes of behavior most important
  part of a
• persons personality structure, and ultimately
  responsible for ALL of
• a persons consistent behavior. BASIC ELEMENTS OF
• PERSONALITY.
• Can influence several surface traits..
• Everything a person does is influenced by them.
• ALL INDIVIDUALS POSSESS THE SAME SOURCE TRAITS
  BUT TO VARYING DEGREES.
• EX. Intelligence all have but in different
  degrees.
• Degree determines how why a person behaves.

40
THEORIES OF PERSONALITYCLASS PRESENTATIONS
OVERHEADS

• (SOURCE TRAITS CONTINUED)
• CONSITUTIONAL SOURCE TRAITS genetically
  determined internal
• TEMPERAMENT TRAITS genetically determined
  determine a persons general STYLE TEMPO-speed,
  energy and emotion-HOW someone responds to a
  situation a persons style of behaving.
• DYNAMIC TRAITS determine WHY a person responds
  to situations motivational elements.
• ERG TRAIT drives, needs, or instincts-energy
• METAERG TRAIT learned from environment
• SENTIMENTS acquired predisposition cause
  attention to be paid to objects and feel and
  react in a certain way
• MOST POWERFUL SENTIMENT IS SELF-SENTIMENT THAT
  ORGANIZES THE ENTIRE PERSONALITY.
• ATTITUDE tendency to respond in a particular way
  in a particular situation to a particular object
  or event an interest.
• CATTELL ALL HUMAN BEHAVIOR IS ULTIMATELY
  INSTINCTUAL

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THEORIES OF PERSONALITYCLASS PRESENTATIONS
OVERHEADS

• ENVIRONMENTAL-MOLD SOURCE TRAITS result from
• experience external from social institutions
  and physical realities
• resulting in a cultural pattern.
• ABILITY SOURCE TRAITS determine how effectively
  a person
• works towards a desired goal effectiveness in
  solving problems how
• WELL a person responds to a situation.
• FLUID INTELLIGENCE general intelligence, innate,
  adapts to all kinds of material 65 inherited.
  (Culture Free IQ Test)
• CRYSTALLIZED INTELLIGENCE general factor,
  primarily learned in school, from past
  application of fluid intelligence and intensity
  of schooling-vocabulary and math tests 60
  inherited.
• PERSONALITY SPHERE like periodic table of basic
  elements describe basic elements of personality.

42
THEORIES OF PERSONALITYCLASS PRESENTATIONS
OVERHEADS

• CATTELL HEREDITY VS. ENVIRONMENT
• MAVA Multiple Abstract Variance Analysis
  compares members of
• same, unrelated families raised together or
  apart, e.g. identical twins,
• fraternal twins, siblings, unrelated.
• Conclusion
• Heredity plays a significant role in the
  development of some traits.
• Fluid Intelligence about 65 genetically
  determined.
• Active Disposition about 70 genetically
  determined.
• Superego Strength largely a function of
  environmental influences.
• Ego Strength Self-Sentiment strongly
  influenced by heredity.
• CONCLUSION personality is about two-thirds
  determined by ENVIRONMENTAL INFLUENCES about
  one-third by HEREDITY.

43
THEORIES OF PERSONALITYCLASS PRESENTATIONS
OVERHEADS

• PERSONALITY DEVELOPMENT
• CATTELLS MULTIPLE INFLUENCE APPROACH (Cattell
  believed
• personality development is a function of both
  MOTIVATION and
• LEARNING.
• LEARNING responsible for the development of
  SENTIMENTS ATTITUDES
• Classical Conditioning a new stimulus gets
  attached to an old
• response by occurring a moment before the old
  stimulus.
• Learning emotional responses toward people and
  objects.
• Phobias
• Instrumental Conditioning (operant conditioning)
  learning to perform a response that will
  produce a reward.
• How specific acts are learned that satisfy
  specific needs.
• Structured Learning when one element of
  personality changes, it changes the entire
  configuration of traits.
• One configuration of traits exists before
  learning and another exists after learning.
• E.g. Pebble in pond

