personality test 1 review Flashcards
(190 cards)
1
Q
Personality
A
someone’s public image is what they refer to today. The true origin and reference of the word however is that to the latin root of personae, which referred to the masks that actors wore in ancient Greek plays.
2
Q
macro theories
A
global theories which emphasize comprehension of the whole person
3
Q
micro theories
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specific research focused on limited aspects of human behavior
4
Q
philosophy
A
to love wisdom
5
Q
Criteria for Evaluating Philosophical Assumptions
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coherence–clear, logical, consistent
Compellingness–Convince, grabs your atteniton, buy you over
relevance–meaningful, reality based
comprehensiveness–deep, scope
6
Q
Paradigm
A
model or concept of the world that is share by the members ofa community and that governs their activities
7
Q
scietific statemetns
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statements/beliefs about the wrodl basedo n empirical observations arising from currently accepted paradigms
8
Q
psychometric tests
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measure personality characterristics by means of acarefully designed questionnaires developed with theoretical and statistical techniques. Psychometic testing had its origin in the psychological laboratories establisehd at the end of the nineteenth cnetury
9
Q
projective tests
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the participant is presented with a deliberately ambigous stimulus. In responding to the stimulus, the participant expresses personal attitudes, values, needs, and feelings
10
Q
Clinical Approach Research
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research through intensive interviews and observation of the participant
11
Q
psychometric approach
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correlaton, looking at the raltionship between two different things
12
Q
Psychotehrapy
A
the effot to apply the findings of ersonality theory in ways that will assist individuals and meet human goals, and comes from the greek word therapeia meaning attending and healing. The goals are to understand the self and human nature, helping the indivudal to change and improve, and grow, and curtaive, to eliminate troublesome symptoms for good behavior
13
Q
unconscious processes
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forces of which a person is unaware
14
Q
wishes
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ideas or thoughts that would be repressed and rendered unconscious
15
Q
repression
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the blocking of a wish or desrie from consciousness, is unavoidable and necessary in order for a civilized society to exist
16
Q
Free Association
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a patient is asked to verbalize whatever ocmes to mind, no matter how insignificant, tribial, or even unpleasant the idea, thought, or picture may seem. Baed on the premise that no idea is artbitrary or insignificant as they will all lead back to the orginial problem
17
Q
slips
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bungled acts: a slip of a tongue, a slip of the pen, or a lapse of memory
18
Q
manifest dream
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the dream as it is rememebred the next morning, taken at face balue
19
Q
latent dream
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the menaing or motive underlying the manifest dream, what is the reasoning behind it
20
Q
libido
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emotional and psychic energy derived from the biological drive of sexuality testifies to this shift in his thought
21
Q
drive
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psychological or mental represntain of inner bodily source of excitement
22
Q
Eros
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life impuses or drives, those forces that maintin life processes and ensure reprodcution of the specief
23
Q
Thanatos
A
encompassing death imppuses or drives, is a biological reality andte srouces of aggressiveness, and refelcts the ultimate resolution of all of life’s tension in death.
24
Q
Psychosexual stages
A
a path that children travel as they progress from autoerotic sexual activity to reproductive activity, with the libido focusising in various erogenous zones of the body tha rpvode pleasure. These are Oral, Anal, Phallic, Latency, Genital
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Oral Stage
first stage from brith to 1. Major source of pleasure and potential conflict is the mouth.
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Anal Stage
second year of life, major source of pleasure and potential conflict is activities involving the anus. Subsequent forms of self-control and mastery have their orignins in the anal stage
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phallic stage
development usually occurs between the ages of three and six. Pleasure and conflict associated with the genital organs. Not reprductive function but autoerotic activity
28
Oedipus complex
each child's unconscious desire to posses the opposite-sex parent and od away with the same-sex parent. He wants to get rid of the same-sex parent(the dad) but can't and he can't have him find out because of castration anxiety or fear of retalation by his dad. to resolve this, the boy gives up his abortive attempots to posses his mother and beigs to identify with his father in terms of sexual gender, and he will wait until he grows up and then look for a woman who reminds him in some ways of the mom.
