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Behavioral

Sciences
2011

Theories of
Personality
Development

Outcomes

Enlist the famous theories of human


development
Categorize human behavior
according to each of theory
Discuss Oedipus complex
Discuss rthe various defence
mechanisms

Emotion

Anemotionis a mental and


physiological state associated with a
wide variety offeelings,thoughts,
andbehavior. Emotions are
subjective experiences, or
experienced from an individual point
of view.

Mood

is a relatively long lasting, affective


or emotional state
Unlike acute, emotional feelings
likefearandsurprise, moods often
last for hours or days.

Temperament
refers to the innate aspects of an
individual's personality, such as
introversion orextroversion.

Temperamen
t

Temperament is that part of the


personality which is genetically based.

Temperamen
t

Along with character (that is, those


aspects acquired through learning),
the two together are said to constitute
personality.

Personality
A dynamic and organized set of
characteristics possessed by a
person that uniquely influences his or
hercognitions, motivations,
andbehaviorsin various situations .

Personality
The word "personality" originates
from theLatinpersona, which
meansmask.

Personality
In thetheatreof the
ancient Latinspeaking world,
themaskwas not
used as a plot device
todisguisetheidenti
tyof a character, but
rather was a
common method
used to represent
ortypifya character.

Human
Development
Stages

Infancy
birth to 15 months:
Bonding of parent to infant
Bonding increases by physical contact
between the caregiver and the infant
The main task of infant is the
formation of intimate attachment to
the primary caregiver, usually mother.

Separation from the primary


caregiver between 6 12 months
leads to loud protests from the infant
With prolonged absence of mother
the infant can develop anaclitic
depression where he is withdrawn
and unresponsiveness to others.

Anaclitic depression may happen


even if the mother is present but
is physically and emotionally
insensitive to the needs of the
child

Toddler
years

15 months to 2.5 years


A major theme of this stage is
separation anxiety from primary
caregiver

Pre-school
child

2.5 6 years
Should be able to stay away from mother
for some time
Separation anxiety disorder
Increased vocabulary- two word sentences
Bathroom profanity
Sibling rivalry- may show regression
Can distinguish between fantasy and reality

6 years

Consciousness develops (super-ego)


Sense of morality
Capable of empathy
Capable of caring and sharing

7 11 years
Prefers to play with children of same
sex
Identifies with parent of same sex
Develops relations with people of
same sex (e.g. teachers)
Little or no interest in psychosexual
issues
Has a sense of moral values

Early
Adolescence

11 14 years
Development of primary and
secondary sexual characteristics
First menstruation and first
ejaculation
Strong sensitivity to peer opinion
No clash with parental authority

14 17 years
Interest in gender roles, body image,
popularity
Crushes
Develop an identity (fashion)
Challenging parental rules
Risk taking behavior
Omnipotence

Education with respect to


short term benefits rather
than reference to long term
consequences of behavior are
more likely to reduce teenage
risk-taking behavior

Late Adolescence
17 20 years
Can do self-critique
Can be concerned with world
problems
Some develop ability of abstract
reasoning
Identity crisis- criminal behavior

Early
Adulthood

20 40 years
Needs intimacy
Stable relationships
Settling down
Career growth

Middle
Adulthood

40 65
Has power and authority
Has a sense of productivity or emptiness
Mid life crisis:
Increased sense of aging, death

This may lead to:


Infidelity
Depression
Substance abuse

Late Adulthood
65 and beyond
Decreased physical and mental functions
Sense of satisfaction and pride or despair
and worthlessness
Sleep pattern changes
Anxiety
Depression
Suicide is common

Theories of
Human
Developmen
t

Erik Erikson
Erik Homburger Erikson(June15,1902
May12,1994)wasaDanish-GermanAmericandevelopmentalpsychologist
andpsychoanalystknownforhistheoryon
socialdevelopmentofhumanbeings.
Hemaybemostfamousforcoiningthe
phraseidentity crisis

Stage 1: Basic trust vs mistrust


(birth 1 year)
Infants develop a feeling of trust that
their wants will be satisfied.
If parents are not attentive, the
infant will learn to mistrust

Stage 2: Autonomy vs Same and


doubt ( 1 -3)
Children have a sense of mastery
over themselves and their drives.
They can be cooperative or stubborn.
They gain a sense of separateness
from others

Stage 3: Initiative vs Guilt (3 5)


Start of intellectual and motor ability
Sexual curiosity
Sibling rivalry

Stage 4: Industry vs Inferiority (6


11)
Starts learning.
They are able to learn and master
skills

Stage 5: Identity vs role diffusion (11


19)
Group identity
Preoccupation with appearance
Identity crisis

Stage 6: Intimacy vs isolation (21


40)
Intimacy of sexual relations,
friendships and deep relations
Ability to care and share without fear
of losing oneself

Stage 7: Generativity vs stagnation


(40 65)
Having and raising children
Interests outside home

Stage 8: Integrity vs despair (65+)


Sense of satisfaction with ones life

Sigmund
Freud

1856 1939, an Austrian psychiatrist


who founded the psychoanalytic
school of psychology

Humans basically want to maximize


please and minimize pain
They act solely based on these
selfish goals
Humans act based upon sexual
urges and aggressive instincts

Defense Mechanisms
Humans use to blur or become blind
to the truth and avoid feeling the
pain that may come along with truths
people dont want to face

The Stages
Theoral stage: birth to about 18
months.
The focus of pleasure is, of course,
the mouth.
Sucking and biting are favorite
activities.

Theanal stage: 18 months to three


or four years old.
The focus of pleasure is the anus.
Holding it in and letting it go are
greatly enjoyed.

Thephallic stage: three or four to


seven years.
The focus of pleasure is the genitalia.
Masturbation is common.