44
THEORIES OF PERSONALITYCLASS PRESENTATIONS
OVERHEADS

• B. EARLY EXPERIENCE
• Early experiences exert a strong influence on
  development of certain personality traits.
• High affectia person comes from a warm, loving
  home.
• Proneness to dominance and guilt characterize
  adults whose parents were authoritarian, used
  physical punishment, and were highly critical
• Oldest child tends to be high in dominance, ego
  strength and conservatism but low in
  self-sentiment strength.
• C. SYNTALITY much behavior is determined by
  their
• GROUP AFFILIATIONS
• Syntality is a GROUPS TRAITS.
• Families, religions, schools, peer groups
  nations
• Studying understanding group traits can help
  explain an individuals traits.

45
THEORIES OF PERSONALITYCLASS PRESENTATIONS
OVERHEADS

• PSYCOHOPATHOLOGY
• A. REASONS FOR PSYCHOPATHOLOY
• Abnormal imbalance of the normal personality
  traits.
• Possession of abnormal traits.
• B. ABNORMAL PERSONS
• Like normal persons-possess all of the normal
  source traits.
• Also possess pathological traits.
• Individuals with serious psychopathology are
  QUANTITATIVELY OR QUALITATIVELY different from
  normal individuals.

46
THEORIES OF PERSONALITYCLASS PRESENTATIONS
OVERHEADS

• PSYCHOTHERAPY (ECLECTIC)
• Psychotherapy should be PRECEDED by a precise
  personality-factor assessment.
• Defines exactly what the problem is
• Aids the clinician to determine the most
  effective treatment procedure.
• Changes occurring in treatment need to be
  assessed.
• THEREAPEUTIC TREATMENT eclectic type is
  dictated by the type
• of disorder determined by precise ASSESSMENT.
• Severe psychosis is best treated by drugs or
  electric shock.
• Certain Neuroses treated by dream analysis and
  reliving traumatic experience.
• Minor problems some form of behavior therapy.

47
THEORIES OF PERSONALITYCLASS PRESENTATIONS
OVERHEADS

• EVALUATION
• EMPIRICAL RESEARCH used assessments to determine
  personality profiles.
• PREDICTIVE theory of personality must predict
  behavior.
• DETERMINIST behavior is a function of a finite
  number of variables. Human behavior can be
  predicted with complete accuracy IF the variables
  are completely known.
• Prediction of behavior will always be
  probabilistic all variables influencing behavior
  can never be known.
• The more we known about the various traits of a
  person, the better we can predict his or her
  behavior.

48
THEORIES OF PERSONALITYCLASS PRESENTATIONS
OVERHEADS

• CRITICISMS
• SUBJECTIVE
• What to study about people-decide
• What will be accepted as evidence of a factor-how
  many, how much.
• How many factors need to be postulated to account
  for the result.
• Difficult to replicate many of Cattells
  findings.
• BEHAVIOR IS NOT AS CONSISTENT AS FACTOR THEORY
  SUGGEST.
• Excessive emphasis on groups and averages may
  yield average traits that no person actually
  possessed.
• REIFICATION assume a verbal label refers to
  something that exists physically. Little
  evidence that source traits super-factors have
  material existence.

49
THEORIES OF PERSONALITYCLASS PRESENTATIONS
OVERHEADS

• CONTRIBUTIONS
• Pioneering scientific efforts
• Use of scientific methodology in the study of
  personality.
• BEYONDISM combining scientific rigor with
  compassion for
• the human situation.
• Places great value on evolutionary principles
  such as fitness and natural selection.
• Relationship between BIOLOGICAL CULTURAL
  evolution is important.
• Religion is based on scientific facts whose
  effectiveness can be objectively evaluated.
• Replace traditional religious foundation of
  morality with scientific objectivity.

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THEORIES OF PERSONALITYCLASS PRESENTATIONS
OVERHEADS

• SUMMARY
• Studied personality by measuring large groups of
  individuals in as many ways as possible. The
  measure are inter-correlated and displayed in a
  correlation matrix.
• Factor Analysis highly or moderately correlated
  to attributes. Attributes are called TRAITS.
• SURFACE TRAITS actually measured and expressed
  in overt behavior of some kind.
• SOURCE TRAITS the underlying causes of overt
  behavior.
• Provided scientific rigor to the study of
  personality.
• Provided tools that can be used in a large number
  of applied areas clinical diagnoses, vocational
  and marital counseling, and personnel selection.

