The document discusses several theories of personality including psychoanalytic theory, trait theory, social learning theory, and humanistic theory. It provides details on Freud's psychoanalytic concepts including the id, ego, superego, defense mechanisms, and the structure of personality. Trait theory focuses on identifying common and unique personality traits. Social learning theory emphasizes the importance of environmental and learning influences on personality. Humanistic theory looks at self-actualization and the fully functioning person. The document also examines key aspects of Filipino personality including strengths like pakikipagkapwa-tao and flexibility, as well as weaknesses like extreme personalism.

1. THIRD QUARTER
PERSONALIT
Y
October 23, 2012

3. OBJECTIVES
At the end of the discussion about
Personality you are expected to:
COGNITIVE:
– identify the major theories of personality
– compare and contrast the different
theories of personality

4. AFFECTIVE
–sustain interest in studying the
personality of a person
PSYCHOMOTOR
–imitate the positive
characteristics of Filipinos

6. Various Meanings of
Personality

7. From Latin Words
Ancient Latin
Medieval Latin
persona
personalitas
“mask”
These are the personas that people
project and display, but also includes the
inner characteristics and qualities.

8. In Literature
Personality as a Personality as an
construct
area of inquiry
Not directly
From theoretical
and empirical
observable but
investigations
must be inferred
of personality
from observed
events

9. Conclusion
Personality is not an existing
substantive entity to be
searched for, but a complex
construct to be developed and
defined by the observer
- Bischof, 1970;Hall and Lindsey, 1978;
Sarason, 1972-

10. Major Theories of
Personality

11. PSYCHOANALYTIC THEORY
TRAIT THEORY
SOCIAL LEARNING THEORY
HUMANISTIC THEORY

13. INSTINCT
inborn psychological
representation (wish) of an
inner somatic source of
bodily excitation (need)
Ex. State of hunger

14. LIFE INSTINCTS
DEATH INSTINCTS
• Serve the
purpose of the
survival of the
individual and
the human race
• All pleasurable
acts
• Self-destructive
behavior as an
expression of
the energy
created by
death instincts.

15. The Structure of Personality

16. Conscious
Everything we
Everything we
are aware of
are aware of
Preconscious
Memories that have
Memories that have
minimal and emotional
minimal and emotional
significance
significance
Unconscious
Outside of our
Outside of our
consciousness
consciousness

17. CONSCIOUS
(thoughts, perceptions)
PRECONSCIOUS
(memories, habits)
UNCONSCIOUS
(urges, repressed ideas, desires)

18. ID, EGO, SUPEREGO

19. ID
Pleasure Principle
Contained completely in the
unconscious level and is present at
birth
Calls for immediate reduction of
tension that may arise or calls for
immediate gratification

20. EGO
Reality Principle
Contained completely in the three
sections
Acts to delay the satisfaction of an
id impulse, until an appropriate
object is located in the external
environment

21. SUPEREGO
Moral Arbiter
Contained in the three sections
Serves as an “in-dwelling parent”
Blocks ego gratification because
not all reality striving of the ego is
necessarily moral

23. ANXIETY
Develops out of the conflict
among the id, ego and superego
Is the state of tension that
motivates us to do something

24. REALITY ANXIETY
• the fear of danger from the
external world, and the level
of such anxiety is
proportionate to the degree of
the real threat.

25. NEUROTIC ANXIETY
• the fear the instinct will get
out of hand and cause one
to do something for which
one will be punished.