29
Electra Complex
Same situation but with girls, and girls have a penis envy, since they are made inferior to men because of this and they hate the mom as she is to blame for this, and want the dad to have a baby boy and make sure that no more non-penis or inferior babys are born. To resolve this, they identify with the mother and will then take up a role that has been outlined by society
30
Latency Period
period of comparative sexua calm from the age of about seven to puberty. Psychihc forces develop that inhibit the sexual drive and narrow its direction, having the sexual drives aimed at accepted things such as sports, intellectul interests, and peer relationships
31
Genital Stage
the onset of puberty starts this, the infantile suxual life is tranformed into tis adult form, redirected now to seek gratificatio from genuine reproductive interactive activity with memebers of the opposite sex. Able to lieben und arbeiten meaning to love and to work in german
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Fixation
creates exessive needs characteristic of an erlier stage
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Oral Fixation
Dependent on others and easily influenced by others, or optimistic and trusting to the point of being gullible
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The three structures of personality
Id Ego and Superego (metaphor)
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Id
Core of our being, the oldes t and original function of the personality and the basis of the ego and superego. Does not present itself into our consciousness. It includes instincts and drives that motivate us as well as our genetic inheritance and our reflexes and capacities to resont. It represtns our basic drives, needs and wishes. It is the resrvois or psychic energy that porived the power for all psychological functioning.
36
Pleasure Principle
seeking immediate tension reductionthis is where the id ooperates, employing primary processs only.
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Primary Process
Hallucinating or forming an image of the object that would satisfy its needs. E.i.: visualizing a forthcoming hamburger or sirloin steak momentarily relieves our hunger pans; also called wish fulfillment
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Ego
emerges in order to realistically meet the wishes and demands of the id in accordance with the outside world. Follows the reality principle and secondary process in order to effectively give the individual what it wants and needs form the environment.
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Reality Principle
starifying the id's impuses in an approriate manner in the external world.
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Secondary Processes
realistic thinking, the cognitive and percepotional skills that help an individual distinguish between fact and fantasy.
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Superego
Innermost core, it represents internalized values, ideals, and moreal standards. The last function of the personality to develop and ay be seen as an outcome of the interactions with one's parents during the long period of childhood dependency. This operates out of the conscience and the ego-ideal.
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Conscience
the capacity for self-evalutaion, crticism, and reproach
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Ego-Ideal
and ideal self-image consistig of approved and rewardded behaviors, seeking perfection in moralistic rather than realistic situations and solutions
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Defense mechanisms
procedures that ward off anxiety and prevent our conscious perception of it. These occur on na unconscious level so that we are not aware of what we are doing, and they deny or distort reality so as to make it less threatening
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Repression
blocking a wish or desrie from expression so that I cannot be expreienced consciously or expressed idrectly in behavior, difficult to elimnate
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Denial
refusing to acknowledge an unpleasant reality or fact of life
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Proejction
unconscious attribution of an impulse, attitude, or behavior onto someone or something else in the enviornment
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Reaction formation
expresses an impulsse by its opposite, with the substitution usually being exaggerated, calling into question the genuineness of the feeling
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Regression
the person moves backward in time to a stage that was less anxious and had fewer responsibilities
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Rationazliation
dealing with an emotion or impulse analytically and ntellectually in order to avoid feeling it
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identification
reduce anxiety by modeling our behaiovr on that of someone else, assuming the characteristics of a model who appears more successfl in gratifying needs, we can believe that we also possess those atributes
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Displacement
Satisfying an impulse with a substitute object, such as kicking a dog instead of the one we watned to hit being our older brother
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Sublimation
rechannels an unacceptable impuse into more socially desirable outlet. It is a form of displacement that redirects the impuse itself rather than the object. E.i., sexual curiosity may be redirected into intellectual research, sexual activity into athletics.
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Transference
process wherby the patient transfers to the analyst emotional attitudes felt as a child toward important persons. This was further put into positive and negative transference
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Positive transference
firendly, affectionate feelings toward the physician
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negative transference
expression of hostile, angry feelings towards the physician
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Freud Developed what?
