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Personality Midterm

Terms in this set (119)

Five Fundamental Human Needs
1.Connection/Belonging
2. Autonomy/Freedom
3. Develop own competencies, a sense of mastery or control over environment
4.Need to be able to comprehend the situation, or meaning. Order to make out meaning.
5. Fundamental need for some sense of psychological security or safety.
Five Fundamental Human Needs: 1. Connection/Belonging
-Baby monkey experience: (Harry Harlow) The monkeys will come close to starvation in order to go to their terry cloth mom for warmth. --> there is some sort of need for connection/belonging as opposed to just wanting to survive

-Failure to thrive: Orphanage= child gets no attention, these children don't thrive. (They die, or physical and develop mental capabilities & fail)
Five Fundamental Human Needs: 2. Autonomy/Freedom
-"Intrinsic motivation": the belief that there is more to life than external rewards -- person will act intrinsically. Seen in children and adults since childhood.
- "Psychological reactants"
Reactance occurs when a person feels that someone or something is taking away his or her choices or limiting the range of alternatives.
Five Fundamental Human Needs: 3. Develop own competencies/control over environment
Learned helplessness with dogs
Five Fundamental Human Needs: 4. Comprehension. Make meaning of what's in front of you.
-Basically everything in cognitive psychology is all about the urgency that we have to find a way to comprehend what is going on with us as quickly and efficiently as possible, even if we are in error. (Cause the idea of not knowing is too difficult)
-Terror management theory which tends to support the importance of the construction of meaning
Five Fundamental Human Needs: 5. Sense of security /psychological safety
A. We posses an inner drive to strive for harmony (consistency)
B. Cognitive Dissonance --> involves 2 conflicting beliefs=discomfort= alteration of 1 belief to restore balance
BF Skinner
u r totally and completely determined
◦ this has to do with what is OUTSIDE of you not Inside (like freud would say)
◦ u r a product of your environment
◦ CBT - cognitive behavioral therapy
Sigmund FREUD
• no interest in intimacy
• does not agree with the five basic needs (except "Security/Safety", somewhat)
• what he said and stood for are irreducible. Argues libido: beginning and end of everything
• Freud's model is a deterministic model: determinism from within a person, who you are over the course of your development.
• The kind of determinism: biological determinism theory, grounded by biology.
• Practiced something that is not considered medicine
Freud's Two Theories:
1. Seduction Theory (prior to 1905):
2. The Drive Structure Model (after 1905):
Freud's Two Theories:
1. Seduction Theory (prior to 1905):
• about anxiety affect, and defensiveness (in a sense remains in later theory).
• said his patients were literally seduced, molested, sexually abused, etc. by someone (probably opposite sex parent)
• this experience was overwhelmingly traumatic and confusing and because of it the person developed defense mechanisms to shove this out of awareness in order to protect themselves (repression)
• Freud saw this in his patients and tried to explain the effects
• There was a huge uproar in Vienna people saying "Are you crazy? Not everyone was raped" saying that can't be the primary cause of psychopathology
Freud's Two Theories:
2. The Drive Structure Model (after 1905):
• Freud saw that the one thing that was missing was universality: a universal theory that applies to all people, and talks about how personality developed
• Freud wanted to find that biological drive that all people were born with. The drive that was psychosexual in nature, unconscious, and instinctual. If he found that drive, he would fill out the theory from there.
• Discovered the libido: an unconscious, natural, drive oriented to seeking pleasure
• How can Freud explain the differences amongst people? everyone is born with libido, but each of us varies of the strength of this biological drive
• Changed his theory to say: it is not that the person was actually molested (even if they said they were) but that the unconscious wished to be molested.
• Leading to the id, ego, and superego (each one is produced by drive of libido)
- All three are against each other
• "epiphenomenon"
Freud's Drive/Structure Model:
Id (The Oral Stage)
• Ages 0-2, born with the Id
• have libido energy and seeking pleasure to a certain level
• This energy is located all around the mouth, gaining pleasure from that (sucking, teething, tasting, biting)
• erotic in an infantile sense
• in this stage on a whole you get what you want, when you want it
• This stage is in the unconscious, entirely outside of awareness
-Pleasure Principle
a. what you are born with, i.e. libido ex) I want I want
Freud's Drive/Structure Model:
Ego (The Anal Stage)
• Ages 2-3
• Come across the first battle in life that everyone loses, potty training.
• No longer get what you want when you want it, reality is entering the picture
• Libido energy migrates to the anus, a stage you are more or less taking pleasure from relieving yourself and controlling the timing of the action
• Once passing through this stage, you acquire the ego
• Does the ego have its own separate motivations? Does it have its own separate instinctual urges or is it fueled entirely by libido and nothing more?:
• - logical the ego has motives of its own, the primary thing that the ego does is
• operate the defense mechanisms
• - all are reducible to the libido urge which fuel the ego to begin with.
• 60%unconscious 40%conscious
-Reality Principle
a. the ego = the only structure that has the ability to perceive reality
Freud's Drive/Structure Model:
