FreudFreud JungJungAdler Adler

Fromm Fromm

Horney Horney Skinner Skinner Bandura Bandura

MaslowMaslow

Rogers Rogers

To begin with, here are To begin with, here are your chapter projects. your chapter projects.

Yes that is a plural! Yes that is a plural! HOOAH!!!HOOAH!!!

Go to the following Go to the following website:website:

http://queendom.com and take one no-fee test take one no-fee test (I (I tooktook the Emotional the Emotional Intelligence Intelligence

test last summer.)test last summer.) Write Write a a reaction. reaction.

There is more…There is more…

Here is your second Here is your second requirement.requirement.

Go to the following website:Go to the following website: http://www.advisorteam.com Take the Keirsey Sorter: Sign Take the Keirsey Sorter: Sign

in in as a first time user. After you as a first time user. After you

complete the test, you will complete the test, you will receive a score indicated by 4 initials: E or receive a score indicated by 4 initials: E or I, N or S, T or F, J or P. On your paper, list I, N or S, T or F, J or P. On your paper, list your four initials and what they stand for. your four initials and what they stand for. Discuss what part of Discuss what part of the result most accurately describes you the result most accurately describes you and and why and which ones you disagree with. why and which ones you disagree with. AlsoAlsotell me what, if anything, you learned about tell me what, if anything, you learned about yourself from taking that survey.yourself from taking that survey.

Form up into groups of Form up into groups of 1-4 people for an 1-4 people for an

anticipatory set activity. anticipatory set activity. HOOAH!!!HOOAH!!!

In your group, think of a In your group, think of a person you all have person you all have observed in a variety of observed in a variety of socialsocial settings. Discuss and be settings. Discuss and be prepared to describe how prepared to describe how that person interacts with others and that person interacts with others and how others respond to him/her. How how others respond to him/her. How does the does the person influence others and how is person influence others and how is he/shehe/sheinfluenced by others? influenced by others? Green Mile Green Mile Rule!Rule!

Who can provide us Who can provide us with a definition of the with a definition of the

termterm personality? personality?

The consistent, enduring,The consistent, enduring,and unique characteristicsand unique characteristicsof a personof a person

Personality theorists Personality theorists are are often former often former

psychotherapists whopsychotherapists who try to try to determine four things.determine four things.

Personality theorists try to determine Personality theorists try to determine four things: four things:

Key issues about traits: Key issues about traits: whether whether certain traits go together; why a certain traits go together; why a person may have some traits person may have some traits but not others; why a person but not others; why a person might exhibit different traits in might exhibit different traits in different situationsdifferent situations

Differences among individuals Differences among individuals How people conduct their lives How people conduct their lives How life can be improved How life can be improved

Sigmund FreudSigmund Freud•The Freudean slipThe Freudean slip Not really mistakes—Not really mistakes— something behind themsomething behind them

Mini-Chapter Project: Mini-Chapter Project: this week, listen for Freudian slips. this week, listen for Freudian slips. Write them down and try to determine Write them down and try to determine the reasons for each slip. We will the reasons for each slip. We will discuss your observations ondiscuss your observations on_________________._________________.

Some of the best examples Some of the best examples of Freudian slips come from of Freudian slips come from

the old days of live TV. the old days of live TV. Here is an example.Here is an example.

Sigmund FreudSigmund Freud•The Freudean slipThe Freudean slip

Not really mistakes—Not really mistakes— something behind themsomething behind them

•Dreams have meaningDreams have meaning•All have unconscious componentsAll have unconscious components

**Painful childhood episodes **Painful childhood episodes **Still influence our behavior**Still influence our behavior

• Human personality = an energy Human personality = an energy systemsystem

Sigmund FreudSigmund Freud

• Life instinct and death instinctLife instinct and death instinctLife: erotic/pleasure seekingLife: erotic/pleasure seekingDeath: destructive/aggressive Death: destructive/aggressive

behaviorbehavior • Structural concepts of the mind:Structural concepts of the mind:

Id, Ego, SuperegoId, Ego, Superego

Conscious levelConscious level

Preconscious levelPreconscious level

Unconscious levelUnconscious level

You may recall Freud’s iceberg analogy You may recall Freud’s iceberg analogy from our study of dreams. Here is how from our study of dreams. Here is how that analogy fits into his concept of the id, that analogy fits into his concept of the id, ego, and superego. ego, and superego.