51
THEORIES OF PERSONALITYCLASS PRESENTATIONS
OVERHEADS

• CATTELLS TERMINOLOGY
• ABILITY TRAIT determines how effectively a
  person works toward a desired goal-intelligence.
  (perseverance)
• ATTITUDE learned tendency to respond in a
  particular situation to a particular object or
  event.
• BEYONDISM scientific facts are utilized to
  create moral systems rather than religious
  illusions.
• CLASSICAL CONDITIONING type of learning in which
  a stimulus that did not originally elicit a
  response is made to do so.
• CONSTITUTIONAL TRAIT genetically determined
  trait.
• CORRELATION COEFFICIENT mathematical expression
  indicating the extent to which two variables are
  correlated. (1.00 to 1.00)
• CRYSTALLIZED INTELLIGENCE intelligence that
  comes from formal education or from general
  experience. (IQ tests)
• DETERMINISM behavior is a function of a finite
  number of variables, and if those variables were
  completely known, behavior could be predicted
  with complete accuracy.
• DYNAMIC TRAIT motivational trait that sets a
  person in motion toward a goal.
• FACTOR ability or characteristic that is thought
  to be responsible for consistent behavior. TRAIT.

52
THEORIES OF PERSONALITYCLASS PRESENTATIONS
OVERHEADS

• CATTELLS TERMINOLOGY
• FLUID INTELLIGENCE general problem-solving
  ability that is largely innate.
• INSTRUMENTAL CONDITIONING learning to make a
  response that will either make a reward available
  or remove an aversive stimulus.
• P-technique type of factor analysis that studies
  how a single individuals traits change over
  time.
• SENTIMENT learned predisposition to respond to a
  class of objects or evens in a certain way.
• SOURCE TRAITS constitute a persons personality
  structure and are thus the ultimate causes of
  behavior.
• STRUCTURED LEARNING learning that results in
  rearranging ones personality traits. CATTELL
  MOST IMPORTANT TYPE OF LEARNING.
• SURFACE TRAITS outward manifestations of source
  traits-can be observed and measured.
• TEMPERAMENT TRAIT constitutional source trait
  that determines a persons emotionality and style
  of behaving.
• TRAIT either a group of interrelated overt
  behaviors (surface) or to the deeper determinant
  of such interrelated behavior (source). Surface
  traits provide information about source traits.

53
THEORIES OF PERSONALITYCLASS PRESENTATIONS
OVERHEADS

• ALBERT BANDURA
• 1925-Present
• SOCIAL COGNITIVE THEORY
• BACKGROUND
• Born in Mundare, Province of Alberta, Canada
• Worked on the Alaskan highway with many men
  escaping from problems.
• Developed a keen appreciation for the
  Psychopathology of everyday life
• STANFORD
• Worked on the familial causes of aggression
• Became aware of the importance of MODELING and
  OBSERVATIONAL learning for personality
  development.

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THEORIES OF PERSONALITYCLASS PRESENTATIONS
OVERHEADS

• WALTER MISCHEL (1930-present)
• Studied delayed gratification, self-control, and
  the cognitive processes utilized by individuals
  in their interactions with the world.
• Influenced by Rotter Kelly EMPHASIZED
  cognitive events in dealing with current
  situations and DEEMPHASIZED the importance of
  traits and early developmental experience.
• Became a colleague of Bandura in 1962.
• ASSUMPTIONS OF MOST PERSONALITY THEORISTS
• A persons behavior is fairly consistent over
  time and across similar situations.
• A person will behave in a characteristic way
  throughout most of their life.
• Scores on personality tests and questionnaires
  would correlate significantly with actual
  behavior.
• Tried to account for the consistency in behavior
  they assumed existed.
• Psychoanalysis consistent behavior from
  repressed experiences, complexes, fixations,
  internalized values.
• Learning Theory reinforced behavior tended to
  persist and transfer to similar situations.