Thelatent stage: five to 12 years


old.
Sexual impulse was suppressed in
the service of learning.
Children play "doctor.

Thegenital stage: begins at


puberty.
Represents the resurgence of the sex
drive

Structural model
of the Psyche
Id,
Ego and
Superego

Id
Id comprises the unorganized part of
the personality structure that
contains the basic drives.
The id acts as a pleasure principle: it
seeks immediate enjoyment

Pleasure
Principle

people seekpleasure and avoidpain,


i.e.,
people seek to satisfy biological and
psychological needs

The id rules early life, but as one


matures, one
begins to learn the need sometimes to
endurepainand to defer gratification
(i.e. delay
pleasure) because of the emergencies
and
difficulties of reality.

"An ego thus educated has


becomereasonable;
it no longer lets itself be governed by the
pleasure principle, but obeys the reality
principle, which also at bottom seeks to obtain
pleasure, but pleasure which is assured
through
taking account of reality, even though it is
pleasure postponed and diminished".

It is the potential for resistance to the reality


principle by the sexual drives (id/ pleasure
principle) which creates the primary ground of
neurosis

It is the dark, inaccessible part of our


personality
Most of this is of a negative
character

It is filled with energy reaching it from the


instincts, but it has no organization,
produces no
collective will, but only a striving to bring
about
the satisfaction of the instinctual needs
subject
to the observance of thepleasure principle.

Ego
In modern-day society, ego has many
meanings.
It could mean ones self-esteem; an
inflated sense of self-worth; or in
philosophical terms, ones self.
According to Freud, the ego is the
part of the mind which contains the
consciousness.

The Ego acts according to thereality


principle; i.e. it seeks to please the
ids drive in realistic ways that will
benefit in the long term rather than
bringing grief.

Reality Principle
compels one to postpone
instantgratificationwhen
necessary because of the obstacles of
reality.
It is the governing principle of theegoand
stands in opposition to thepleasure
principleof
theid.

The ego is that part of the id which


has been modified by the direct
influence of the external world ...
The ego represents what may be
called reason and common sense, in
contrast to the id, which contains the
passions

Its main concern is with the


individual's safety and allows some
of the id's desires to be expressed,
but only when consequences of these
actions are marginal.

Super-ego
The Super-ego aims for perfection.
It comprises that organized part of the
personality structure, mainly
unconscious, that includes the
individual'sego ideals, spiritual goals,
and 'conscience.
It criticizes and prohibits his or her
drives, fantasies, feelings, and actions.

The Super-ego can be thought of as a


type of
conscience that punishes misbehavior with
feelings of guilt.
For example:
masturbating
not helping someone in need
rejecting someones sincere love

Defense
Mechanisms

Defense mechanisms are unconscious


mental
techniques used by the ego to keep
conflict
out of the conscious mind, thus
decreasing
anxiety and maintaining a persons
sense of
safety, equilibrium and self esteem.

Affiliation :
Involves turning to other people for
support.

Acting out:
The individual copes with stress by
engaging in
actions rather than reflecting upon
internal
feelings.

Avoidance:
Refusing to deal with or encounter
unpleasant
objects or situations.

Compensation:
Overachieving in one area to
compensate for
failures in another.

Denial:
Refusal to accept external reality
because it is too threatening; arguing
against an anxiety-provoking
stimulus by stating it doesn't exist.

Displacement:
is the redirection of an impulse onto a
substitute target.

Humor:
Expressing personally uncomfortable
feelings
without causing emotional discomfort
( a relatively mature defense
mechanism)

Projection:
where a person's personal
attributes, unacceptable or unwanted
thoughts, and/or emotions are
ascribed onto another person or
people.

Repression: "motivated forgetting,


Not being able to recall a threatening
situation, person, or event.
is thepsychologicalact of
excludingdesiresandwishes or
feelings from one'sconsciousnessand
holding or subduing them in
theunconscious.

Regression :
Temporary reversion of the ego to an
earlier stage of development rather
than handling unacceptable impulses
in a more adult way

Rationalization:
explaining an unacceptable behavior
or feeling in a rational or logical
manner, avoiding the true
explanation for the behavior.

For example, a person who is turned down for a date might


rationalize the situation by saying they weren't attracted to the
other person anyway, or a student who blames a poor exam score
on the instructor rather than his lack of preparation.

Reaction formation:
reduces anxiety by taking up the
opposite feeling, impulse, or
behavior.
An example of reaction formation would be treating someone
you strongly
dislike in an excessively friendly manner in order to hide your
true feelings.

Suppression :
the process of deliberately trying to
stop thinking about certain thoughts
in which a sufferer will repeatedly
(usually unsuccessfully) attempt to
prevent or "neutralize" intrusive
distressing thoughts

Turning against the self: (form of


displacement)
the person becomes their own
substitute target.
It is normally used in reference to
hatred, anger, and aggression.

Undoing:
involves "magical" gestures or
rituals that are meant to cancel out
unpleasant thoughts or feelings after
they've already occurred.

It is the Freudian explanation for


many of our feelings of inferiority,
guilt, and depression.

depression
is often the result of
the anger we refuse
to acknowledge is

The idea that

accepted by many scientists,


Freudians and non-Freudians alike.

For many people, with sensitive egos,


making excuses comes so easy that
they never are truly aware of it.

Many of us are quite


prepared to believe our
own lies.

All defenses are


lies, even if we
are not conscious
of making them.

Lies give birth to lies


and take us further and
further from the truth,
from reality.

After a while, the ego can no


longer take care of the id's
demands, or pay attention
to the
superego's.

The anxieties come


rushing back,
and you break down.

A childhood full of
neglect,
abuse, and/ or tragedy
tends to
lead to an unhappy adult.

Thank
You

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