Id Id

Ego Ego Superego Superego

To discuss the id, superego and ego, we To discuss the id, superego and ego, we shall use as examples members of the shall use as examples members of the Simpson family.Simpson family.

IdId• Container of instinctual Container of instinctual or biological urges.or biological urges.

• Unconscious Unconscious

• Pleasure principle—seeking Pleasure principle—seeking immediate gratificationimmediate gratification

• Not cognizant of consequencesNot cognizant of consequences

EgoEgo• ConsciousConscious• Rational, thoughtful, Rational, thoughtful, reality principlereality principle

• PlanningPlanning

SuperegoSuperego• Source of conscience, Source of conscience, high idealshigh ideals

• The moral principleThe moral principle

• Defines what is right; Defines what is right; source of guiltsource of guilt

Id Ego SuperegoId Ego Superego

Id-superego frequently in conflictId-superego frequently in conflict

Ego must satisfy demands of id Ego must satisfy demands of id without offending superegowithout offending superego

It’s time for another It’s time for another group reinforcement group reinforcement

exercise. Please form exercise. Please form into groups of 1-4.into groups of 1-4.

You will now have an You will now have an opportunity to practice opportunity to practice some psychoanalysis as some psychoanalysis as

well as use your well as use your creativity. Pay attention creativity. Pay attention to the following scenario.to the following scenario.

You are on a hike with a group of friends,You are on a hike with a group of friends,and a rain storm suddenly hits. Everyone’s and a rain storm suddenly hits. Everyone’s food is destroyed in the downpour, except food is destroyed in the downpour, except one person’s, who wrapped her food in one person’s, who wrapped her food in a plastic stuff sack. Night comes and a plastic stuff sack. Night comes and you are starving. You notice that your you are starving. You notice that your friend has wandered away from her friend has wandered away from her backpack. Part of you wants to steal her backpack. Part of you wants to steal her food—you need it to survive. Anotherfood—you need it to survive. Anotherpart of you says the action is morally part of you says the action is morally wrong. What will you do?wrong. What will you do?

Alone or with a Alone or with a group of 3 or 4, group of 3 or 4, create a three-part create a three-part dialog in which the dialog in which the id, ego, and id, ego, and superego argue superego argue about the about the resolution of this resolution of this moral dilemma. moral dilemma. Be sure Be sure that your story has that your story has a a logical ending, logical ending, with with one part of the one part of the personality personality winning.winning.

Rather than face intense Rather than face intense frustration, conflict, or feelings of frustration, conflict, or feelings of unworthiness,unworthiness,people deceive themselves into people deceive themselves into believing nothing is wrong. They believing nothing is wrong. They defend the ego from defend the ego from experiencing anxiety experiencing anxiety about about failing in its tasks.failing in its tasks.Freud believed they were Freud believed they were necessarynecessaryto psychological well-being.to psychological well-being.

Defense Mechanisms Defense Mechanisms

RationalizationRationalization::RationalizationRationalization: over think the: over think theproblem to justify an action.problem to justify an action.

OK, so I got a OK, so I got a C on that C on that

stupid test. I stupid test. I really could really could

care less care less about about

government—government—it’s a stupid it’s a stupid

subject.subject.

My friends My friends volunteerevolunteere

d me to d me to have have

knives knives thrown at thrown at

me me because because I’m so I’m so

popular.popular.