55
THEORIES OF PERSONALITYCLASS PRESENTATIONS
OVERHEADS

• MISCHEL Peace Corps Volunteers
• Personality tests designed to measure traits were
  weak predictors of behavior.
• People are better predictors of their own
  behavior
• Conclusion human behavior is NOT very consistent
• Traits and inner states are limited in predicting
  behavior-ILLUSIONARY CORRELATION
• Practically impossible to predict how traits will
  manifest themselves in a persons behavior.
• Traits contribute to a persons behavior but
  DONT PREDICT IT ACCURATELY.
• PERSON (INTERNAL) VARIABLES traits, habits and
  repressed experiences
• SITUATION (EXTERNAL) VARIABLES environmental
  circumstances in which a person find himself.

56
THEORIES OF PERSONALITYCLASS PRESENTATIONS
OVERHEADS

• SOCIAL COGNITIVE THEORY
• I. RECIPROCAL DETERMINISM
• A. Variables
• Person variables, situation variables, and
  behavior continuously interact with one another.
• Situation Variables the setting in which a
  person behaves
• Person Variables determines how a situation is
  analyzed and which behaviors are chosen
• Behavior provides information concerning the
  persons analysis of the situation and modifies
  the environment. (p 151 diagram)
• B. Implications
• Peoples beliefs about themselves and the world
  will influence HOW they behave and the
  ENVIRONMENTS in which they place themselves.
• Feedback from behavior and environmental
  experience will confirm or disconfirm peoples
  beliefs.
• People activate different environmental reactions
  by their physical characteristics (sex) and
  socially conferred attributes, roles, and status.

57
THEORIES OF PERSONALITYCLASS PRESENTATIONS
OVERHEADS

• C. PERSON VARIABLES (Social Cog. Theory)
• Do not exclude person variables-extremely
  valuable
• Not traits, habits and repressed experiences
• ARE beliefs, values, and information-processing
  strategies.
• II. COGNITIVE SOCIAL PERSON VARIABLES
• A. ENCODING STRATEGIES How We See Things
• Any given event can be construed or interpreted
  in a number of ways.
• People are free to choose how they interpret
  their experiences.
• Ex hot weather, meeting a person for the first
  time.
• Provides consistency in behavior but not
  always-cross-situational behavior is not very
  consistent.
• Determine what aspects of the world are attended
  to and how they are interpreted.

58
THEORIES OF PERSONALITYCLASS PRESENTATIONS
OVERHEADS

• B. EXPECTANCIES What We Think Will Happen
• Most important variable for actual performance is
  a persons expectations.
• Behavior-outcome expectancy If I act in this
  wayfollowing result
• Stimulus-outcome expectancy If event 1
  occursevent 2 will follow
• Perceived Self-efficacy expectancy What a person
  thinks he or she is capable of doing in
  situations.
• C. SUBJECTIVE VALUES What is worth having or
  doing?
• Even if a strong behavior outcome expectancy and
  a strong self-efficacy expectancy-person may
  decide not to act.
• Ones values will determine if translated into
  behavior.
• D. SELF-REGULATORY SYSTEMS PLANS How do we
  attain our goals?
• Human behavior is self-regulated.
• Behavior is influenced MORE by INTRINSIC
  REINFORCEMENT and punishment than by EXTRINSIC
  REINFORCEMENT and punishment.
• Human behavior is TELEOLOGICAL (purposive)

59
THEORIES OF PERSONALITYCLASS PRESENTATIONS
OVERHEADS

• E. COMPETENCIES What we are capable of doing?
• Competencies are tools available to a person in
  interacting (behaving) with the environment.
• Competencies refer to what a person knows and
  what he or she is capable of doing.
• III. OBSERVATIONAL LEARNING
• A. Requires no direct personal reinforcement
• Learning is a perceptual process
• Contrasts with SKINNER direct reinforcement does
  NOT always influence learning.
• Reinforcement influences what is attended to and
  determines which aspect of what has been learned
  is translated into behavior.
• Individuals respond to vicarious reinforcement
  and vicarious punishment-what people see modeled
  influences their behavior-doesnt have to be
  personally experienced.
• Whatever can be learned by direct experience can
  also be learned by vicarious experience.