Superego (The Phallic Stage)
• Ages 3-5
• psychosexual energy moves to the genital area, there is some seeking of pleasure, located in that part of the body
• Superego: the conscious, the "ego" ideal. Provides you with a sense of identity
• 80% unconscious 20% conscious
Freud's Drive Structure Model
Girls in the Phallic Stage (Superego)
• penis envy
• Want to have sex with father
• "narcissistic vulnerability" : totally screwed up and feel inadequate and less than men
-Thus, women are inherently masochistic
Freud's Drive Structure Model
Boys in the Phallic Stage (Superego)
• Boys In This stage:
• wants mom but knows cant have
•castration anxiety
• becomes like father (or whoever is the aggressor) to appeal to mom
• stronger superego than women
(BOOK)
What is Personality Psychology?
⁃ personality psychology: the dynamic organization within the individual of those psychophysical systems that determine his characteristic behavior and thought
⁃ another good definition of personality: the complex organization of cognitions, affects, and behaviors that gives direction and pattern (coherence) to the person's life
⁃ personality shows continuity, stability, and coherence
⁃ personality is expressed in many ways -- from overt behavior through thoughts and feelings
⁃ personality is organized. In fact, when it is fragmented or disorganized it is a sign of disturbance
⁃ personality is a determinant that influences how the individual relates to the social world
⁃ personality is a psychological concept, but it also is assumed to link with the physical, biologic characteristics of the person
BOOK
Early "Big Picture" Theory
⁃ hippocrates
⁃ choleric, depressive = basic human temperaments these were determined by biological aspects of the person ex) too much blood/yellow bile
⁃ Aristotle
⁃ separated mind and body
⁃ Freud
⁃ made reason secondary and made the unconscious primary
BOOK
From Grand Theories to Levels of Analysis
⁃ most grand theories of personality didn't allow for precise scientific testing so they weren't able to be properly supported by empirical studies
⁃ grand theories are usually used as general guidelines
⁃ thus it's hard to firmly reject or support a given theory on the basis of empirical studies
⁃ many big theories are never disconfirmed they just "die of loneliness" as new theories are thought of
⁃ levels of analysis-address diff aspects of personality
BOOK
Levels of Analysis
⁃ The Trait-Dispositional Level
⁃ The Biological Level
⁃ The Psychodynamic-Motivational Level
⁃ The Behavioral-Conditioning Level
⁃ The Phenomenological-Humanistic Level
⁃ The Social Cognitive Level
BOOK
The Trait-Dispositional Level
⁃ seeks to identify the types of stable psychological qualities and behavioral dispositions that characterize different individuals and types consistently
⁃ what am i like as a person?
⁃ how am i different from other ppl on the whole?
⁃ in what general ways are ppl different from each other?
⁃ adjectives
⁃ ex) agreeableness conscientiousness and open mindedness
⁃ also studies the stability and consistency of traits and types over the course of time throughout the life span
⁃ The Biological Level
⁃ attempts to specify the role of genetic determinants and of the social environment in shaping who and what we become
⁃ how much is nature... how much is nurture?
⁃ how do the two interact?
BOOK
The Biological Level
⁃ attempts to specify the role of genetic determinants and of the social environment in shaping who and what we become
⁃ how much is nature... how much is nurture?
⁃ how do the two interact?
BOOK
The Psychodynamic-Motivational Level
⁃ probes the motivations, conflicts and defenses (often w out 1s awareness) that can help explain complex consistencies and inconsistencies in personality
⁃ does what i do sometimes puzzle me? how and why?
⁃ what are the real motives that drive or underlie my behavior?
⁃ how can i explain irrational fears and anxieties?
⁃ how do i try to protect myself against getting hurt psychologically?
⁃ when a person says they're fine but are really depressed this has to do with this level
⁃ freud's crazy ass theories apply here
BOOK
The Behavioral-Conditioning Level
⁃ studies environments in which a stimulus becomes more stimulated
⁃ helps us to understand that conditions throughout which behaviors relevant to personality are learned and can be modified
BOOK
The Phenomenological-Humanistic Level
⁃ each person sees the world subjectively in their own personal way
⁃ to study this we have to try and see how ppl perceive their world
⁃ try to understand the individual's experience as he or she perceives it
⁃ the focus is on
⁃ subjective experience, feelings, the personal view of the world and self, ppls positive strivings and their tendencies toward growth and self-actualization
⁃ it's the experienced world that is basic for understanding phenomena like personality and the important differences between people
⁃ researchers at this level want to be the person that they are studying aka understand how they see the world, be in their shoes
⁃ this research is telling us much about how ppl crate a life story or inner narrative that can provide life with a sense of purpose and direction
⁃ much work at this level also explores links between the self and personality adjustment, mental health, and positive functioning
BOOK
The Social Cognitive Level
⁃ includes the person's social knowledge of the world and how ppl make sense of other ppl and themselves and cope as they negotiate their interpersonal lives
⁃ examines individual differences in how social knowledge is used in dealing with the world, the construction of self, self-regulation, self control
⁃ focus on
⁃ the individuals characteristic ways of thinking and processing information both cognitively and emotionally as determinants of his or her distinctive and meaningful patterns of experience and social behavior