26. MORAL ANXIETY
• the fear of one’s
conscience

27. DEFENSE MECHANISM
Characteristics:
1.They are unconscious, the
person is never aware to using
the defense,
2.They deny, falsify or distort
readily to some degree

28. Examples

29. DENIAL
• Refusing to admit that something
unpleasant is happening
Ex. A 50-year-old man is wearing
clothes for teenagers

30. REGRESSION
• Returning to more primitive
levels of behavior
Ex. Mary was homesick and
anxious when she started college.
Se slept with her favorite teddy
bear again

31. REACTION FORMATION
• Transforming anxiety-producing
thoughts into their opposites in
consciousness
Ex. John has unconscious hostility
toward his father but he acts very
affectionate toward him

32. RATIONALIZATION
• Justifying failures with socially
acceptable reasons instead of the
real reasons
Ex. After Carla rejected him, Phil told
his friends that he didn’t think she
was attractive.

33. DISPLACEMENT
• Discharging pent-up feelings on
object less dangerous than those
that initially aroused the emotion.
Ex. Mark slams the door after knowing
that his little brother broke his bike.

34. REPRESSION
• Blocking a threatening memory
from consciousness
Ex. Abuse victims sometimes don’t
recall events from their childhood

35. OTHERS
• Projection
• Sublimation
• Intellectualization
• Aim Inhibition
• Avoidance

37. The theory gives emphasis
to both individual
differences and the total
personality

38. Common and Unique Traits
Common Traits
Unique Traits
describe a
group of
individuals
pattern of
traits
possessed by
specific
individuals

39. Source and Surface Traits
Source Traits
• Underlying
causes of overt
behavior
Constitutional
traits and
environmentworld traits
Surface Traits
• behaviors which
appear superficially
like traits but they
lack consistency
over time

40. Cognitive , Emotional and
Motivational
• Ability Traits – ex. intelligence
• Temperamental traits – ex. Happy
• Dynamic Traits - motivation

41. Dynamic Traits
ERGS
• Constitutional
traits which may
be equivalent to
primary drives,
biological needs
or instinct
METAERGS
• Learned drives,
divided into
sentiments
and attitudes

42. Sentiment and Attitudes
Sentiments
Attitudes
• Learned traits • Overt
expressions of
that are less
influential
the influence
than the ergs of ergs and
sentiments

43. conclusion
The Trait theory of Cattell states
that behavior is determined by
heredity, environment and the
interaction of heredity and
environment

44. Cattell further asserts that when an
individual’s traits are:
A. pointed out or specified
B. weighted according to their importance in
given situation
C. when temporary influences such as illness,
anxiety are taken into consideration
“then a person's behavior can be predicted with
considerable accuracy”
Specification equations

46. Social Learning Approaches
• Emphasize the importance of
environment or situational
determinants of behavior
• Behavior is the product of a
continuous interaction between
personal and environmental
variables

47. Reciprocal Determinism
“environmental conditions shape
behavior through learning, and
the person’s behavior in return
shapes the environment”

48. Modeling Theory
1. Attentional processes
2. Retentional processes
3. Motor reproduction processes
4. Motivational and reinforcement
processes

49. Major determinants of behavior
Antecedents (past)
Consequence (result)
Cognitive factors (how we are
motivated)

50. Conclusion
Social learning theory as regards to
personality development
assumes that an individual is
born with only elementary
reflexes and genetically
influenced behavior potentials

51. According to Bandura, all actual
behavior patterns must be
learned through traditional
learning (by reinforcement)
and observational learning (by
modeling)

53. Humanistic View
Emphasizes the person’s
self-concept and striving
for growth and selfactualization

54. Rogers’ Theory
Rogers believes in the primacy of
self-actualization for the basis of
his non-directive or clientcentered therapy

55. Rogers Theory centers on the self,
or self-concept which refers to the
image people have of themselves,
which may or may not correspond
to reality as others see it.