60
THEORIES OF PERSONALITYCLASS PRESENTATIONS
OVERHEADS

• B. News and Entertainment Media can be
  influential models
• Influence of observing violence on TV and
  aggression
• Parents modeling can influence learning and
  behavior
• According to social cognitive theory what is
  observed is learned BUT certain processes
  influence what is attended to, retained, learned,
  translated into behavior and why it is translated
  into behavior.
• C. Attention Processes
• Aspects of the environment that influence
  attention-if similar to oneself, respected,
  considered powerful or attractive.
• Depends on observer characteristics
• Depends on consequences of past behavior
  positive or negative consequences.
• D. Retention Processes
• Experiences are stored either imaginably or
  verbally
• Delayed modeling observational learning is
  translated into behavior long after the time it
  had been learned.
• E. Motor Reproduction Processes
• Must have the ability to translate learning into
  performance.
• Cant be prevented from performing- injury,
  fatigue, illness.
• Complex skills require all relevant information
  and rehearsals or attempts.

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THEORIES OF PERSONALITYCLASS PRESENTATIONS
OVERHEADS

• F. Motivational Processes
• Must be an incentive to translate learning into
  behavior.
• Reinforcement (direct or vicarious) can provide
  incentive to act.
• Person places value on their translated behavior.
• SUMMARY OF OBSERVATIONAL LEARNING
• TRANSLATION INTO ACTION
• Observe something
• Remember what was observed
• Be able to perform the behaviors
• Want to reproduce the behaviors.

62
THEORIES OF PERSONALITYCLASS PRESENTATIONS
OVERHEADS

• Self-Exonerating Mechanisms WHY HUMAN BEHAVIOR
  IS
• INCONSISTENT
• Moral justification
• Euphemistic labeling-soldiers
• Advantageous comparison-somebody else is worse
  than me.
• Displacement of responsibility-authority
• Diffusion of responsibility-group decision
• Disregard or distortion of consequences-removal
• Dehumanization-Indians, mentally ill
• Attribution of blame-someone else caused my
  behavior.
• D. DELAY OF GRATIFICATION
• Willingness to delay gratification can e learned
  by observing models.
• Longest delay gratification relies on
  self-distraction strategies
• Imposed or self-created distractions facilitate
  the ability to delay gratification.
• High positive correlation between ability to
  delay SAT scores.
• People with ability to self-distract can deal
  more effectively with pain, stress, and severe
  life crisis
• Ability to delay gratification can be TAUGHT

63
THEORIES OF PERSONALITYCLASS PRESENTATIONS
OVERHEADS

• V. DYSFUNCTIONAL EXPECTANCIES PSYCHOTHERAPY
• A. Social Cog. Theory psychological problems
  result from DYSFUNCTIONAL EXPECTANCIES
• Effective Therapy corrects and brings
  dysfunctional expectancies into line with
  reality.
• B. PSYCHOTHERAPY
• Goal change the clients perceived
  self-efficacy-become more realistic.
• People need to have further experiences with the
  same types of objects, events or people that are
  positive.
• Problem over generalized expectancy based on
  real experiences that is negative-disconfirming
  experiences.
• Live modeling with participation is most
  effective, followed by symbolic modeling, and
  then desensitization.
• Emphasis is on persons current perceptions and
  expectancies.

64
THEORIES OF PERSONALITYCLASS PRESENTATIONS
OVERHEADS

• VI. SOCIAL COGNITIVE THEORY VIEW OF HUMAN NATURE
• A. FREEDOM VS. DETERMINISM
• Human nature is complex and rational
• Human are NOT free to act independently of the
  environmental and personal influences in their
  lives
• Human are NOT AUTONOMOUS
• RECIPRICAL DETERMINISM people can influence both
  their behavior and environment.
• BANDURA HUMANS ARE RATIONAL BUT DO NOT POSSESS
  AUTONOMOUS FREE WILL.
• SOFT DETRMINIST human behavior is goal-oriented
  partially responsible for their own behavior.
• Judgment and actions are partly self-determined
  but people can effect change in themselves and
  their situations through their own efforts.