⁃ the goal is not only to get inside the head but to understand the stable mental-emotional processes and structures that generate the diverse individual differences that are observed
What does the superego seek?
perfection and attempts to live up to expectations
complete opposite of the ID
what must the ego do?
referee between the Id, the Superego, and reality
Constancy Principle
following the buildup of tension is the reduction of tension
◦ the only way to reduce tension to zero is death whereby the conflict ceases to exist (death instinct)
Primary Process Thinking
defines how the id functions which is not bound by any form of reality
Secondary Process Thinking
defines how the ego functions which is based on what we learn from reality
Whats the source of psychopathology according to Freud?
Overgratification or Under Gratification in each psychosexual stage
What happens to gratification if u have high libido?
you will be undergratified in each stage, regardless of what u experience
what happens to gratification if u have low libido?
you will be overgratified in each stage, regardless of what u experience
when does strong fixation occur?
when you are overly gratified or under gratified at any given stage
What does fixation lead to ?
regression later in life
What is regression?
conflict due to the strong fixation
if arises later in life it reemerges causing us to regress back to that time in our childhood
when does partial fixation happen?
occurs when our over/under gratification is not as strong therefore we experience a moderate/low level of conflict which comes to characterize our entire personality rather than leading to a potential psychotic break
◦ essentially leads to personality disorders (ex. partial fixation at the oral stage may lead to neediness and constant need of approval and affection and attention later on in life - Dependant Personality Disorder)
The libido is ___less?
object less
Freud argues that reality does not matter
Freud:
Why does depression occur?
depression is anger directed at the self
due to fixation at the oral stage
-early on an object becomes a source of gratification (mom)
-as constant gratification is out of the question u introject
what does Partial fixation at different stages lead to?
distinct personalities
-Partial fixation: stuck at one stage
partial fixation at the oral stage
Dependent personality
◦ stems from the constant desire to be sucking, the constant need for attention, etc.
Partial fixation at the anal stage
→ Compulsive personality
◦ stems from both the need to rid the body of waste and the disgust the waste creates
◦ triad: orderliness, cleanliness, and control
"you are so anal"
Partial fixation at the phallic stage
(freud)
→ Narcissistic personality
◦ Men: there is constant need to express masculinity and virility
◦ Women: there is a Madonna/***** complex where there is a need to be sexy and desirable to men but at the same time, be seen as nurturing and as the mother to all
-me
Treatment (Freud)
-everything u think is happening is incorrect because you cannot gain insight to your inner workings without help
~in order to heal you need to be analyzed
~he thinks that everything is unconscious
• by gaining insight to your unconscious problems, you will in a way reduce the effects of the conflict and thereby "cure" your problems
-problems you are currently experiencing do not matter as reality does not matter
-"real" problems are the psychosexual urges and conflicts you experienced at the respective stages (however, experiences you had at those stages do not matter either)
-in order to fully gain insight u have to relive the conflict
Abreaction
(Freud -treatment)
◦ emotional revisitation to the conflict is known as Abreaction
◦ it is not enough to "know" or "understand" that your psychoanalyst is telling you that you have a conflict at a certain stage - you must relive it in order to fully gain emotional insight
Freud
Free Association
(Freud -treatment)
-you tell your therapist anything that comes to mind, they analyze and share their interpretation
- if u reject their interpretation it is thought to be resistance and thought it was a sign that his interpretation was actually correct
• Freud claimed analyst must be a Blank Screen - the less "human" or identifiable the analyst is as a person, the more likely the subject will be able to bring out their psychosexual conflicts out into the open
◦ by not engaging in normal conversational rules, Freud would create a sense of frustration that also brings psychosexual conflicts to the surface
Transference
(Freud-treatment)
most important version of abreaction
- leads to relive psychosexual conflict
-subject thinks there is an attraction between themself nd the anlayst
-psychosexual conflict becomes Displaced wich makes the subject believe the conflict is occuring in real time
at what age does personality development end? (freud)
age 5
anal triad
(Freud)
orderliness
cleanliness
control
What are neo-freudians goals?
-lessen the role of instincts and libido in theories
-increase emphasis on environment, sociocultural atmosphere, and reality
-increase view of the conflict-free sphere of the ego
Carl Jung
not exactly neoFreudian but ingluenced by the same kinds of ideas as him
-interested in getting rid of libido driving everything idea
-says that if u were molested psychoseuxal problems would arise but if werent molested then problems prob wouldnt happen
-argues that there is a fundamental human need for self realization (two parts)
⁃ developing competencies and skills
⁃ gaining a broader sense of meaning in life
⁃ understanding your place in some larger cosmology --> version of spiritual meaning in life
⁃ focusing on things that are related to human