Psychosexual stages of development, psychoanalysis
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Carl Jung Developed what?
Analytical psychology
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psyche
our total personality, referring to all of our psychoogical processes: thoughts, feelings, sensations, wishes, and so forth. The psyche emphasizes both the conscious and the unconscious.
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psychic energy came from
the libidy, an ppetite that may refer to sexuality and to toehr hungers as well, striving, desiring, and willing
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The Ego
one's conscious mind the part of the psyche that selects perceptions, thoughts, feelings , and memories that may enter consciousness. The ego is reponsible for feelings of identity and continuity, but is not the true center of personality.
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Personal unconscious
land that is not always covered by sea and thus can be relcaimed. Where those perception, thoughts, feelings, and memories that have been put aside, and they may be retrieved (including those that have been forgotten or repressed). Expereiences in the persoal unconscious are grouped into clustures called complexes, with a constellating power, whcih means that the complex has the ability to draw new ideas into itself and interpret them.
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Collective Unconscious
shared unconscious with all human beings, being transpersonal. It is consists of cetain potnetialites that we all share because we are human. This was supported thorugh the demonstration of dreams, mythology, and corss-cultural data, seen in expereicens we all have had.
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Archetype
a universal thought form or predisposition to resopnd to the world in certain ways. These can never be fully known or described since they never fully enter consciounsess.
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Persona
one archetype identified by jung that described the social role that one assumes in society and one's understnading of it. It is the mask that one wears in order to adjust to the demends of society if we neglect of the persona may lead to develop an asocial personality, but identifyig too much with it might lead to not havng a true personality of your own
66
Shadow
A second archetype desrcibed by jung in which all the unsocial thoughts, feelings and behaviors that we potentially possess and toher characteristics that we do not accept are ecnompassed. The sahdow cannot be avoided, and one is incomplete without it. the shadow can also be casted onto others, in which we will treat them like trash, and to neglect the shaow involves us in hypocrisy and deceit
67
Anima and Animus
another archetype in which the anima is the fmeinine side of the male psyche, and the animus is the masculine side of the female psyche. None of us is purely male or purely felae, each of us has qualities of the opposite sex in terms of biology and psychological attitudes and feleings. one must have these two in order to avoid an unbalanced, one-sided personality.
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Self
another archetype in which our strive for unity of all parts of the personality is represented. It is the organizing princople of the psyche that draws unto itself and harmonizes all of the archetypes and their expressions and make surs that all of the personality parts are expressed appropriately. THe development of this archetype does not happen until the development of all the other archetypes have happened and all the other personality systems have been fully developed, consequencly we do not rach this until middle age. The mandala was the symbol of the self, this wasreally a hindu and buddhist symbol of the universe.
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Collective Unconscious Archetypes
Grat mother--the ultimate good and bad mother
wise old man--spiritual father
hero--conqueror of enemies and evil forces
trickster--animalistic prankster
child-god--the future
hermaphrodite--unity and wholeness
70
Psychological types
arise from the two basic attitudes and four fuctions that were observed by Jung. The attitudes were extraversion and introversion and the fucntions were thinking, feeling, sensing, and intuition
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The Attitudes
extraverisoni is an attitude in which the psyche is oriented outward to the objective world. The extravert tends to be more comfortable with the outer world of peole and things. Introersion is an atttitude in which the psyche is oriented inward to the subejctve world. The introvert is more comfortable with the inner world of concpets and ideas. All of us have both, but one is stronger than the other and mostly unconscious.
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The functions
Sensation and intutiotion refer to how we gather data and information. The seonsor is more comfrotable using the five senses and ealing with facts and reality. The intuitor looks more for relationships and meanings or possibilities about past or future events. Thinking and feelings reer to how we come to conclusions or make judgments. the thinker prefers to use logi and impersonal analysis. the feeler is more concenrd with personal vallues, attitudes, and beliefs.
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The formation of the self
comes about self rialization, does not happen until adolescnece, when the psyche starts to show a definite form and content. Personality development continues thorughtout life, and the middle years mark the befinning of major changes (35-40). This goes back to aristotle with his idea of the telos.