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THEORIES OF PERSONALITYCLASS PRESENTATIONS
OVERHEADS

• B. FREEDOM AS OPTIONS
• Freedom number of options available to people
  and their right to exercise them.
• Freedom is limited by a persons options
• Deficiencies in knowledge and skills
• Perceptions of self-efficacy
• Internal standards that are too stringent
• Social sanctions that limit a person
  opportunities-discrimination
• C. Chance Encounters and Life Paths
• Chance Encounter unintended meeting of persons
  unfamiliar to each other.
• Chance encounters can impact ones life and
  provide another reason for unpredictability of
  behavior.
• Chance encounters can be fortuitous.
• D. Mind-Body Relationship
• SC Theory cognitive events are prominent
  causative agencies.
• Cannot use how the brain works to create social
  conditions that cultivate the skills needed for a
  person to behave in a certain and effective way.

66
THEORIES OF PERSONALITYCLASS PRESENTATIONS
OVERHEADS

• VII. EVALUATION
• A. Empirical Research
• Grounded in empirical research (like Cattell, and
  Skinner)
• Best conclusion most people are consistent in
  their behavior some of the time and variable in
  their behavior the rest of the time.
• B. Criticisms
• Behavior Is More Consistent Than Social Cognitive
  Theory Claims-not true
• Mental Events Cannot Cause Behavior form of
  operant reinforcement
• Unfair to Psychoanalytic Theory unconscious
  conscious interplay ignored
• Important Aspects of Personality Neglected
  unconscious motivation development maturation
  little about biological, hormonal, or
  maturational influences on personality.
• Social Cognitive Theory Is Not Unified how the
  components relate to each other.

67
THEORIES OF PERSONALITYCLASS PRESENTATIONS
OVERHEADS

• C. Contributions
• Emphasis on Human Empirical Research terms
  precisely defined can be verified empirically.
• Applied Value
• Aggression, moral behavior, delay of
  gratification
• Influence of models on behavior
• Dysfunctional expectancies and how to correct
  the.
• Self-regulation of behavior and importance of
  perceived self-efficacy.
• Views humans optimistically
• Emphasizes importance of the present or the
  future-not the past.

68
THEORIES OF PERSONALITYCLASS PRESENTATIONS
OVERHEADS

• CARL ROGERS (1902-1987)
• I. BIOGRAPHY
• Born in Chicago-Oak Park
• Protestant Christianity-almost fundamentalist
• Moved to a farm-interest in science-farm run
  scientifically.
• At 20, he declared his independence from his
  family
• BA University of Wisconsin MA PHD Columbia
  University-clinical educational Psych.
• Child Study Dept. Prev. of Cruelty to Children
• Learned psychoanalytic approach was ineffective.
• Learned that authorities could not agree on best
  treatment for troubled person.
• Learned that looking for an insight into a
  problem often met with frustration.
• Influenced by Adler and learned
• Lengthy case histories are unnecessary
• Therapist need not spend time probing past of
  patient.
• LEARN MORE DETERMING HOW PATIENT RELATES TO HERE
  NOW

69
THEORIES OF PERSONALITYCLASS PRESENTATIONS
OVERHEADS

• G. Faculty position at Ohio State University
  Clinical
• Psychology
• 1942 COUNSELING PSYCHOTHERAPY NEWER CONCEPTS
  IN PRACICE.
• FIRST MAJOR ALTERNATIVE TO PSYCHOANALYSIS
• H. Director of Counseling Services USO
• University of Chicago Professor of Psychology
  Director of Counseling
• CLIENT-CENTERED THERAPY ITS CURRENT PRACTICE,
• IMPLICATIONS THEORY (1951)
• I. University of Wisconsin Inhumane treatment of
  graduate
• students.
• J. California Member of the Western Behavioral
  Sciences.
• K. Center for the Studies of the Person La Jolla
  California

