Chapter 13 Big Q s Theories Traits and Assessment p 514 Personality an individual s characteristic pattern of thinking feeling and behaving set of relatively stable and distinctive styles of thought behavior and emotional response that characterize a person s adaptations to surrounding circumstances Big Q s Origin growth Are you born an extrovert How early do we see it How does it change grow throughout development Definition core components Is it one thing two three things Stability predictions Is it useful Does it predict anything Theories See summary table p 543 Psychoanalytic Sigmund Freud You are what you were Personality is what you were a very stable thing Major emphases Early childhood experience Role of the unconscious scaffold of mind iceberg analogy Id unconscious psychic energy Irrational component impulsive ruled by pleasure principle Ego conscious mind executive mediator Rational component mediating ruled by reality principle Superego preconscious outside awareness but accessible internalized ideals Moralistic component internalizing parental and Psychosexual stages p 516 will not be testing on the specific stages societal rules just know the basics libido a child goes through a series of early stages involving a conflict of sexual impulses and societal restraints at birth orally suckable vs unsuckables 0 18 months Criticisms pp 520 523 Lifelong development personality is malleable Role of sexuality Freud was very traditional conservative sexuality is just one component of being a human being Dreams and slips of tongue not every dream has to have a meaning Testability Theory You can t test an Id or Superego or oedipal complex Evidence for repression Followers and psychodynamic theory Adler Horney and Jung Emphasis on social not sexual tensions Focus on unconscious and conscious Humanistic You are what you become Underlied Howard Gardner s inherit goodness of all people Emphases Uniqueness Key to your potential E g Abraham Maslow s hierarchy of needs Pursuit of self actualization we are all striving for our potential Physiological needs food etc Psychological needs to be loved etc Self Actualization what you can be Peak experiences C f Carl Rogers pp 524 525 Unconditional positive regard Everyone is a seed that could flourish if just given nurture Criticisms pp 525 526 Can t explain systemic evil murderers psychopathic behavior Scientific rigor Gardner more art than science Individualism what I want what I need family comes second what is right is what I believe Indulgence Positive Self Concept p 525 The self esteem movement and rise of child centered parenting Non contingent reinforcement Is self esteem the product or producer of real achievement Damon 1995 Research suggest it is the product Contingent reinforcement Praise effort not the grade love with firmness and consequence The importance of contingent vs non contingent reinforcement Social Cognitive You vary across situations Fundamental Attribution Error Person situation controversy pp 533ff E g Bandura Bobo doll and bidirectional influences Personality shaped by personal traits environment and behaviors p 536 Social learning revisited role models and how we perceive role models Perceived control Internal vs external locust of control pp 537 538 Traits and Assessment Regardless of origin how you got it what is the best way to describe personality Core dimensions How to assess Gordon Allport Jigsaw Classroom and idiographic approach Personality is everyone s unique fingerprint no broad dimensions there are patterns of personality traits and we are all different in the quality quantity that we possess Eysencks and nomothethetic approach There are 2 broad dimensions laws that cut across all people emotional stability introversion extroversion Raymond Cattell and 16 primary trait dimensions Costa and McCrae and the Big Five p 532 NEO PI measure that clinicians researchers may pay to use highly standardized O penness how willing people are to make adjustments to new ideas situations experiences C onscientiousness how much people refer to others when making decisions keen interest in other people and external events measures how compatible people are able to getting along with E xtraversion A greeableness others N euroticism stability and low anxiety on one end instability and high anxiety on the other slope of emotionality Not diagnostic not low bad high good MMPI abnormal personality p 529 Empirically derived using clinical groups non face valid don t know items sprinkled throughout the measure that tracks if people are what they re measuring 10 clinical scales anxiety depression etc multiple validity indices paying attention to the test lie scales fake good index non face valid differentiates those who are impaired different people react in different ways measures over 500 items 2hrs ex do you read motorcycle magazine Chapter 15 Classification issues Childhood Diagnoses AD HD Anxiety Disorders OCD and PTSD Statistical deviation and distress abnormal Classification Issues The parameters of deviance and just being a kid or adult The PI Approach 1 Presence quality and quantity of symptoms 2 Persistence 3 Pervasiveness 4 Impairment Benefits of classification systems Efficiency of communication Guiding of research Prediction Guiding of 3rd party reimbursement Guiding of assessment and treatment Cons dangers of classification systems 2x 9 symptoms 6 needed for diagnosis in kids lasting 6 months or longer before age 12 Loss of information categorical model of classification you have the condition or your don t Limit attention resources directed toward at risk youth Labeling effects Artificial dichotomy Over diagnosis false positives Focus is on putting out fires not preventing them History of the DSM 5 May 2013 Historical treatment of child disorders Discrete diagnostic categories categorical medical Increasing emphasis on research psychoanalytic lens disappeared Research symptoms driving content not traits from 1980 1952 DSMI 1968 DSM II 1980 DSM III 1987 DSM III R Revised 1994 DSM IV 2000 DSM IV TR Text Revision 2013 DSM 5 Pre 1980 Editions did not focus on child disorders Dominant lens was psychoanalysis Adultomorphism Kids viewed as Emergent adults 1980 onwards Atheoretical and polythetic approach o Lens neutral behavior focused no cause definitions Explicit behavioral criteria reliability and validity increases Call for diagnostic calm 20 year gap in diagnosis ensued 3 out of 15 symptoms needed for conduct
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