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telos
purpose or goal that constitutes its essence and indicates its potentiatlity. Each one of us has the potential to develop into a self--that is, to realize, fulfill, and enhance our maximum human potentialities.
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Synchroniicty
pehnomenon in whichi events are related to one another thorugh simultaneity and meaning. Two events occur either at the same time or close in time, and though the yhappen independently they seem intreicably linked (menaing). This is the collective unconscious manifesting itself.
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Individuation and transcedence
individuation is the sytemfo the indivudual psyche achieve their fulles degree of differentiation expression, and development. Transcedence refers to integration of the diverse systems of the self toward the goal of wholeness and identity with all of humanity. First half of life is more about individuation and the second is about transcedence.
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compensatory functino
efforts to complement the patients conscious side and to speak for the unconscious; exibited by dreams; they also served to predct the future in some way to prepare the person for the future
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amplification
a method to interpret dreams in which rather than the method of free assocaiation, one focuses repeatedly on the elemtn and gives multiple assocations to it. The drean us tajeb exactly as it is with no precise effot to distinguish between manifest and latent contents. the thepapist joins the patient in effots to interpret the dream, adding personal associations and frequenly referring to mythology, fairy tales, an the like in order to extend the dream's meaning & concentrated on multiple dreams a whole chain of dreams.
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intrapsychic
within the psyche
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interpsychic
interpersonal relationships
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individual psychology
personlaity theory developed by alfred adler in which he was interested in investigating the uniqueness of the person
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Interpersonal psychiatry
personality theory that provides us with insights into how we interact with others
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Social interst
referst to that urge in human natrue to adapt onself to the conditions of the social environment. We try to fit in with toehr people, ahaving something in common with others
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finalism
the goal that the individual purues is the decisive factor, and he called this concpet of goal orientation the principle of inalism.
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Functional finalism
unable to have a complete understanding of things as they really are, so we strucutre our own idea of reality.
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goal of superiority
the ultimate fictional filnalism for hich all human beings strive, and it gives unit and coherence to the personality. This means that we are dreivent to be competent and effective in whatever one strives to do. Perfection as synonym for the word superiority. this is something that is shared by humans with all other animals as we all strive to be superior in the proces sof evolution
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inferiority feelings
feelings that we are not what we want to be and that we are incompetetnt to satisfy our basic needs. These feels are inescapable and needed as they motivate us to keep going.
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Masculine protest
compensation for ones inferirorites
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style of life
each individual seeks to cope with the environemtn and develop superirority in a unique way
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Family constellation
ones position within the family in erms of brith order among siblings and the presence or asence of parents and other caregivers
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oldest children
tend to be more intelligent, achievement oriented, conforming, and affiliative. Oriented toward the past and show a high degree protect and help others.
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second child
may feel the need to accelerate and catch up with the first child. They are compettitive and ambitious, but not concerned with power. Note adler was s econd born
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last-born child
more sociable and dependent, having been the "baby" of the family. May strive for excellence and supeririority in effort to supass their older siblings. Spoined and pampered may ocntinue a helpless and dependent style of life into adulthood
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only children
tend to be more like older children in that they enjoy being the center of attention. Spend more time in the company of adults, than siblings, they tend to be mature sooner and to adopt adultlike behavior earlier in life. Most likely to be pampered
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middle children
combination of the caharacteristics of oldest and youngest.
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Family atmosphere
the quality of emotional relationshops among memebrs of the family assists in determining whether or not the child will react actively or passively, constructively or destructively in the quest toward superirorty.
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creative self
it is the self in its creative aspcts that interprets nd makes meaninful the expereinces of the organism and that searches for experiences to fulfill the person's unique style of life. It establishes, maitains, and pursues the goals of the individual.
