Personality Theory

Physiological needs

the most basic needs necessary for survival. Without them, higher-level needs cannot be fulfilled. Includes food, water, air, sleep, shelter, clothing.

Safety needs

need for security and stability in life, such as protection from harm, danger, uncertainty. Could be divided into physical safety needs (protection from violence, natural disasters) and financial/job security

Belongingness needs

need for love, connection, and social relationships. These needs are crucial for emotional well-being, as isolation or rejection can lead to anxiety and depression

Esteem needs

desire for self-respect, recognition, and a sense of accomplishment. They are divided into two types: esteem needs from others (status, admiration, recognition) and self-esteem needs (confidence, self-respect, personal mastery)

Self-actualization needs

drive to reach one’s full potential, pursue personal growth, and achieve deep fulfillment. Becoming the best version of oneself through creativity, problem solving, personal development, and meaningful experiences

Deficient Needs (D-Needs)

Refers to the lower levels which must be satisfied before focusing on higher needs. They are called deficient because without them they can cause physiological or psychological distress and people are primarily motivated by them before they move onto higher levels.

Being Needs (B-Needs)

Refers to the top levels of self-actualization/self-fulfillment needs. Rather than lacking something and disappear once satisfied, they become stronger as they are pursued.

Metaneeds

virtues that self-actualized individuals seek to develop

Jonah Complex

refers to the fear of achieving one’s full potential, leading individuals to self-sabotage or avoid personal growth due to feelings of inadequacy, fear of failure, or fear of responsibilities that come with success

Metapathologies

occur when a person’s metaneeds are frustrated or blocked, leading to feelings of emptiness, despair, and a lack of meaning in life

The Organism

The total living being made up of both biological and psychological processes. Encompasses feelings, thoughts, experiences at both conscious and unconscious levels, physical and psychological. It has an internal valuing process that distinguishes between beneficial and harmful experiences. It strives for self-enhancement and adaptability.

The Phenomenal Field

The individual’s unique perception of reality, i.e. what is real to a person depends on perception. It includes the total sum of consciously recognized experiences and is shaped by past experiences, emotions, and expectations.

The Self-Concept

The organized set of beliefs and perceptions a person has about themselves that is not fixed and develops over time based on experiences, relationships, and growth. Includes self-image, the mental picture one has of themself. Also includes self-worth which is how one feels about themself and the ideal self, the person one aspires to be.

Actualization Tendency

the innate drive to grow, develop, and reach fullest potential

Positive Regard

the need for love, acceptance, and approval from others that everyone has

Unconditional Positive Regard

acceptance and love without conditions, valuing a person simply for who they are and not what they do

Conditional Positive Regard

acceptance and love if only certain conditions are met, valuing a person for what they do and not who they are

Conditions of worth

the internalized belief that one must meet certain standards of expectations to be valued and accepted

Congruence

occurs when a person’s self-concept aligns with their real experiences

Incongruence

the mismatch between a person's self-concept and their actual experiences

Operant Conditioning

consequences lead to changes in voluntary behaviour, could be reinforcement or punishment

Classical conditioning

a learning process in which a neutral stimulus becomes associated with an unconditioned stimulus to elicit a conditioned response

Antecedents

events, actions, circumstances occurring immediately before behaviour, i.e. the context before

Positive Reinforcement

giving a reward to encourage an individual to repeat behaviour, rewards don’t have to be tangible like praise

Negative Reinforcement

taking away something aversive to encourage repeat behaviour, e.g. doing well on an exam and not needing to do chores for one night

Positive Punishment

giving something aversive to dissuade repeating behaviour, e.g. spanking, scolding

Negative Punishment

taking away something desirable to dissuade behaviour, e.g. taking away wifi or devices

Generalization

occurs when an individual produces the operant response in a new and similar situation (antecedent)

Discrimination

occurs when the operant response only happens in a specific situation and none other

Extinction

occurs when a previously reinforced behaviour stops being reinforced, gradually decreasing over time

Continuous Reinforcement Schedule

reinforcement immediately after every single incident of the behaviour

Fixed interval

When reinforcement is given following the first correct response after a predetermined time interval. E.g. Giving a dog a treat the first time he sits every ten minutes

Fixed ratio

When reinforcement is given after a specific number of responses. E.g. businesses rewarding customers after buying 4 ramen, there is free gyoza

Variable interval

When reinforcement is given for the first correct response after a variable amount of time, centred around an average. E.g. Rewarding students with stickers for completing homework, sometimes after 5, 6, or 8 days

Variable ratio

When reinforcement is given after a variable number of responses centred around average. E.g. slot machines use a variable ratio schedule. Average can be set at 20 but sometimes the reward is given after 17, 19, 21, or 22 pulls.

Shaping

Reinforcing successive approximations of desired behaviour until the target is achieved. Used to teach complex behaviours an individual may not be able to perform on their own immediately. It starts with reinforcing a much more basic version of behaviour. After mastering, a slightly more complicated version of the behaviour is reinforced until mastery, and so on.

Chaining

Process of teaching complex behaviour by breaking it down into smaller manageable steps that are performed sequentially. Each step acts as cue for the next step and is reinforced until the entire sequence is mastered.

Personal determinants

what you think, feel, your personality, and your biology, including expectations and beliefs