Personality Exam 2 - Jung, Erikson, and Rogers

3 primary intellectual differences between Freud and Jung

1. emphasis on sexuality

2. nature of pyschological energy (libido = energy of the mind)

3. nature of symbols (freud=reductionist view, Jung=symbols reveal)

the act of perception

always involves a perciever and an object, energy (libido) flows between them

extraversion and introversion are opposites

one cannot be simultaneously focused inward and outward - when one is conscious the other is unconscious

4 functions of consciousness

Irrational:

-sensing

-intuiting

rational:

-thinking

-feeling

irrational functions:

alternative ways of gathering information

sensing

focus on direct experiences, concrete facts, and perception of details

intuiting

processing of information in terms of past experience and future goals, perception of possibilities and patterns

rational functions:

alternative ways of judging, making decisions, putting facts in order

thinking

judgements in terms of logical objective criteria

feeling

judgements in terms of evaluation, value judgments (good/bad, right/wrong, agreeable/disagreeable)

the dominant (superior) function

the most fully developed, most frequently used in consciousnesss

the inferior function:

the opposite function of the superior function, operates unconsciously, least developed

auxiliary function:

second-most developed function; always comes from the pair that doesn't include the dominant function

three layers of the psyche

conscious, personal unconscious, collective unconscious

conscious

everything that is currently in awareness

personal unconscious

contents structured around complexes

shell and nucleus: shell contains personal experiences, nucleus connects the complex to the deepest layer of the psyche

the collective unconsciosu

a level of the mind that has never been conscious and is shared by all humans. prewired possibilities of experiencing the world in particular ways

structured around archetypes

persona

"the mask"

archetype relating to adaptation to the social world

the shadow

the archetype relating to those aspects of ourselves that are unacceptable to the consciousness

"dark side"

our basic "animal" instincts

the anima/animus

consciousness is dominated by the pattern consistent with one's biological sex. the other pattern is represented in the unconscious by the anima(mens unc. femininity) and animus (women's unc. masculinity)

the self

the archetype of wholeness, balance, and completion

stage: oral sensory (ages 0-1.5)

-crisis: trust vs. mistrust

-infant learns whether the worl is safe and predictable through consistent caregiving; develops basic trust or mistrust based on reliability of care

-virtue: hope

stage: anal muscular (ages 1.5-3)

-crisis: auntonomy vs. shame and doubt

-toddler develops independence and self-control; balances "me do it!" assertiveness with accepting necessary limits - toilet training exemplifies this challenge

- virtue: will

stage: locomotor genital (ages 3-6/7)

-crisis: initiative vs. guilt

- child takes initiative in planning activities and pursuing goals; imaginative play flourishes - excessive restriction can create guilt about natural assertiveness

-virtue: purpose

stage: latency (ages 6/7 - puberty)

-crisis: industry vs. inferiority

- school-aged child masters culturally valued skills through formal education; social comparison with peers crystalizes feelings of competence or inadequacy

-virtue: competence

stage: adolescence (puberty-20s)

-crisis: identity vs. role confusion

-adolescent integrates childhood identifications into coherent identity; experiments with roles and ideologies - psychosocial moratorium allows exploration

-virtue: fidelity

stage: young adulthood (20s - 30s)

-crisis: intimacy vs. isolation

- young adult forms deep, committed relationships; fuses identity with others without losing self - includes romantic partnerships and close friendships

- virtue: love

stage: adulthood (30s - 60s)

- crisis: generativity vs. stagnation

-middle aged adult contributes to next generation through parenting, mentoring, or creative work; shifts focus from personal acheivment to nurturing others

-virtue: care

stage: maturity (60s+)

-crisis: integrity vs. despair

- older adult reflects on life and confronts mortality; accepts life as lived - choices, relationships, accomplishments; achieves integrity or experiences despair

- virtue: wisdom

identity achievement ego status

engagement present, commitment present

identity foreclosure

engagement absent, commitment present

identity moratorium

engagement present, commitment absent

identity diffusion

engagement absent, commitment absent

2 general aspects of Rogers' theory:

motivational aspect and phenomenological aspect

motivational aspect

the inherent tendency of the organism to develop all its capacities in ways which serve to maintain or enhance that organism

phenomenological aspect

focus n the phenomenal field - the world as perceived and experienced by the person as a whole

the organismic valuing process

our innate capacity to value positively those experiences which are perceived as actualizing, and to value negatively those which are perceived as nonactualizing

unconditional positive regard

total acceptance of other person's feelings and experiences (but not necessarily their behavior)

incongruence

a split between self-concept and phenomenal field

Responses to Emotional Communications;

Type of Response: Evaluate

Example: "you musn't feel that way. worrying never helps"

Consequence: Denies legitimacy of other's experience

Responses to Emotional Communications:

Type of Response: Interpretative

Example: "you're really afraid of losing control"

Consequence: may be wrong: may prevent person's own symbolization

Responses to Emotional Communications:

Type of Response: Reassuring

Example: "don't worry, it'll be fine'

Consequence: minimizes situation

Responses to Emotional Communications:

Type of Response: Probing

Example: "don't you trust the doctors?"

Consequence: may be felt as invasion of privacy

Responses to Emotional Communications:

Type of Response: Reflective

Example: "you sound very nervous to me"

Consequence: encourages elaboration and exploration

Fully Functioning Person

someone functioning at an optimal level

5 characteristics of a fully functioning person

1. openness to experience

2. existential living

3. organismic trust

4. experiential freedom

5. creativity