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Compensation
making up for or overcoming weakness
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overcompensation
refers to an exaggerated effort to cover up a weakness that entails a denial rather than an acceptance of the real situation
100
inferiority complex
individuals who feel highly inadeuate may be suffering from an inferiority complex. Too large a dissocnacne btween what the individual expects and what reality is
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mistaken style of life
a life of lie in which their style of life belies their actual capacities and strengths. They act as if they were weak, as if they were doomed to be losers when in fact they could create a constructive existence for themesleves
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safegaurding tendencies
compensatory devices that ward off feelings of inferirority in a maladaptive rather than adaptive fashion
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Personlaity under sullivan
characteristic ways in which an individual deals with other people. Note that this was only a hypothesis for Sullivan.
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Anxiety and Unawareness
anxiety is any painful feeling or emotion that may arise from organic needs or social insecurity. In our relationships with others, we are to soe extent aware of what we are doing and why we are doing it, and to some extent unaware of these things. Sullivan apprecaited that an individual may be unconscious or unaware of some of his or her motives and behaviors.
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Security operations
in order to reduce anxiety and enhacne security, we empoloy interpersonal devices that a person uses to minimize anxiety
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Sublimation (Sullivan)
the expression and discharge of uncomfortable feelings in ways that are interpersonlaly acceptable, such as releasing anger verbally rather than by hitting or kicking the obejct of anger
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selective inattention
the failure to observe some factor in an ainterpersonal relationship that might cuase anxeity, such as not noticing a spouse's flirtations becaues those activities theraten one's own self-esteem
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"as if" behavior
act out a false but practical role
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dynamism
a pattern of energy transfomration that characterizes an individual's interpersonal relations, they are a result from expereinces with other people
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self-system
made up of all of the security operations by which an individual defends the self against anxiety and ensrues self-esteem
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personification
a group of feelings, attitudes, and thoughts that have arisen out of one's interpersonal experiences. these are the basis of stereotypes or prejudgments, which frequenly hinder our ability to relate to people of diverse cultures and background
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stage of development
infancy, childhood, the juvenile era, preadolenscne, early adolescene, and late adolescence. These stages are emphazised in bodily zones, however, Sullivan thought that the stages themselves were determined socially rather than biologically, and he saw the period of adolescence as crucial, warratnting three stages
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Cognitive Processes
Experiences the world and relate to others in the course of personality development
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prototaxic experiences
characteristic of the infant, no distinctions between the self and the exgernal world. The child directly perceives certain senstaios, thoughts, and feelings but doees not think about them or dreaw any conclusions.
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parataxi experience
perceives causal relations between events that happen together. Involves making generazliation about experience on the basis of proximity.
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syntaxic experience
symbols and relies on consensual validation, or agreement among persons. Syntaxic experience relies upon symbols whose menaing is shared by other peole in one's culture, ushc as the use of language. When a wod has been consesuallu validated, it loses its personal meaning and power, but the validation enables indiiduals to communiate with one another and provides a common ground for understanding experiences.
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Consensual Validation
agreement among pesons
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particiapnt observation
an observer is also a participant in the evnet being observed. The psychiatrist invariable affects the rlationship and alters the other persons' behavior
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codependent
behavior of other people that, usually unwittingly, helps to reinforce dependence and other dysfunctional conduct.
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Interview
term for the interpersonal process that occurs btween the patient and therapist composed of four parts: inception, reconnaissance, detailed inquiry, termination.
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Inception
beginning, during which the patient introduces the poroblem
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Reconnaissance
during which the therapist raises questions in order to develop a case history and tentative hypotheses about the patient
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detailed inquiry
the therapist tests his or her hypotheses by observing the patient's behavior and resonses
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termination
a structured ending during which the therapist summarizes what has been learned and prescribes some kind of action that the patient might take in regard to his or her problem
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Family Therapy
psychological problems are developed and maintaind in the social context of the family
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Basic Anxiety
insidiously increasing, all-pervading feeling of being lonely and helpless in a hostile world, results from feelings of insecurity in these raltions.
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basic evil
all of the negative factos in the enviornemnt that can provoke insecurity in a child
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neurotic needs or trends
result of the formative experiences that create basic anxiety.
