UTS L4&L5

Personality

A pattern of relatively permanent traits and unique characteristics that give both consistency and individuality to a person's behavior (Feist & Feist, 2009).

Personality

It can also focus on the role of the environment and experience in shaping an individual's personality

Personality

Traits + Individuality + Genetics + Environment

Sigmund Freud

The founder of psychoanalytic theory of self.

Sigmund Freud

He believed that events in our childhood have a great influence on our adult lives, shaping our personality.

Sigmund Freud

Childhood shapes personality

ID

Dominant during infancy.

ID

Operates on pleasure principle.

Superego

The ideals and morals.

Superego

Operates on morality or the conscience principle.

Ego

Intervenes between the id impulses and superego inhibitions

Ego

Operates on reality principle.

Regression

Movement back in psychological time when one is faced with stress

Conscious Mind

It contains whatever we are thinking about or experiencing at a given moment.

Conscious Mind

Includes all that our senses detect.

Conscious Mind

It is everything that we are aware of.

Conscious Mind

It contains our ego.

Unconscious Mind

Contains thoughts, desires, and impulses we are unaware of.

Unconscious Mind

Explains dreams, slips of the tongue, and certain kinds of forgetting (repression).

Unconscious Mind

Most of these thoughts were conscious but have been actively repressed because they were too anxiety-provoking. It is where the ID resides.

Defense Mechanisms

Safeguard the mind against feelings of anxiety.

Defense Mechanisms

Protect the mind from thoughts difficult for the conscious mind to cope with.

Denial

Blocking of external events from awareness.

Projection

Attribution of one's unacceptable thoughts, feelings, and motives to another person.

Displacement

Satisfaction of an impulse (aggression) with a substitute object.

Regression

Movement back in psychological time when one is faced with stress.

Sublimation

Satisfaction of an impulse (aggression) in a socially acceptable manner.

ORAL STAGE (BIRTH TO ONE YEAR)

Primary interaction: through the mouth

ORAL STAGE (BIRTH TO ONE YEAR)

Important reflex: rooting and sucking reflex

Mouth

It is vital for eating

ORAL STAGE (BIRTH TO ONE YEAR)

Infant derives pleasure from oral stimulation through gratifying activities

ORAL STAGE (BIRTH TO ONE YEAR)

Primary conflict: weaning process - the child must become less dependent upon caretakers

ORAL STAGE (BIRTH TO ONE YEAR)

Fixation may occurs: issues with drinking, eating, smoking, nail-biting

ORAL STAGE (BIRTH TO ONE YEAR)

Memory clue: Mouth → Weaning → Oral habits

ANAL STAGE (ONE TO THREE YEARS)

Primary focus: controlling bladder and bowel movements

Major conflict: toilet training

ANAL STAGE (ONE TO THREE YEARS)

Child learns to control bodily needs

ANAL STAGE (ONE TO THREE YEARS)

Developing this control leads to sense of accomplishment and independence

Anal-expulsive personality

Messy, wasteful, destructive (parents too lenient)

Anal-retentive personality

Stringent, orderly, rigid, obsessive

ANAL STAGE (ONE TO THREE YEARS)

Memory clue: Toilet training → Control → Personality

PHALLIC STAGE (THREE TO SIX YEARS)

Primary focus: genitals

PHALLIC STAGE (THREE TO SIX YEARS)

Children start to discover differences between males and females

PHALLIC STAGE (THREE TO SIX YEARS)

Child begins to identify with the same-sex parent

PHALLIC STAGE (THREE TO SIX YEARS)

This happens as a way of vicariously possessing the other parent

PHALLIC STAGE (THREE TO SIX YEARS)

Memory clue: Gender differences → Identify with same-sex parent

LATENCY STAGE (SIX YEARS TO PUBERTY)

Children develop social skills, values, and relationships

LATENCY STAGE (SIX YEARS TO PUBERTY)

Relationships with peers and adults outside the family.

LATENCY STAGE (SIX YEARS TO PUBERTY)

Begins when children enter school. Focus on peer relationships, hobbies, and other interests

LATENCY STAGE (SIX YEARS TO PUBERTY)

Memory clue: School → Friends → Social skills

GENITAL STAGE (PUBERTY TO DEATH)

Focus on individual needs

Interest in the welfare of others grows

GENITAL STAGE (PUBERTY TO DEATH)

Establishing balance between various life areas

GENITAL STAGE (PUBERTY TO DEATH)

Memory clue: Mature relationships → Life balance

ERIK ERIKSON

Developed the psychosocial stages of development

ERIK ERIKSON

Emphasizes the role of social experiences across the whole lifespan

ERIK ERIKSON

In each stage, people experience a conflict that serves as a turning point in development

ERIK ERIKSON

Memory clue: Life = stages + conflict + development

TRUST VERSUS MISTRUST

(Birth - 1 year)

Infant is utterly dependent

Developing trust is based on the dependability and quality of caregivers

Result:

Good care → Trust

Poor care → Mistrust

TRUST VERSUS MISTRUST

Memory clue: Baby depends on caregiver → ???