RationalizationRationalization

RepressionRepression::RepressionRepression: forget or push: forget or pushout of awareness painfulout of awareness painfulmemories or unacceptable memories or unacceptable thoughts. thoughts. The basis of the The basis of the unconsciousunconsciousFeelings of anger and hostility Feelings of anger and hostility remain in the unconscious and remain in the unconscious and may show themselves in cutting may show themselves in cutting remarks, sarcasm, slips of the remarks, sarcasm, slips of the tongue or dreams.tongue or dreams.

Joycelyn, your essay Joycelyn, your essay was the absolute was the absolute

worst I’ve ever read in worst I’ve ever read in all my years of all my years of

teaching!teaching!

I HATE writing I HATE writing essays!essays!

DenialDenial::DenialDenial: falsify or refuse to accept: falsify or refuse to acceptreality; opposite of repression.reality; opposite of repression.

Kami won’t go Kami won’t go to the Prom to the Prom with me? with me?

There’s no way There’s no way she wouldn’t go she wouldn’t go with me! Tell with me! Tell

her I’ll pick her her I’ll pick her up at 7:00. up at 7:00.

Say Say whatwhat

??

My friends My friends weren’t weren’t

really trying really trying to get rid of to get rid of

me by me by having having

these guys these guys throw throw

knives at knives at me.me.

DenialDenial

ProjectionProjection::ProjectionProjection: inner feelings are: inner feelings areprojected outside onto otherprojected outside onto otherpeople or objects, so the ego can people or objects, so the ego can avoid anxiety. avoid anxiety. Projecting anger at Projecting anger at oneself onto another person.oneself onto another person.

I don’t care what I don’t care what you say, Jessica. you say, Jessica. The only reason I The only reason I flunked that test flunked that test

is because is because Simoncini is an Simoncini is an

unfair jerk!unfair jerk!It was a fair test, Kellsey. You should It was a fair test, Kellsey. You should have studied instead of going to that have studied instead of going to that

party.party.

I got I got an A!an A!

Reaction FormationReaction Formation::Reaction FormationReaction Formation: replacing an: replacing an unacceptable feeling with itsunacceptable feeling with its opposite—covering up trueopposite—covering up true feelings.feelings.

Divorced father Divorced father resents having his resents having his son for the weekend; son for the weekend; so he showers the so he showers the child with affection, child with affection, gifts, etc.gifts, etc.

I love these I love these thrilling rides with thrilling rides with

Amanda. Let’s Amanda. Let’s go faster.go faster.

I HATE I HATE this! this!

I’m so I’m so scared!scared!

RegressionRegression::RegressionRegression: going back to an : going back to an earlier and less mature patternearlier and less mature pattern of behavior.of behavior.

DisplacementDisplacement::DisplacementDisplacement: take your anger : take your anger out on someone other than the out on someone other than the source of your frustration;source of your frustration; the ego the ego unconsciously shifts the wishunconsciously shifts the wishto another object.to another object.

KARA, I CAN’T BELIEVE KARA, I CAN’T BELIEVE YOU SAID SOMETHING SO YOU SAID SOMETHING SO STUPID!!! YOU’RE LIKE A STUPID!!! YOU’RE LIKE A

TWO YEAR OLD!!!TWO YEAR OLD!!!

Why is Why is Cameron Cameron being so being so mean? I mean? I

only said I only said I wished wished

class would class would be over.be over.

Grrrr—I Grrrr—I want to want to scream scream

at at SimoncinSimoncin

i for i for calling calling me a me a

boneheabonehead!d!

This is This is getting getting ugly!ugly!

Sublimation Sublimation Sublimation: redirecting a Sublimation: redirecting a forbidden desire into a forbidden desire into a socially acceptable desiresocially acceptable desireKayla, I’m so Kayla, I’m so

proud of how proud of how you worked so you worked so hard—all those hard—all those extra hours of extra hours of study—to earn study—to earn

an A in my an A in my class.class.