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primary modes of relating
moving toward (compliance), moving against (hostility), moving away (detachment)
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basic orientations
self-effacing solution: an appeal to be loved
self-expansive solution: an attempt at mastery
resignatoin solution: a desrie to be free of others
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Real self
represents what we are, those things that are true about us
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idealized self
represens what we think we should be
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alienation
a person identifies with the ideal self and thereby loses the true and only source of strength, the real or actual self
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tyranny of the should
instead of meeting genuiine needs,those individuas create false ones. For example, individuals who have the idea that in order to be good they must never feel jealous may posit an idealized selff that does not permit feelings of jelousy, becoming enstranged from part of the self
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Womb envry
men and boys express jealousy over women's ability to bear and nurse children. Horney termed this phenomenon womb envy. Womb and penis envy are complements, reflecting mutual attraction and envy that the sexes have for each other
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hypercompettitiveness
a sweeping desrie to compete and win in order to keep or heighten beliefs that one is worthy
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attachement theory (bowlby)
a way of understanding the tendency of people to bond to specific others and to account for the distress that may follow speration and loss
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parenting style
describes normal ariation in parenting by focusin on two important dimensions: perantal warmth of support and parental demans or behavrioal control.
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indulgent parents
more resonsive than demanding. Nontraditional and leinint, they premit the hchild considerable self-regulation and seek to avoid confrontation.
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authoritarian parents
high on demands but low on warmth and support. They provide well ordered, struvtured enviornemnts and expecged obedience
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authoritative parents
high in both demands and warmth. They provide clear standards and supportive disciplinary measures. They encourage children to be assertive, socially resopnsible, self-regulated, and cooperative.
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uninvolved parents
low in both warmth and control, providing little emotional support and making few behavioral demands on their children. Most parents of this type fall within the normal range of parents, but in an exterme form of this style could entail rejection and neglect.
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Escape Mechanisms
authorianism, destructiveness, autonomaton conformity. These are mechanisms of escape from freedom, do not solve it but they just mask it
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Authoritarianism
offers escape from the problem of freedom thorugh submitting to a new form of domination. Individuals may permit others to dominate them or may seek to dominate and conrol the bahavior of others
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Destructiveness
offers escape from the problem of freedom through the elimination of others and/or the outside world.
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Automaton conformity
the majority of individuals seek to escape the problem of freedom. They adopt the typoe of perosnality prefffered by the culture in whihch they live
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Basic needs
relatedness--ralting to toher people and loving prodcutively
Transcendence--rising aboce the animal level of creatureliness and beocming active creators
rootedness--feeling that we belong
sense of identity--becoming aware of ourselves as separate and unique individuals
frame of orientation and object of devotion--having a stable and consistent frame of refernece to organize perceptions and make sense of our enviornemtn
excitation and stimulation--actively striving for a goal rather than simply responding
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Character Orientations
Receptive--believe that the only way they can obtain something they want is to receive it from an outside source; they react passiely, waiting to be loved
exploitative--take the things they want by force or cunning; they exploit others for their own ends
hoaring--hoard or save what they already have; they surround themselves with a wall and are miserly in their relations to others
Marketing--epereince themselves as commodities on the market; they may be described as opportunitic chameleons, chanigng their colors and values as they perceive the forces of the market to change
Productive--value themselves and ohers for who they are; they relate to the world by accurately perceiveing it and by enriching it thorugh their own creative powers
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authoritarian ethics
have their souce in a consciouce that is rooted outside the individual
150
humanistic ethics
true virtue in the sense of unfloding of a person's popwers in accordance with the law of one's own human nature and the assumption of full resopsiblity of one's existence
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biophilous character
orietations that seek to live life
152
necrophilous character
attracted to what is dead and decarying and seeks to destroy life
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having mode
relies on the possesions that a person has, is the souce of lust for power and leads to isolation and fear
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being mode
which depends solely on the fact of existence, is the source or productive love and activity and leads to solidarity and joy
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diagnostic profile
classification systme of childhood sympotms that reflects devlopmental issues, andshe devised a formal assessment procedure
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developmental line
series of id-ego interations in which children decrease their dependenc on external controls and increase ego mastery. Had six developmental lines
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first developmental line
dependenc to emotinal self-reliance
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second developmental line
sucking to rational eating
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third development line
wetting and soiling to bladder and bowel control
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fourth development line
irresopnsibility to responsibility in body management
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fifth development line
play to work
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sixth development line
egocentricity to companionship
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Who developed the psychosocial stages
Erick Erickson
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What are the psycholsocial stages (not what stages)
centers on an emotional polarity or conflict that children encounter at certain critial periods. These stages are epigenetic, meaning that they build upon each other and earlier stages affect later stages of development. Finally, these don ot occur within a strict chronoloogical framework, but they each have a critical period of time at which they, if it does not fourish, it is likely to flounder.
