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115 Cards in this Set
- Front
- Back
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Erik Erikson |
Born in Germany in 1902 At age 18 he left home to pursue the life of a wandering artist and to search for self-identity He gave up that life to teach young children in Vienna where he met Anna Freud. Still searching for his personal identity, he was psychoanalyzed by Ms. Freud, an experience that lead him to become a psychoanalyst. Taught at Harvard Medical School,Yale, the University of California at Berkeley, and several other universities. He died in 1994 |
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Erikson- Ego |
-center of personality -responsible for a unified sense of self -Influenced by child-rearing practices and other cultural customs
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Epigenetic Principle |
Stages emerge from one another and at a particular time |
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conflict in stages |
syntonic vs dystonic each stage characterized by a psychosocial crisis
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infancy (1st year) |
oral-sensory basic trust vs basic mistrust hope withdrawal
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early childhood (2nd-3rd year of life) |
anal-urethral-muscular autonomy vs shame and doubt will compulsion |
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play age (3rd- 5th year) |
genital-loco-motor initiative vs guilt purpose inhibition
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school age (6-13) |
latency industry vs inferiority competence inertia
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adolescence (puberty-18) |
ego identity identity vs role confusion fidelity role repudiation- inability to bring together one's various self-images |
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ego identity statuses in adolescence |
identity diffusion foreclosure moratorium achievement |
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identity diffusion |
no crisis or commitment |
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foreclosure |
commit to one identity without exploring others |
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moratorium |
trying a lot of different identities but cant commit to one |
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achievement |
explore and then pick 1 identity |
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young adulthood (18-30) |
genitals intimacy vs isolation capacity to love exclusivity or inability to love |
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adulthood (31-60) |
procrativity generativity vs stagnation care rejectivity- rejection of certain individuals or groups that one is unwilling to take care of |
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old age (60-death) |
generalized sensuality integrity vs despair wisdom disdain |
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emerging adulthood |
new period of ego development for young people |
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assessment techniques for erikson |
Therapist/Client Relationship Dreams Free Association Transference Play therapy Psychohistorical analysis |
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implications for therapy (erikson) |
Neurosis and psychosis Stages of development Failure to develop sense of trust OCD Major Adjustment |
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allport view of personality |
•“Personality is the dynamic organization within the individual of those psychophysical systems that determine his characteristic behavior and thought” |
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allport- becoming |
process involving movement toward self-realization |
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Psychophysical systems |
personality consists of both mind and body elements organized into a complex, inextricable unity (internal factors that influence behavior) |
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internal cognitive and motivational processes |
•Physique •Intelligence •Temperament •Reflexes •Drives •Habits •Skills •Beliefs •Intentions •Attitudes •Values •Traits |
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trait theory |
conception of personality that postulates the existence of underlying dispositions that direct behavior |
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proprium |
self |
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trait |
neuropsychic disposition that causes a person to act consistently across a variety of situations |
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cardinal trait |
characteristics that serve as the motivating force for virtually all of an individual’s behavior |
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central trait |
characteristics that control an individual’s behavior in many situations, but are less comprehensive than cardinal traits |
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secondary trait |
peripheral characteristics that exert little control over a person’s behavior |
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common traits |
dispositions shared with others |
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personal disposition |
traits unique to the individual |
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the proprium components |
bodily self self identity self esteem self extension self image self as rational coper propriate striving self as knower |
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bodily self |
This appears in infancy and is, in essence, feelings about oneself that are based on feedback from the physical senses. |
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self identity |
develops during the first eighteen months and is the feeling that one is an established person who has a unique past that guides present and future judgments. |
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self esteem |
Emerges during the second and third year and are the feelings of worth about one’s self. |
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self extension |
From 4 to 6 years old and is a sense of identity with one’s possessions, family, home, and country. Initially this is an egocentric view which matures with age. |
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self image |
•Develops along with self-extension and is a role played in order to win the approval of others |
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self as rational coper |
Develops between the ages of 6 and 12 and is the awareness of oneself as someone capable of rationally formulating and utilizing strategies in order to solve problems and attain personal goals |
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propriate striving |
