2. 2
Personality
● individual differences
● consistent and enduring
● Formed in childhood (child is father to
the man)
● can alter but usually only due to extreme
trauma
● exhibited by behaviour
3. 3
Behaviour also influenced by:
● needs
● past experience
● attitudes
● perception
● current situation
● social pressures
• AS WELL AS
PERSONALITY
4. 4
Heredity gives
● ability to learn and learn language
● intelligence
● tendency to production of some
hormones
5. 5
Heredity a base built on by
environmental factors
● We inherit potential
● Shaped by experience
and environment
E.g.. A boy raised by
wolves is NOT human
6. 6
Stages of personality development
● personality determined by what
happens to us as we pass through
each stage
● personalities often display traits
associated with developmental
stages where traumatic incidents
occurred
● can sometimes be used for rough
segmentation
● people often regress to previous
stages at times of stress or anxiety
7. 7
INTRAPERSONAL THEORY
Focuses on behaviours, feelings, thought, and
experiences of each individual
SIGMUND FREUD
Aspects of Consciousness (Conscious,
preconscious, unconscious)
Components of personality (Id, ego, superego)
Anxiety as a feeling of tension, distress, and
discomfort produced by a perceived or threatened
loss of inner control
Defense mechanisms – alleviates anxiety by
denying, misinterpreting, or distorting reality; for the
most part, these operate at an unconscious level
Psychosexual Theory of Growth & Development
9. 9
Basic psychic energy
and motivations
Operates to demands of
Pleasure Principle -
strive to satisfy desires
and reduce inner tension
Locus of instinctual
drives
Impulsive and irrational
I want what I
want when I
want it!!!
10. 10
Deals with real world
Operates to demands
of Reality Principle
solves problems by
planning & acting
Begins to develop
b/w 4-6 y.o.
Primary function is
mediator to maintain
harmony among the
external world, the id,
and the superego.
11. 11
Internalized social
norm & moral forces
pressing on and
constraining individual
action
The “over-I” over ego
Perfection principle
Superego
12. 12
Urges blocked by superego
● Sublimate - find another outlet for the energy
(kick a tree)
● Rationalize – find an excuse to do it anyway
● Repression - deny
But the pressure finds an outlet in
● dreams
● slips of the tongue
● funny behaviour
● mental breakdown
13. 13
● EGO IDEAL – a child that is consistently
rewarded for “good behavior”, the self-esteem
and the behavior becomes part of the ego-ideal.
● CONSCIENCE – a child that is consistently
punished for “bad behavior” forms the
conscience w/c can generate a feeling of guilt.
Important!!! because it assist the ego in the
control of id impulses.
Strict Superego Rigid, compulsive,
unhappy person
Weak, Defective Antisocial behavior,
hostility, anxiety,
guilt
14. 14
TOPOGRAPHY OF THE MIND
● CONSCIOUS – Memories that remain w/in the
individual's awareness, under the control of the
ego.
● PRECONSCIOUS – Not present in the
awareness, but can be recalled, under the
control of the superego
➢ Suppression
● UNCONSCIOUS – unable to bring to
consciousness
➢ Largest level
➢ Repression
➢ Dreams and incomprehensible behavior
➢ Parapraxes
17. 17
Sigmund Freud
Psychosexual Theory
● Was based on his
therapy with troubled
adults.
● He emphasized that a
child's personality is
formed by the ways
which his parents
managed his sexual and
aggressive drives.
18. 18
• Freud sees people as passive;
behaviors determined by interaction of
external reality and internal drives
• Psychic Determinism: all behaviors
driven by antecedent events,
experiences. There are no accidents;
nothing happens by chance.
19. 19
• Libidinal (sexual, aggressive) instincts
drive people
– In children “libido” isn’t purely sexual, it’s
pleasure thru sensations (oral, anal
gratification, etc.)
• Behaviors result from conflicts:
– Between instinctual libidinal drives
(aggression, sex) and efforts to repress
them from consciousness)
20. 20
Psychosexual Theory
– Children pass thru a series of age-dependent
stages during development
– Each stage has a designated “pleasure zone” and
“primary activity”
– Each stage requires resolution of a particular
conflict/task
21. 21
Oral Stage
• Birth to 18 months
– Pleasure Zone: Mouth
– Primary Activity: Nursing
– Fixation results in
difficulties with trust,
attachment, commitment
– Fixation may also manifest
as eating disorders,
smoking, drinking
problems
23. 23
Anal Phase
• 18months- 2yrs
– Pleasure Zone: Anus
– Primary Activity: Toilet
training
– Failure to produce on
schedule arouses
parental disappointment
25. 25
– 18months- 2yrs
• Parental disappointment, in turn,
arouses feelings in child of anger and
aggression towards caregivers, which
are defended against
• Fixation may result in either:
– Anal retentiveness: perfectionism,
obsessive-compulsive tendencies
– Anal expulsive: sloppy, messy,
disorganized
Anal Phase
27. 27
OEDIPAL COMPLEX
Greek mythological figure, Oedipus
Sophocles story (5th century B.C.,
tragedy)
King of Thebes
Parents: Laius & Jocasta
Freud saw the myth enacted in every
family (although on a less dramatic
scale)
• Oedipus acted out a wish that everyone
has in early childhood.
