TEST 4 Ch 13 15 16 FINAL EXAM 60 questions ch 13 13 qs ch 15 28 qs ch 16 19 qs 3 25 14 CHAPTER 13 Personality Humanistic Theories Trait Theories Social Cognitive Theories Exploring the Self Humanistic theories Personality a person s characteristic pattern of thinking feeling and acting Psychodynamic theories view of human behavior as dynamic interaction b w conscious and unconscious mind including associated motives and conflicts personality viewed with a focus on unconscious and the importance of childhood experiences Psychoanalysis Freud s theory of personality that attributes thoughts and actions to unconscious motives and conflicts the techniques used in treating psychological disorders by seeking to expose and interpret unconscious tensions o Free association method of exploring the unconscious in which a person relaxes and says whatever comes to mind no matter how trivial or embarrassing trace to painful unconscious memories often from childhood and released Unconscious a reservoir of mostly unacceptable thoughts wishes feelings and memories Freud information processing of which we are unaware contemporary psychologists Id reservoir of unconscious psychic energy that strives to satisfy basic sexual and aggressive drives operates on pleasure principle demanding immediate gratification Abraham Maslow Self actualizing Carl Rogers Person centered perspective Assessing the self Evaluating humanistic theories Trait theories Exploring traits Assessing traits Thinking critically how to be successful astrologer palm reader Big five factors Evaluating trait theories Social cognitive theories Reciprocal influences Personal control Close up toward a more positive psychology Assessing behavior in situations Evaluating social cognitive theories Exploring the self Benefits of self esteem Self serving bias Positive self concept pg 525 3 25 14 Personality Conscious mind Ego rational component mediating ruled by reality principle Preconscious outside awareness but accessible Superego moralistic component internalizing parental and societal rules Unconscious mind Id irrational component impulsive ruled by pleasure principle Psychoanalytic Freud You are what you were early childhood experience role of the unconscious and scaffold of mind iceberg analogy conscious shows preconscious outside awareness but accessible unconscious is biggest and most secretive Psychosexual stages childhood stages of development when id s pleasure seeking energies focus on distinct erogenous zones oral 0 18 mo focus on mouth sucking biting chewing anal 18 36 mo bowel and bladder elimination coping with demands for control phallic 3 6 y genitals coping with incestuous sexual feelings and tendencies latency 6 puberty dormant sexual feeling phase genital puberty maturation of sexual interests Criticism p 520 523 Lifelong development Role of sexuality Dreams and slips of tongue Freudian slips Your mom is dead I mean your mom is in my bed Defense mechanisms ego s protective methods of reducing anxiety by unconsciously distorting reality see table 13 2 defense mechanisms regression refraction formation projection rationalization displacement denial Evidence for repression defense mechanism that removes anxiety arousing thoughts behaviors and feelings plus memories from conscious Freud underlies all other defense mechanism modern day research Followers and psychodynamic theory Adler Horney and Jung Emphasis on social not sexual tensions Humanistic theories You are what you become Emphasis on uniqueness and potential E g Maslow s hierarchy of needs o Pursuit of self actualization o Peak experiences Criticisms 525 526 Scientific rigor individualism and evil o Carl Rogers p 524 525 genuineness acceptance empathy Positive Self Concept personality dimensions introvert extrovert unstable stable The self esteem movement and rise of child centered parenting Is self esteem the product or producer of real achievement Damon 1995 The importance of contingent vs noncontingent reinforcement 3 28 14 Theories Social cognitive QUOTE you vary across situations Person situation controversy pg 533 E g Bandura and bidirectional influences o Personality shaped by personality traits environment and behaviors pg 536 o Social learning revisited role models and how we perceive role models Perceived control Traits and assessment Internal vs external pg 537 blaming vs taking responsibility QUESTION regardless of origin how best describe personality Gordon Allport Jigsaw Classroom and idiographic approach Eysencks and nomothethetic approach namas law principle 2 dimensions emotional stability extrovert pg 528 reduce normal individual variations to 2 3 dimensions Raymond Cattell and 16 primary trait dimensions Costa and McCrae and the Big Five CANOE MMPI abnormal personality pg 529 Minnesota Multiphasic Personality Inventories Empirically derived using clinical groups Most widely researched and clinically used personality test Originally developed to identify Conscientiousness agreeableness neuroticism openness extraversion emotional disorders 10 clinical scales and validity indices CHAPTER 15 Psychological disorders Classification issues Childhood diagnoses AD HD Anxiety disorders if time mood disorders Classification issues behaviors Deviance Instability dysfunction AL three questions Mood disorders Diverse categories Age usually first diagnosed Type of diagnosis o Anxiety o Mood o Eating Psychological disorder deviant distressful dysfunctional patterns of thoughts feelings or What is abnormal How applied to emotional and behavioral fxning Clinician received phone call from distressed parent indicates that his daughter is out of control doesn t follow rules and is at risk for hurting herself You catch your breath think on your feet and pose 3 questions o psychiatric history medical therapy diagnoses family medical history o where is the pt at the moment risk assessment o any recent tensions disturbances o How old is the daughter Dependent upon lenses o personality Related functioning i e 5 axes The parameters of deviance and just being a kid or adult The PI approach of the parameters of deviance 1 Presence 2 Persistence quality and quantity at what point does it become abnormal 3 Pervasiveness in what settings 4 Impairment necessary for the actual diagnosis DSM 4 E g The DSM IV TR pg 610 What are the pros indicators that it is a good classification system Help us or hurt us Efficiency of communication Guiding of research to specific steps for
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