This develops from around 13 years of age and is a motive that thrusts a person towards attaining important long-range goals and is closely linked to the development of conscience. These drives bring an increase in tension. |
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self as knower |
This development begins in adulthood and is the last part of the proprium that unifies and transcends the other seven stages
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functional autonomy |
process whereby a behavior that was once controlled by a basic motive comes to operate independently of that motive |
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characteristics of maturity |
extension of sense of self warm relatedness to others self acceptance realistic perception of reality self objectification unifying philosophy of life |
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nomothetic |
•approach to the study of behavior that seeks to establish laws by specifying the general relationships between variables
–Relies heavily on stats |
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idiographic |
•approach to the study of behavior that seeks to understand the uniqueness of a specific individual through intensive investigation |
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allport- implications for therapy |
•The unhealthy or immature person – growth was stifled •Therapy dependent on, “Love received and love given comprise the best form of therapy” •People who were loved and secure but still become neurotic •The task of the therapist: help individuals become aware of the sources of their distorted goals and to assist them in the attainment of maturity and well-being |
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maslow's holistic-dynamic theory |
people continually motivated by needs |
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5 basic assumptions of motivations |
◦1) the whole organism is motivated at any one time ◦(2) motivation is complex, and unconscious motives often underlie behavior ◦(3) people are continually motivated by one need or another ◦(4) people in different cultures are motivated by the same basic needs ◦(5) the basic needs can be arranged on a hierarchy. |
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2 basic sets of needs |
defeciency (basic), growth (meta) |
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hierarchy of needs (5) |
-physiological -safety -love and belongingness -esteem needs -self actualization needs |
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other categories of needs besides conative (hierarchy) |
aesthetic cognitive neurotic
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cognitive needs |
desire to know, understand, and to be curious
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neurotic needs |
desire to dominate, inflict pain, or to subject oneself to the will of another person |
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D- Love |
selfish |
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B- Love |
being love= mature love |
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parenting types |
permissive authoritarian authoritative
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b cognition |
state of experiencing that is nonjudgmental and self-validating |
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d cognition |
state of experiencing that involves judgments of approval and disapproval |
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peak experience |
intense, mystical experience in which an individual exists in a temporary state of joy and wonderment |
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personal orientatin inventory |
test for self actualization |
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Bandura |
Born: December 4, 1925• Education: University of British Columbia inVancouver, University of Iowa• Professor at Stanford• Published multiple times• Has received many awards and honors |
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Triadic reciprocal determinism |
belief that cognition, behavior, andthe environment operate interactively as determinants of one another |
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Anticipated outcomes |
person’s expectancy that the performanceof certain behaviors will secure certain reinforcers |
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Modeling |
type of learning in which individuals learn new behaviorby observing others |
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Modeling Theory |
Whether or not the person imitates observed behavior of a model dependson three factors: – Characteristics of the observer – Characteristics of the mode l– Rewards and punishments associated with the model's behavior |
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vicarious reinforcement |
willingness to imitate the behavior of amodel after observing that the model was reinforced for thebehavior |
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Efficacy expectations: |
individuals’ convictions or beliefs that they canexecute the behaviors required to produce certain response consequences |
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factors that affect efficacy expectations |
-Performance accomplishments – Vicarious experiences – Verbal persuasion – Emotional arousal |
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personality development - bandura |
Personality Development • Social-cognitive experiences play a crucial role in the development andmodification of behavior • Parents can have a positive or negative impact on their children’sdevelopment • Multiple models: learning more difficult when models are performingbehaviors that conflict with one another – Children eventually learn to apply self-reinforcers and self- punishers totheir own behavior |
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Skinner |
Constructing models based on laboratory studies of human and nonhuman animals. Early behaviorists: E. L. Thorndike and J. B.Watson, Most influential of the later theorists was B. F.Skinner Concentrated almost exclusively on observable behaviorSkinner rejected the notion of free will and emphasized the primacy of environmental influences on behavior. |
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Contingency |
relationship between a behavior and itsconsequences |
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Discrimination |
responding differently in the presence of differentsituational events |
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Stimulus control: |
process in which a person’s response isdetermined by a particular stimuli |
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Discriminative stimulus: |
presence signals an individual to respondbecause he or she has learned previously that its presence leads toreinforcing consequences |
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four basic characteristics of an instinct |
A source in some bodily deficit