Thanks, Mr. Simoncini; Thanks, Mr. Simoncini; but psychology is so but psychology is so

interesting!interesting!

It’s time for another group It’s time for another group reinforcement exercise. reinforcement exercise.

Please form into groups of 2 Please form into groups of 2 or 3.or 3.

You will now have an You will now have an opportunity act. I will opportunity act. I will assign each group an assign each group an

ego defense ego defense mechanism. Create a mechanism. Create a

skit demonstrating skit demonstrating your assigned your assigned

defense mechanism. defense mechanism.

RationalizationRationalizationRepressionRepressionDenialDenialProjectionProjectionReaction FormationReaction FormationRegressionRegressionDisplacementDisplacementSublimationSublimation

I’m I’m the the

oldest oldest child child in my in my family.family.

So what!?!So what!?!I’m the I’m the

youngest youngest child in child in

my family.my family.

Form into groups of 1-4. Read the “More Form into groups of 1-4. Read the “More About” box on p. 383. Discuss oldest, About” box on p. 383. Discuss oldest, middle, and youngest children you know. middle, and youngest children you know. Do you agree with Frank Sulloway’s Do you agree with Frank Sulloway’s findings?findings?

Yeah? Well I’m an Yeah? Well I’m an officer—you had officer—you had better salute me, better salute me, LITTLE brother.LITTLE brother.

Big deal! The Big deal! The Army’s a big Army’s a big joke. I’M a joke. I’M a MARINE!MARINE!

HOORAH!!!HOORAH!!!

Carl Gustav Jung Carl Gustav Jung Friend then adversary Friend then adversary of Freud of Freud

More positive view of More positive view of human nature human nature

Believed people try to Believed people try to develop their potential develop their potential as well as handle their instinctual as well as handle their instinctual urges.urges.

Jung Jung Distinguished between the Distinguished between the personal personal unconsciousunconscious (similar to Freud’s (similar to Freud’s views of the unconscious)views of the unconscious) and and thethe collective unconsciouscollective unconscious, ,

Archetypes:Archetypes:

Distinguished between the Distinguished between the personal personal unconsciousunconscious (similar to Freud’s (similar to Freud’s views of the unconscious)views of the unconscious) and and thethe collective unconsciouscollective unconscious, , which iswhich is a a storehouse of instincts, urges, andstorehouse of instincts, urges, andmemories of the entire human memories of the entire human species throughout history.species throughout history. inherited ideas, based oninherited ideas, based onexperiences of one’s ancestors, whichexperiences of one’s ancestors, whichshapes one’s perception of the worldshapes one’s perception of the world

Jung Jung The same archetypes are present The same archetypes are present in every personin every person

They reflect common experiences of They reflect common experiences of humanity: humanity: mothers, fathers, nature, mothers, fathers, nature, war, etc.war, etc.Examples: David and Goliath/Jack Examples: David and Goliath/Jack and the Beanstalkand the BeanstalkLuke Skywalker: archetype of a hero Luke Skywalker: archetype of a hero and goodness and goodness

Mental disorder: traumas and Mental disorder: traumas and conflicts in personal unconscious conflicts in personal unconscious and failure to acknowledge archetypesand failure to acknowledge archetypeswe find unacceptable in collective we find unacceptable in collective unconscious unconscious

Principle of oppositesPrinciple of opposites: each personality : each personality is a balance between opposing pairs is a balance between opposing pairs of tendencies or dispositionsof tendencies or dispositions

Introversion vs. extraversion Introversion vs. extraversion

Morrie Schwartz spoke of theMorrie Schwartz spoke of the tension of tension of oppositesopposites: : Have I told you about the tension of opposites?", Have I told you about the tension of opposites?", he says.he says.The tension of opposites?The tension of opposites?"Life is a series of pulls back and forth. You want "Life is a series of pulls back and forth. You want to do one thing, but you are bound to do something to do one thing, but you are bound to do something else. Something hurts you, yet you know it else. Something hurts you, yet you know it shouldn't. You take certain things for granted, shouldn't. You take certain things for granted, even when you know you should never take even when you know you should never take anything for granted.anything for granted.