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Trust vs. Mistrust
the key consideration of the first stage, corresponding with the oral stage. What you learn here is if you are going to be able to trust the world or not. If you are well taken care of, meaning that your needs cannot be met, then you will see the world as a hostile, indifferent place, developing a high degree of mistrust. While if they are well taken care of and their needs met, they will have baicc trust and have hope for what the future will hold, and for ones own life. Hope is the virtue to be gained from here
166
Autonomy vs. Shame and Doubt
the virtue here is will, free will. This arises during the second and third years of life and corresopnsds to the anal-muscular stage. Here is when one learsn control over the body, such as potty training, but moves beyond. This refers to independtly exploring and interaccting with the environment. Cultivating or breaking the childs will determines the outcome of this stage. Those who are punished during their testing of autonomy may develop feelings of shame and doubt and inadequacy. If they succed they will develop good feelings of slef-esteem and autonomy in their own free will
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Initiative vs. Guilt
Phallic stage in psychosexual stages. Children are active intheir envrionemtn, mastering new skills and taks. They begin to intrude into other's space and are curious about their surroundings, focusing toward specific goals and achievements, they are interseted to understand how things work, asking why. if a child's behavior is reinforced, the child will become increasingly goal oreited, punishment may lead to feelings of guilt, resignation, and the belief that it is wrong to be curious about the world and ill-advisied to be active in it. The oedipal stage resuslts in a moral sense that establishes permissible limits and beigns to attach childhood dreams realistically to the various possible goals of one's techonology and culture
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Industry vs. Inferiority
virtue that develops here is competence. Here the main thing is industry meaning that someone is busy with something, learning or making something but the point is to be good at something. They begin to compare themselves with others and if they feel like they are inferior and inadequate menaing that they are not good at anything unlike other people they begin to feel inferior
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Ego Identity vs. Role Confusion
fidelity is the virtue to be learned from here. Her eone is foriming the process of your own identity whire requires that one compare how one sees onsefl with how significant others appera to expect one to be. If this can't be answered then a confusion questions of "who am i" will be asked to the individual. You will be unable to conceive of onself as a productive member of one's society. if they cannot fin a meaningful adult role they fall into an identity crisis, a transitory failure to establish a stable identity, where they may drop out of mainstream society for a short period of time. Others adopt a negative identity, one that is oopposed to the dominant values of their upbrining (go into crime, or some other social pathology).
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Intimacy vs. Isolation
the virtue to be gained is love. Intimacy refers to the ability to develop a close and meaningful relationship with another person. Isolation entails self-absorption and an inability to develop deep, committed relationshiops
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Generativity vs. Stagnation
the virtue is care. Generatibity entails more than parenthood; it is the ability to be productive and creative in many areas of life, particularly those showeing concern for the welfare of ensuing generations. Participating in the ensurance and maintenance and enhancement of culture for later generations. Failure leads to stagnation, breodom, and interpersonal impoverishment. Not having children doesn't stop you as you will be able to meet this by working with toher people's children or helping to create a better world for them. A person is genereative when making a contribution appropriate to her or his partiucalr potential, be it children, products, ideas or works of art.
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Ego Integrity vs. Despair
Virtue is wisdom. Integirty entails the ability to reflect on one's life with satisfaction even if all dreams are not fulfilled. Death is not feared but accepted as one of the many stages that has to come. Despair referes to regret over missed and unfulfilled opoportunities at a time when it is too late to beign again. Wisdom will enable an individual to bring life to an appropriate closure, to stand back and reflect on one's life in the face of impending death.