Disagrees w how freud analyzed dreams

he too is interested in the unconscious
The mandala (jung)
-usually a circular shape, symbolizing the self, containing designs often divided into four parts
- like your mind
anima
(yung)
feminine aspect in guys
animus
(yung)
masculine aspect in women
how to remember:
"penis" --> "penUS" - animUS
male=penis
animus=male
archetypes
(yung)
-have never been in consciousness
-God, fairy godmother, etc
-mind contains a covert shadow aspect that is unconscious
The collective unconscious
(yung)
found in everyone and said to contain inherited memories and ancestral behavior patterns
Alfred Adler
⁃ fundamentally born with inferiority
⁃ when you are born you are aware on how dependent you are on other ppl
⁃ how individuals deal with this "profound helplessness" (interested in folks living in poverty/not as much $$)
⁃ compensatory actions
⁃ strive for excellence in certain areas
⁃ OR can develop an inferiority complex
⁃ most individuals will develop compensatory mechanisms to compensate
⁃ Adler said some individuals don't, and they develop inferiority complexes --> more likely to develop psychopathology this way
⁃ Sibling rivalry
⁃ compete for attention and love/affection from parents
-Founder of CBT

social feelings
⁃ believed they were important for human functioning
⁃ courage/common sense
-if unable to develop social feelings/act on them then can be a problem
Harry Stack Sullivan
2 basic Needs
Neo Freudian
1 satisfaction
2 tenderness
Sullivan satisfaction
neo freudian
-being able to recognize and develop your competencies, skills, and talents
- Being able to communicate to other people your internal states (thoughts, feelings, wishes, dreads)
-Not going to be achieved unless you can keep your loved ones too (your tenderness)
Sullivan Empathy
neofreudian
-Each person has as many personalities as they have interpersonal relationships
-psychodynamics
Sullivan: Personifications
Neo-freudian
- a process of energy transformation
- significant other - self
- formulation of who the other is, and who yourself is
- a mental representation
Sullivan
Dynamisms
Neo-freudian
- the relationship between the person
- what you have stored away
-the dynamics in which you interact with a person
Sullivan
Neo-freudian
The Conscious Self System
is your understanding of yourself in relation to your significant other
Sullivan
Neo-freudian
The "Not Me"
- it is not the conscious self system but rather the opposite of the conscious self system
- Regarded as negative
- Associated in your head with something more ....
Sullivan
Neo-Freudian
3 stages of development of the unconscious
1. Prototaxic
2. Parataxic
3. Syntaxic
Sullivan
Neo-Freudian
Prototaxic stage
-when u are first born, no language, no symbols of concepts of the world because of this there are no categories
- there is therefore no ordinary thinking as we know it, therefore there is no consciousness
- all of these experiences will be in the unconscious
- "uncomfortable chair seat" example
Sullivan
Neo-Freudian
parataxic stage
- begins to have development of a little language (weird, babytalk).
- a shared weird reality and a private communication that works
- begins to categorize and acquire some level of consciousness
Sullivan
Neo-Freudian
syntaxic stage
-learn how to use words as other people in the world use words
-allows you to have more interactions
Sullivan
Neo-Freudian
Parataxic Distortion
- part of what you inquire and learn in any relationship, is learning at the parataxic level
- When you meet a new person, and they remind you of a significant other in your life. You begin to interact with them as if they were the person you are reminded of. You interacting with two people at the same time; the person in front of you, and the other significant other