◦An aim that focuses on the gratification of the need ◦An impetus that propels the person to act ◦An object through which the instinct achieves its aim
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id ego superego |
id- unconscious ego- mediator superego- moral |
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Transference |
strong sexual oraggressive feelings that patients developtoward their analyst during treatment |
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Resistance |
refers to a variety of unconsciousresponses used by patients to block their ownprogress in therapy |
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Limitations |
not all old memories can orshould be brought into the conscious; not aseffective with certain disorders |
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freudian slip |
parapaxes |
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Jung - psyche |
total personality |
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Jung- libido |
life process energy |
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principle of opposites |
Every wish immediately suggests its opposite. |
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principle of equivalence |
The energy created from the opposition is "given" to both sides equally |
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principle of entropy |
the tendency for oppositions to come together, and so for energy to decrease, over a person's lifetime |
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levels of the psyche - Jung |
Conscious- personal unconscious - collective unconscious - archetypes - |
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personal unconscious - jung |
Embraces all repressed, forgotten, or subliminallyperceived experiences Unique to the individual Some are easily recalled, some remembered withdifficulty, and some beyond the reach ofconsciousness |
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anima vs animus |
anima: femininity in men animus: masculinity in women |
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Attitude |
either introverted or extroverted |
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FUNCTIONS |
sensing, feeling, thinking, intuition |
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jung personality development |
-emphasized second half of life -self realization -childhood, youth, middle adulthood, old age |
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anarchic, monarchic, dualistic (childhood jung) |
anarchic- no real perception of reality monarchic- development of ego and logical thinking dualistic- subjective and objective thinking, thinking of self as a person |
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conservative principle |
desire to live in the past |
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jonah complex |
fear of doing ones best |
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Five Tenets of Existentialism |
First:existence takes precedence over essence Second:existentialists oppose the artificial split between subject andobject. Third: stress people's search for meaning in their lives. Fourth:insist that each of us is responsible for who we are and whatwe will become. Fifth:most existentialists take an antitheoretical position, believingthat theories tend to objectify people. |
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personality development - may |
innocence rebellion ordinary consciousness of self creative " " |
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the formative tendency |
all matter,both organic and inorganic, tends to evolve fromsimpler to more complex forms |
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actualizing tendency |
allliving things, including humans, tend to move towardcompletion, or fulfillment of potentials (THEMASTER MOTIVE) |
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The fully-functioning person |
f people are able to utilize theirorganismic valuing processes fully, they will inevitably begin toexperience personal growth and movement toward realization of theirpotentials |
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Characteristics of fully functioning people |
Openness to experience Existential living Trust of their organisms Creativity Leading an enriched life |
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Emerging persons |
people of the future whose interpersonalrelationships are characterized by honesty, cooperation, and concernfor others; they avoid sham, facades, and hypocrisy; they welcomechange and opt for growth even when it is painful to do so |
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social self |
based on what other peole think of us - need for positive regard |
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true self |
t based on our actual feelings about ourexperiences |
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conditions of worth |
stipulations upon which our sense of self-worth depends; belief that we are only worthwhile if we performbehaviors that others think are good and refrain from actions thatothers think are bad |
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Congruence |
our true self and social self match) |
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Maintenance needs |
food, air, water, tendency to resist change |
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Enhancement needs |
include needs to grow and torealize one's full human potential. |
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Q-Sort: |
self-report procedure designed to measurethe discrepancy between a persons actual andideal self |
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rotter social learning theory |
humans interact with their meaningfulenvironments•human personality is learned•personality has a basic unity•motivation is goal directed,•people are capable of anticipating events |
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motivation |
behavior is goal directed |
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variables to consider when predicting behavior |
behavior potential expectancy reinforcement value psychological situation freedom of movement and minimal goal |
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freedom of movement
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individual’s expectancy that his or her behaviors will generally lead to success or failure in a given life area |
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Minimal goal: |
dividing point between those outcomes thatproduce feelings of satisfaction and those that producedissatisfaction |
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categories of needs |
recognition-status dominance independence protection- dependence love and affection physical comfort |
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goals of psychotherapy |
acheive harmony between freedom of movement and need value |