Alfred Adler Alfred Adler

Driving force in Driving force in people’s lives is a people’s lives is a desire to overcome desire to overcome feelings of inferiority feelings of inferiority

Examples: Demosthenes; Napoleon;Examples: Demosthenes; Napoleon;Glenn Cunningham

Adler Adler Everyone struggles with inferiority Everyone struggles with inferiority Those who continually try to Those who continually try to compensate for weaknesses and compensate for weaknesses and avoid feelings of inadequacy have an:avoid feelings of inadequacy have an:

Inferiority complex Inferiority complex

Adler introduced the term Adler introduced the term

Adler Adler All people feel inferior at some time—All people feel inferior at some time—as children because of small size and as children because of small size and dependence on adults,dependence on adults, for examplefor example. .

As we mature, we develop a pattern As we mature, we develop a pattern of overcoming inadequacies—of overcoming inadequacies—a a pattern that persists throughout our pattern that persists throughout our lives.lives. These patterns AdlerThese patterns Adler called called lifestylelifestyless..

Adler Adler Parents influence children’s life Parents influence children’s life styles styles Over-pampering: self-centered personOver-pampering: self-centered person

Neglect: angry or hostile personNeglect: angry or hostile person

Adler: child should learn self-Adler: child should learn self-reliance and courage from father reliance and courage from father and generosity and a feeling for and generosity and a feeling for others from mother.others from mother.

Karen Horney Karen Horney (harn eye)(harn eye)

stressed importance of stressed importance of basic anxiety, which a basic anxiety, which a child feels due to help-child feels due to help-lessness, and basic hostility—lessness, and basic hostility—a resentment of one’s parents that a resentment of one’s parents that generally accompanies anxietygenerally accompanies anxiety

Karen HorneyKaren HorneyDisputed Freud’s concept of penis envy Disputed Freud’s concept of penis envy

Women’s superegos are just as strong as Women’s superegos are just as strong as men’s—want same opportunities and men’s—want same opportunities and rightsrights

Personality differences between males Personality differences between males and females result from social roles,and females result from social roles, not unconscious urgesnot unconscious urges

Karen HorneyKaren HorneyTen neurotic needsTen neurotic needs::Affection and approvalAffection and approvalPartner (dread of being left alone)Partner (dread of being left alone)Restrict one’s life (remain inconspicuous)Restrict one’s life (remain inconspicuous)Power and control over othersPower and control over othersExploit othersExploit othersRecognition or prestigeRecognition or prestigePersonal admirationPersonal admirationPersonal achievementPersonal achievementSelf-sufficiency and independenceSelf-sufficiency and independencePerfection and unassailabilityPerfection and unassailability

Erich Fromm Erich Fromm also broke with also broke with Freud with aFreud with a theory theory centeredcenteredaround thearound the need need to belong and the loneliness that to belong and the loneliness that freedom can bring freedom can bring

B. F. Skinner B. F. Skinner (Behavioralism)(Behavioralism) Behaviorism: Behaviorism: psychology is psychology is objectively observing objectively observing behavior.behavior.Individuals differ in Individuals differ in learning experiences;learning experiences;they therefore acquire they therefore acquire different behaviors,different behaviors,hence different hence different personalities.personalities.

B. F. Skinner (Behavioralism) B. F. Skinner (Behavioralism)

SkinnerSkinner focused studies on focused studies on precisely precisely what causes a person to act in a what causes a person to act in a specific way.specific way.

Pragmatic approachPragmatic approach: less concerned : less concerned with understanding behavior than with understanding behavior than with predicting it and controlling it.with predicting it and controlling it.