56. Organismic striving
Most basic level of motivation is
striving for actualization

57. Self-regard and positive regard
These are attitudes
essential for the
enhancement and
fulfillment of the
individual

58. fully functioning person
A person who feels wanted,
highly valued and loved when
he was a child and is likely to
develop a positive self-concept,
become open to experience,
and have the capacity to
achieve actualization

59. Maslow’s Theory
Maslow’s theory of motivation
and the striving for selfactualization led him to
develop the concept of
hierarchy of needs

60. SELF-ACTUALIZATION
AESTHETIC
INTELLECTUAL
SELF-ESTEEM
LOVE AND BELONGINGNESS
SAFETY/SECURITY
BIOLOGICAL NEEDS

61. The Filipino Character

62. Based on the study conducted in
1988 which is commissioned by
the Senate Committee on
Education, Arts and Culture and
the Committee on Social Justice,
Welfare and Development

64. Strengths of the Filipino Character
Strengths of the Filipino Character
•
•
•
•
•
•
•
Pakikipagkapwa-Tao
Family Orientation
Joy and Humor
Flexibility, Adaptability, and Creativity
Hard work and Industry
Faith and Religiosity
Ability to Survive

65. Pakikipagkapwa-Tao
Filipinos value the meaning of
relationship, they are open to
others, feel one with others
and sensitive to others’
feeling.

66. Family Orientation
Filipinos have a strong belief in “Blood
is thicker than water”. To the
Filipino, one’s family is the source of
emotional and material support and
one’s main commitment and
responsibility.

67. Joy and Humor
Filipinos have a cheerful
and fun-loving approach
to life through its ups
and downs

68. Flexibility, Adaptability, and
Creativity
Filipinos have a great capacity to
adjust and adapt to different
circumstances and surrounding
environment, both physical and
social. Creative, resourceful and
quick learners and have the ability to
improvise and make use what ever is
available.

69. Hard work and Industry
Filipinos have the capacity for hard
work given the proper conditions,
the desire to raise one’s standard of
living and posses the essentials of a
decent life for ones family, makes
the Filipino work very hard.

70. Faith and Religiosity
Filipinos as Catholics have a deep
faith and respect to God. The
result of Filipinos’ faith are
courage, inner peace as well as
the capacity to accept tragedy
and death.

71. Ability to Survive
This strength is manifested in
Filipinos’ capacity for
endurance despite difficult
times

72. WEAKNESSES OF THE FILIPINO CHARACTER
•
•
•
•
•
•
•
Extreme Personalism.
Extreme Family-Centeredness
Lack of Discipline.
Passivity and Lack of Initiative.
Colonial Mentality.
Kanya-Kanya Syndrome.
Lack of Self-Analysis and Self-Reflection.

73. Extreme Personalism
Filipinos view the world in terms of
personal relationships and the
extent to which one is able to
personally relate to things and
people

74. Extreme Family-Centeredness
While concern for the family is one of the
Filipino's greatest strengths, in the
extreme it becomes a serious flaw.
Excessive concern for the family creates
an in-group to which the Filipino is fiercely
loyal, to the detriment of concern for the
larger community or the common good.

75. Lack of Discipline
We have a casual and relaxed
attitude towards time and space
which manifests itself in lack of
precision and compulsiveness, in
poor time management and in
procrastination.

76. Passivity and Lack of Initiative
Filipinos are generally passive and
lacking in initiative. One waits to
be told what has to be done.

77. Colonial Mentality
Filipinos have a colonial mentality
which is made up of two dimensions:
the first is a lack of patriotism or an
active awareness, appreciation, and
love of the Philippines; the second is
an actual preference for things
foreign.

78. Kanya-Kanya Syndrome/Crab
Mentality
Filipinos have a selfish, self-serving
attitude that generates a feeling of
envy and competitiveness towards
others, particularly one's peers, who
seem to have gained some status or
prestige.

79. Lack of Self-Analysis and SelfReflection
There is a tendency in the Filipino
to be superficial and even
somewhat flighty. In the face of
serious problems both personal
and social, there is lack of
analysis or reflection.

80. The roots of the Filipino Character
• The home environment
• The social environment
• Culture and language
• History
• The educational system

81. The roots of the Filipino Character
• Religion
• The economic environment
• The political environment
• Mass media
• Leadership and role models