- two person dynamic: the version of me that I usually am with the significant other is now in play
(looks like Freud's theory of transference)
Sullivan
Neo-Freudian
Participant Observation
- throw yourself into the mind of the patient and try to grasp what concepts they are using
Sullivan
Neo-Freudian
Insight
gaining into your problems
insight vs. implementation
-if have destructive behavior pattern, just gaining insight into where they came from is not necessarily going to enable you to actually change your life
Self and Significant other
CONSCIOUS SELF SYSTEM
You form a sense (visceral or otherwise) of your S.O. and who you are
Both are referred to as personifications
Personification- a process of energy transformation
But he didn't call it cognitive
As you have learned and discovered things about your relationship through time
Stored in memory
Dynamisms- Designating what you have stored away as dynamic way in which you interact with your S.O. Interpersonal dynamics?
Classical conditioning
pavlov dogs
UC- unconditioned stimulus, provokes an UCR -unconditioned response
CS- conditioned stimulus, provokes CR - conditioned response --> this is learned, CS could be a sound
Pavlov, Classical conditioning, extinction
▪ Unlearning of response
▪ If pairing stops occurring, you will have the unlearning of the response
▪ The bonding is undone
Pavlov, Classical conditioning, ONE TRIAL LEARNING
-occurs in extreme situations --> trauma
-intensity of original unconditioned stimulus
Pavlov, Classical conditioning, Neurotic Paradox
scared of something but you can never put yourself in some situation to learn to overcome that fear
- exposure therapy
Instrumental/operant conditioning
◦ Operant: a randomly emitted behavior
◦ Organism starts out with nothing, is an empty box
▪ Behavior is controlled by environment and reinforcements
ABCs of Behavioral Assesment
⁃ assessment tool in therapy/treatment
⁃ in order to change a behavior u need to understand what is causing it and what is perpetuating/enforcing the behavior

⁃ A
⁃ anticedent
⁃ stimuli/cue

⁃ B
⁃ behavior

⁃ C
⁃ conseuqences
⁃ reingorcing or punishing
generalization
pavlov
- how far away from original stimulus can we get and still get the same reaction
- little albert w/ white rabbit then generalize white to rats and white haired people.
Discrimination
pavlov
learn to tell the difference between the medium ie brother with brother versus brother and mother he acts different
extinction
pavlov
▪ Unlearning of response
▪ If pairing stops occurring, you will have the unlearning of the response
▪ The bonding is undone
keep ringing the bell but don't give food to erase learned behavior
neurotic paradox
scared of something but you can never put yourself in some situation to learn to overcome that fear
- exposure therapy
reinforcement
skinner
anything in the environment that can be empirically defined that will increase the probability of a behavior occurring again
positive reinforcement
skinner
rewards
negative reinforcement
skinner
removing an adverse stimulant
punishment
skinner
context specific
doesnt teach behavior - just teaches you how to act in a certain place (when you remove the authority source who is giving punishment, well why bother)
- learn context of punishment
partial reinforcement
skinner
- reward only some of the time
- most powerful training tool (gambling)
Al Bandura
Social Learning Theory
-Bandura maintains what Pavlov and Skinner discovered, but adds cognitive mediationà thought in between stimulus and your response

-Skinner said, here's a stimulus, here's a reinforcement, and cognition has no effect on what you're going to do next

-Bandura says ACTUALLY... Cognition DOES matter.
-Your behavior is controlled by the environment, but the environment is also influenced by your behavior