STAGE 2: AUTONOMY VERSUS SHAME AND DOUBT

(Early childhood)

Children develop greater sense of personal control. Start gaining independence

STAGE 2: AUTONOMY VERSUS SHAME AND DOUBT

Begin basic actions on their own. Make simple decisions about what they prefer

STAGE 2: AUTONOMY VERSUS SHAME AND DOUBT

Memory clue: Independence → Personal control

STAGE 3: INITIATIVE VERSUS GUILT

Occurs during the preschool years

STAGE 3: INITIATIVE VERSUS GUILT

Children begin to assert control and power over their environment

STAGE 3: INITIATIVE VERSUS GUILT

They start planning activities, making up games, and initiating activities with others

Result:

Success → sense of initiative

Failure → feelings of guilt

STAGE 3: INITIATIVE VERSUS GUILT

Memory clue: Child takes initiative → tries new activities

STAGE 4: INDUSTRY VERSUS INFERIORITY

Children develop pride in accomplishments and abilities

STAGE 4: INDUSTRY VERSUS INFERIORITY

Must cope with new social and academic demands

Result:

Success → Competence

Failure → Inferiority

Memory clue: School success → Competence

STAGE 5: IDENTITY VERSUS ROLE CONFUSION

Important for developing a sense of personal identity. This identity influences behavior and development for life.

STAGE 5: IDENTITY VERSUS ROLE CONFUSION

Teens must develop a sense of self and personal identity

STAGE 5: IDENTITY VERSUS ROLE CONFUSION

Memory clue: Teen years → "Who am I?"

STAGE 6: INTIMACY VERSUS ISOLATION

Young adults form intimate, loving relationships

STAGE 6: INTIMACY VERSUS ISOLATION

Focus on personal relationships

Result:

Success → Strong relationships

Failure → Loneliness and isolation

STAGE 6: INTIMACY VERSUS ISOLATION

Memory clue: Love and relationships

STAGE 7: GENERATIVITY VERSUS STAGNATION

Adults create or nurture things that will outlast them.

STAGE 7: GENERATIVITY VERSUS STAGNATION

Examples: having children or creating positive change

Result:

Success → Usefulness and accomplishment

Failure → Shallow involvement in the world

STAGE 7: GENERATIVITY VERSUS STAGNATION

Memory clue: Leave something for the future

STAGE 8: INTEGRITY VERSUS DESPAIR

Occurs during old age

People reflect back on life

Result:

Success → Wisdom

Failure → Regret, bitterness, despair

STAGE 8: INTEGRITY VERSUS DESPAIR

Memory clue: Looking back at life

ME SELF

More subjective. Refers to individual's reflections about themselves.

ME SELF

Describes self-referent thoughts and characteristics. Includes self-image, self-schema, and self-view

William James

Concept of the Self

William James

Viewed the self as a cognitive construct

William James

This allows people to be shaped by their own thoughts, emotions, and awareness of their own personal identity

William James

Memory clue: Self = thoughts + emotions + awareness

Self Identity

Composed of personal characteristics. Also includes affiliations that define who one is

Self Identity

Includes social roles and responsibilities

I SELF

The sense of personal identity. Reflects what people see or perceive themselves doing in the physical world

I SELF

THE DOER, DOING (actions, thoughts). Controls own thoughts and actions

ME SELF

THINKING (reflection about yourself)

"I" = the DOER (controls actions and thoughts)

Self-identity

Roles and characteristics

Self-concept

What comes to your mind when you are asked who you are

Self-concept

How you describe yourself. Your answer to "Who am I?"

Infancy

Psychosocial Crisis: Trust / Mistrust

Basic Strength: Hope

Core Pathology: Withdrawal

Memory: If baby develops trust → hope

Toddlerhood

Psychosocial Crisis: Autonomy / Shame and Doubt

Basic Strength: Will

Core Pathology: Compulsion

Memory: Independence develops will

Early Childhood

Psychosocial Crisis: Initiative / Guilt

Basic Strength: Purpose

Core Pathology: Inhibition

Memory: Trying new things builds purpose

Middle Childhood

Psychosocial Crisis: Industry / Inferiority

Basic Strength: Competence

Core Pathology: Inertia

Memory: School success builds competence

Adolescence

Psychosocial Crisis: Identity / Role Confusion

Basic Strength: Fidelity

Core Pathology: Role Repudiation

Memory: Teen identity builds fidelity

Young Adulthood

Psychosocial Crisis: Intimacy / Isolation

Basic Strength: Love

Core Pathology: Exclusivity

Memory: Relationships develop love

Middle Adulthood

Psychosocial Crisis: Generativity / Stagnation

Basic Strength: Care

Core Pathology: Rejectivity

Memory: Contributing to society develops care