28. 28
Oedipal Conflict
• Boys want to marry mom and
kill father, aka Oedipal
Complex, but fear retaliation
from father (castration
anxiety); ultimately resolved
thru identification with father
• Girls have penis envy, want
to marry dad, aka “Electra
Complex”; identify with mom
to try to win dad’s love
29. 29
Phallic (Oedipal)
Phase:
• Ages 3-6
– Resolution of the Oedipal
Conflict results in formation
of the Superego
– Fixation results in attraction
to unattainable partners
30. 30
Latency Phase
• Ages 6-11
– Pleasure Zone: Sex drive is
rerouted into socialization and
skills development
– Primary Activity: Same sex
play; identification of sex role
– Don’t like opposite sex (has
“cooties”)
– Fixation results in lack of
initiative, low self esteem;
environmental incompetence
31. 31
Genital Phase
• Ages 13- young adulthood
– Pleasure Zone: Genitals
– Primary Activity: Adult sexual relationships
– Fixation results in regression to an earlier stage, lack of
sense of self
34. 34
Erik Erikson
Psychosocial Theory
● Expanded on Freud's theories.
● Believed that development is life-long.
● Emphasized that at each stage, the
child acquires attitudes and skills
resulting from the successful
negotiation of the psychological
conflict.
35. 35
Identified 8 stages:
● Basic trust vs mistrust (birth - 1 year)
● Autonomy vs shame and doubt (ages 1-3)
● Initiative vs guilt (ages 3-6)
● Industry vs inferiority (ages 6-11)
● Identity vs identity confusion (adolescence)
● Intimacy vs isolation (young adulthood)
● Generativity vs stagnation (middle adulthood)
● Integrity vs despair (the elderly)
37. 37
Identity Achievement vs. Identity Diffusion
Basis for later adult stages
Lack of direction
-
Sense of purpose
+
Erikson’s Psychosocial Theory
Adult Stages
38. 38
Intimacy vs. Isolation
Builds on identity
Self-absorption
-
Mutual relationships
+
Erikson’s Psychosocial Theory
Adult Stages
40. 40
Ego Integrity vs. Despair
Sets stage for young
Fear of death
-
Acceptance of past
+
Erikson’s Psychosocial Theory
Adult Stages
41. 41
SOCIAL-INTERPERSONAL
THEORY
Focus is on relationships and events in the
social context
HARRY STACK SULLIVAN
Personality could not be observed apart from
interpersonal relationships
Identified three principal components of the
interpersonal sphere: DYNAMISMS,
PERSONIFICATIONS, and COGNITIVE
PROCESSES
44. 44
PRE-SCHOOLER
● Love to watch adults
and imitate their
behaviors
● “Why?”
● Tell lies, brag and
boast in order to
impress
● Imaginary playmates
● Offensive language
● Sex questions
● ASSOCIATIVE or
COOPERATIVE
PLAY
45. 45
SCHOOLER
● Juvenile Era (6-10)
Period of gang
loyalties
Important
interpersonal tools
● Ability to complete
● Ability to compromise
49. Jean Piaget: COGNITIVE
DEVELOPMENT
● French psychologist,
philosopher,
naturalist
● One of the creators
of child psychology;
known for his studies
in the development
of intelligence in
children
50. Theory of
Cognitive Development
● Primarily deals
with how the
human mind,
personality and
intelligence from
birth to death.
● Sensorimotor
● Pre-operational
thought
● Concrete operations
● Formal operations
51.
52. Sensorimotor Period
● Birth to age two
● Developing the ability
to coordinate sensory
input with motor
actions.
● Object permanence is
key in this transition
● Object permanence -
recognition that objects
exist even when no
longer visible
53. 53
ASSIMILATION
The process of using or transforming
the environment so that it can be
placed in preexisting cognitive
structures.
55. 55
Preoperational Period
● Ages two to seven
● Improvement in their use of mental images
● Conservation - the awareness that physical
quantities remain
constant despite
changes to shape
or appearance
56. Concrete Operational
Period
● Ages seven to eleven
● Children perform operations only on
images of tangible objects and actual
events
● Children master -
Reversibility
Decentration
57. Formal Operational Period
● Begins at eleven years
● Children begin to apply their operations to
abstract concepts in addition to concrete
objects
58. 58
B. F. Skinner
● Proposed that children "operate" on their
environment, operational conditioning.
● Believed that learning could be broken down
into smaller tasks, and that offering immediate
rewards for accomplishments would stimulate
further learning.