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Psychohistories
the study of individdual nd collective life with the combined mehtods of psychoalaysis and hisotry; exploring the contribution of culture and hisotry to personality by examining the lives of signifcant hsitorical figures
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inner space
qualities of openness vs. closedness that are emphasiezed by girls
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outer space
qualities of hihness and lowness emphazised by boys.
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What does McAdams suggest?
that each of us develops our personality based on the construct of our conscious or unconscious narrative of the self, which debelops as we proceed through the stages of psychosocial development
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what happens during our first years
we gain our sense of optimism setting the tone for our myths in our story
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what happens in elementary
motives and themes devleop, usually organized around themes of agency, the strigving for individual independence and power, and communion, the sriving for intimacy and union.
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through the rest of our time that we build our stories
nuclear episodes, signifying highs, lows, and turning points and relfect our motivation at various stages of ego devvelopment
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thematic lines
repeated series of similar goals, are also key components of our life stories
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generativity (McAdams)
concern for and commitment to future generation. Generativity becomes an important issue at that time because of increased cultural demand for it. Due to we want to care for others that are younger, and the culural demands that as we are now older we must be concerend for the next generation at large, in a culturalsense. offering giftst to the next generation and maintaining that which is worthy
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Five major principles for organizing current research and theory in personalty psychology
intially is a limited number of substantially inherited broad dispositional traits (2), and also vary in their cahrateristic motivational, social-cognitive, and dvelopmant adaptaions which are contectualized in time, place and society (3); The life narratives they construct provide meaning and identity. culture exters different and increasing effects. culture shapes how traits are expressed, culture differences in goals and fbeliefs foster differnt patterns of characteristic adaptiosn. finally cultures provide options for life stories and shape how they should be told and lived.
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object relations theorists
seek to understand the interacction between intrapsychic dynamics and interpersonal relationships
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relational-cultural theory (stone group)
emphasize the interpscychic experience of relationshps, or the connections and disconnections that occur between people in relationships
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onject
the aim of rlational needs in human development, and object rlations are the intrapsychic experineces of those early raltionsihps. Those object are primarily people, such as primary caretaker and significant other, but they may also be things such as pacifies, teddy bears, and blankets.
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splitting
object image into oppisites in the interal world of fantasy permits children to trat internliaze dobject as clearly good or bad while ocntruning to trust and love the actual experenal person wos is an intricate comobination of both. Formation of the good me and bad me beigns here. THe good me stems from the nurtureance that is sen as acptance by the mother, and the feling of bad me stemsf rom the frustation. When the person discareds all the bad and only kekesp the good it may lead to a negative opinion of themselves
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borderline personality disorder
will see others as all good or all bad, and they are uable to engage in itnropsection, develop insight, and work thorugh peroblems
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transference-focused psychotherapy
complete transferences neurosis is not premitted to devleop, nor is tranference resolved through interpretation alone. Instead, the therapist cleraly depicts and discusses the patient's eeming distoriotns of relaity, such as distorted view of the therapist
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relational-cultural theory (stone group): Shifting the Paradigm
it is connections that are the basic key ingredient or foucs of development and disconnections that derail us and block our growth. Relationship-differentiation, a process that entails increasing levels of copmlexity withint the framework fo humanrelationship. In forming connections we seek mutuality, a way of relationsin and sharing in which we all are fully participating and want to keep the rlationship going. Empathy, enatils experiencing the feelings adn thoughts of naother while simulatneously knowing one's own different feelings and thoughts. Disconnections is found when the person cannot engage in mutually empathetic adn empowering relationships. they can either be major or minor.
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Neurobiological basis of realtionship
mirror neurons were initially seen in monkeys and found to be in humans too, where each itme and individual sees an action done by another individual, neurons that represent aht action are activated in the motor cortex. It enables us to mimic other peopl;e's emotions and actions, help us sense what other people intend to sthat we can shape our reposne to them, they contribue to a felst sense of connection. they allw us to be able to imitate and learn from each other that permit the development and transmission of social culture.