-Wants to integrate the person into the model- Expectancies

⁃ people can learn simply through the process of modeling (watching other people engage in particular behaviors)
⁃ learning by observation
Self-efficacy expectations
bandura
- A type of cognitive mediation
-If you have high self-efficacy expectations that you can do math problems, you are much more likely to TRY to solve these problems
-Nothing to do with external reinforcement
-If you have low self-efficacy expectations that you can do math problems, you will avoid them and situations that involve them
-Outcome expectancies:
bandura
If you believe that positive outcomes will result, you will be much more likely to carry out the behavior that produces these, and the environment will reinforce your likelihood with outcomes that are consistent
-Vicarious conditioning
bandura
if you do something that brings you a positive outcome (but is bad) and you don't get caught, the behavior becomes reinforced—Vicarious reconditioning happens when someone observes that you don't get caught and is then inspired to try the action him/herself
-Changes your outcome expectancies
1) Want to do X, but you don't know how
-CBT therapists teach you how, give you an opportunity to do it, etc. BUT if it doesn't generalize to the real world it doesn't matter
2) Want to do X, now know how, but I can't..
-Not doing it because you are worried about the outcome, you are worried about the consequences
-CHANGE reinforcement contingencies/outcome expectancies
Is self-efficacy expectation the same as perceived competence?
bandura
NO
-->self-efficacy is precise to a particular behavior and perceived competence is a more global view
Humanistic Thinkers
Carl Rogers
· Abe Maslow & Carl Rogers = founders
· Carl Jung (silent father maybe)
Humanistic theory
Organismic valuing process
born w/capacity to know what it is you're drawn to/intrigued by and wanting to explore them
Humanistic theory
Organismic experience
what you are thinking about/exploring/interested in b/c innately what you are inclined to do
Humanistic theory
Conditional positive regard
any communication from parenting figure that conveys "I love you only if ..."
-come to believe that qualities you have are the loved qualities accepted aspects of you, see yourself in a way that completely excludes the truth of what your feel, what your'e drawn towards, etc
-formulate sense of self in context of important relationships in your family
Unconditional positive regard
Humanisitc Theory
all about communication - can still scold, but w/message of I still love you
-Seed of human suffering
o If there are huge parts of you that you cannot allow to live, there will also be all these things out there that you would otherwise be super intrigued/excited by, etc., but that you have ruled out of conscious interests
o Try and be interested in things that don't really interest you
-False self-concept, consciously see yourself in a false way, inconsistent w/what is true about you
· Attend to things that are consistent w/what you already think of yourself (Sullivan) - pursue & act upon things you already believe about yourself
o Conscious self-concept becomes more & more solidified
o Guides direction of your development over time - careers/marriages you choose, etc.
· Way you say things, body, etc. matters - congruency in what is said and tone of voice, etc. - needs to mean it
Humanistic
Rogers
Authenticity v Inauthenticity
- Things that actually engage you is every thing you're not doing - feel alienated, apathetic, depressed, disengaged, unloved, etc.
· Crucial element of treatment: provision, in treatment, of unconditional positive regard
o Therapist can communicate authentically
o Conveys having heard you, understand you, wants to hear more
o If you get communication/feeling in therapy of unconditional positive regard, no matter what you say or do, can being to break down boundaries btw your organismic experience (truth of how you are, etc.) & how you consciously see yourself
o à Increase in congruence for you, authenticity for you
· Argument that anyone can provide unconditional positive regard
o Kind of subversive claim - don't really need fancy training as therapist, etc., just need to convey unconditional positive regard
Phenomenology
Rogers
Humanistic
the study of consciousness and the appearances of things and events as the individual perceives and experiences them
"phenomenon"
Rollo May
Existentialist
⁃ lump of clay and you are molded by society and experiences
⁃ he is an existentialist
Existentialism
How are they related to rogers?
in the sense that there is a 3rd wave of theories that are arriving into the field in contrast to behaviorism
Existentialism
in what ideas are these models invested?
very heavily invested in ideas like purpose, choice, planning ---> you being able to find a way to choreograph your own life and make choices
Existentialism Treatment approaches are rather ________
comfy
What is the assumption in philosophical existentialism?
◦ if our humanity is so utterly ephemeral (if it is so relatively speaking, crushable, by our own mundane need that life is going on as usual, then what does that mean about human existence and what does that mean about the construction of meaning as general)