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THEORIES OF PERSONALITYCLASS PRESENTATIONS
OVERHEADS

• II. ACTUALIZING TENDENCY
• SELF-ACTUALIZATION ONE MASTER MOTIVE, ONE
• BASIC TENDECY STRIVING ACTUALIZE, MAINTAIN
  ENHANCE THE EXPERIENCING ORGANISM.
• B. All humans all living organisms have
• Innate need to survive, grow enhance
  themselves.
• Forward thrust of life all biological drives
  are subsumed by actualizing tendency.
• VIEW OF HUMAN NATURE OPPOSITE OF FREUD
• All humans are basically good need no
  controlling.
• Attempt to control humans makes them bad.
• HUMANISTIC CAMP
• Negative actions not in accordance with human
  nature result from FEAR DEFENSIVENESS.
• Actualizing tendency causes person to become
  COMPLEX, INDEPENDENT SOCIALLY RSPONSIBLE.

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THEORIES OF PERSONALITYCLASS PRESENTATIONS
OVERHEADS

• III. ORGANISTIC VALUING PROCESS
• Experiences in accordance with actualizing
  tendency are SATISFYING, APPROACHED MAINTAINED.
• Experiences not in accordance with AT are
  UNSATISFYING, AVOIDED OR TERMINATED.
• PEOPLE CAN TRUST THEIR FEELINGS If people are
  given the opportunity, they will choose WHAT IS
  BEST FOR THEM.
• D. PHILOSOPHICAL TRADITION OF ROMANTICISM Valuing
  feelings (emotions) over the intellect
  BELIEVING IN THE INHRENT GOODNESS OF HUMANS.

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THEORIES OF PERSONALITYCLASS PRESENTATIONS
OVERHEADS

• IV. PHENOMENLOGICAL FIELD
• People live in a subjective world known only to
  themselves.
• Phenomenological reality (not physical world)
  that determines peoples BEHAVIOR.
• Phenomenological reality is what the therapist
  must attempt to understand.
• KELLY no innately determined condition driving
  toward actualization ROGERS YES.
• EXPERIENCE all that is going on within the
  organisms environment-potentially available to
  Awareness.
• AWARENESS when potential experiences become
  SYMBOLIZED, they enter awareness-could be words,
  visual auditory images.
• Phenomenological field gradually differentiates
  SELF-can reflect on himself as distinct.

73
THEORIES OF PERSONALITYCLASS PRESENTATIONS
OVERHEADS

• V. NEED FOR POSITIVE REGARD
• Positive regard was universal want others to
  feel good about them.
• MEANS receiving warmth, love, acceptance from
  the RELEVANT PEOPLE IN ONES LIFE.
• CONDITIONS OF WORTH circumstances in which child
  receives positive regard, internalized, become
  conscience or superego-guide behavior even when
  not monitored.
• NEED FOR SELF-REGARD VIEW SELF POSITIVELY want
  to feel good about themselves. Based on someone
  elses values.
• UNCONDITIONAL POSITIVE REGARD experience
  positive regard no matter what they do.
• LOVE THE PERSON NOT THE BEHAVIOR.

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THEORIES OF PERSONALITYCLASS PRESENTATIONS
OVERHEADS

• VI. INCONGRUENT PERSON
• Out of balance organismic valuing process
  actualizing tendency creates INCONGRUENCY.
• Result using someones intro-jected values
  results in ALIENATION between the SELF
  EXPEIENCE INCONGRUENCE IS THE CAUSE OF ALL HUMAN
  ADJUSTMENT PROBLEMS.
• Eliminate incongruence and you solve problem.
• ANXIETY when an event is encountered that
  threatens existing self-structure-SUBCEIVED NOT
  PERCEIVED.
• SUBCEPTION detection of an experience before it
  enters full awareness.
• DEFENSE editing experiences by using DENIAL
  DISTORTION.
• Experience is denied symbolization because it is
  CONTRARY TO THE SELF-STRUCTURE
• All individuals experience in congruency - when
  severe adjustment problems occur.

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THEORIES OF PERSONALITYCLASS PRESENTATIONS
OVERHEADS

• VII. PSYCHOTHERAPY
• A. PSYCHOTHERAPY WAS PARAMOUNT-personality theory
• develo