◦ secular theory
◦ explosive realization that almost any of us is capable of almost anything
◦ we are capable of almost anything under the guise of and in the explanation of having been engaged in something totally mundane (making dinner)
• the existentialist think everything in ww2 is shattering they began to ask questions
Rogarian Training
• mentoring training is all about active listening
• support groups--> all using this kind of training that was created by carl rogers
• rogers
⁃ says there is a crucial simple ingredient that is so human and humane that pretty much anybody can be trained to do this in relatively short order
Trait theory
whats a trait?
A trait is an enduring disposition/characteristic/predispositions predicts one's behavior and across situation that is enduring over time. They are related to how one will behave.
◦ Ex. So if one score high on extraversion trait, then one will probably be extroverted. One should be this way in any environment, situation.
◦ Trait is like an entity inside that is relatively invariant, stable and that stably predicts one's behavior.
Gordon Allport
-A trait can be thought of as a relatively stable characteristic that causes individuals to behave in certain way
-focused on identifying and measuring differences between individuals
-combination and interaction of traits forms a unique personality
Murray
Trait Theorist
Defining traits for psychological needs.
-theory organized in terms of motives, presses, and needs
-described needs as "potentiality or readiness to respond in a certain way under certain given circumstances"
-our personalities are a reflection of behaviors based on needs
-unconscious but play a major role in our personality
Cattel
◦ sees how responses to a questionnaire are intercorrelated
◦ Ex ) When psychological mindedness increases, so will empathetic capacity = Positive Correlation. As extraversion scores go up, neuroticism scores go down = negative correlation.
▪ Factor Analysis: creates statistics on how the answers correlate
▪ traits are nomathetic (the study or discovery of general scientific laws)
-big 5 personality
Big 5 Personality (OCEAN)
Cattel
OCEAN
Openness
Conscientiousness
Extraversion
Conscientiousness
Agreeableness
the office of strategic services
reliability and validity
⁃ started creating questionaires that potential recruits could fill out
⁃ in the process they came up with: (in book)
⁃reliability and validity
Mischel
⁃ he found that if you look across situations your behavior across a whole variety of situations is going to be only very minimally correlated with each other
⁃ your unique pattern of inconsistency across situations with respect to a trait is consistent over time
social cognition
⁃ concepts that are in the head of the observer --> concepts that are in the eye of the beholder
⁃ if you have all of these preconceived notions in your head (adventurous,cheerful, etc etc)
⁃ these are used as a lens to interpret what you are seeing in this person
⁃ the way one sees themselves effects the way they see others
⁃ others may be looking at the same person and describe the person in a completely different way because they see the world through a different lens (everyone has a unique view of the world/themselves and this effects the way they see everything else)
⁃ each of us has a relatively small sample for the way we observe things
fundamental attribution error
-the tendency to 1 assume that a person is displaying a behavior because of a trait not a situation
-in healthy people this protects people self esteem
-but depressed people display the opposite --> they are making an internal attribution (blaming self) instead of external (blaming situation)
we dont see ourselves as others do ... so what do we see
⁃ we see the situation
⁃ other ppl
⁃ tones of voices
⁃ others facial expressions
⁃ so we are likely to attribute our behavior to the situation
behavioral confirmation
⁃ stereotype in mind, engage in behavior that is confirmatory of that expectation then, no matter who the person is, you feel a bit more able to be responsive and cheerful
⁃ what was previously a made up idea of an extroverted person, becomes at least for a moment reality
⁃ developed by MARK SNIDER
⁃ self fulfilling prophecy
Shelly taylor Cognitive Misers
⁃ ppl have limited attentional resources
⁃ you can only pay attention and hold in mind accurately and effectively so many things at once
⁃ if u are a novice at calc and physics and are studying art history for the first time (novice) you are doing 3 things that require enormous attention and effort --> you can serially (2 hours here, 2 hours there) can effortly put out that energy but you can't do them all at the same time if u hope to retain the info.
Shelly Taylor Stereotypes
-also most of your life situations (standing in line, walking down the street, etc) not expending huge amounts of cognitive effort to understand the ppl around u, u jst don't need to --> just use stereotypes and such that are held in your memory to categorize that person using the preconceived ideas stored in memory even if its a stereotype that u don't believe in necessarily
⁃ we are conserving resources trying to prevent ourselves from having to think a lot
Sets with similar terms