Walden IIWalden II

Reward good/punish bad behavior Reward good/punish bad behavior

B. F. Skinner (Behavioralism) B. F. Skinner (Behavioralism) The example of The example of Ruben’sRuben’sdepressiondepression Freud: seek roots of problemFreud: seek roots of problemin Ruben’s childhood in Ruben’s childhood

Skinner: Skinner: reject label reject label ““depressed” &depressed” & ask “exactly ask “exactly how does Ruben behave?”how does Ruben behave?”Contingencies of reinforcement: what Contingencies of reinforcement: what conditions reinforce behavior. conditions reinforce behavior.

B. F. Skinner (Behavioralism) B. F. Skinner (Behavioralism) Skinner’s approach is pragmatic andSkinner’s approach is pragmatic andaction-oriented: action-oriented: don’t get agitateddon’t get agitatedabout what is wrong; just jump in about what is wrong; just jump in and try to fix it.and try to fix it.

Radical behaviorism Radical behaviorism

Average human behavior can be Average human behavior can be changed with rewards & punishmentschanged with rewards & punishmentsbut success limited because our but success limited because our reinforcers are so complex reinforcers are so complex

It’s time for another in-class It’s time for another in-class exercise. Form back into exercise. Form back into your groups and do the your groups and do the

assignment listed below.assignment listed below. Write a short play, with two Write a short play, with two characters: one a person characters: one a person suffering with a behavioral suffering with a behavioral problem (like Ruben’s) and the other a problem (like Ruben’s) and the other a Behaviorist psychologist. Have the client Behaviorist psychologist. Have the client describe her/his problem and have the describe her/his problem and have the psychologist develop a therapy that psychologist develop a therapy that addresses the client’s contingencies of addresses the client’s contingencies of reinforcement.reinforcement.

Albert Bandura:Albert Bandura:Social Cognitive Theory Social Cognitive Theory A step beyond Skinner A step beyond Skinner

Personality is acquired Personality is acquired not only by direct not only by direct reinforcement of behavior, reinforcement of behavior, but also but also by observational learning or by observational learning or imitation.imitation.

Albert Bandura:Albert Bandura:Social Cognitive Theory Social Cognitive Theory

Young childrenYoung children acquire acquire much of much of theirtheir individual behavior & individual behavior & personality by exposure to specific personality by exposure to specific everyday models everyday models

You You can direct your own behavior can direct your own behavior and personality by your choice of and personality by your choice of modelsmodels. Most effective models:. Most effective models:most similar to & admired by you.most similar to & admired by you.

Albert Bandura:Albert Bandura:Social Cognitive Theory Social Cognitive Theory

Self-efficacy—Self-efficacy—one important aspect one important aspect that governs our behavior isthat governs our behavior is our our view of our ability to succeed.view of our ability to succeed.Before you do something,Before you do something,you assess the you assess the environmentenvironment

Should I go to Princeton or Should I go to Princeton or Cal Poly? How would my Cal Poly? How would my

parents react to me going to parents react to me going to school on the East Coast?school on the East Coast?

Albert Bandura:Albert Bandura:Social Cognitive Theory Social Cognitive Theory

Example: whether or not to go on Example: whether or not to go on a date. a date. You assess: You assess: weatherweather parents’ current state of mindparents’ current state of mind your potential date’s recent your potential date’s recent behaviorsbehaviors your long-term past successes your long-term past successes and failuresand failures

Albert Bandura:Albert Bandura:Social Cognitive Theory Social Cognitive Theory Iris is so hot she sizzles!

Iris is so hot she sizzles!

Should I ask her out?

Should I ask her out?

Let’s see. It’s a nice day

Let’s see. It’s a nice day

and my parents said I

and my parents said I

could go out. Oh, what

could go out. Oh, what

the heck! I’m the coolest

the heck! I’m the coolest

—she’ll definitely go out

—she’ll definitely go out

with me and when she

with me and when she

does, she’s mine!

does, she’s mine!

Ooooh! Ooooh! Spencer is Spencer is sure cute. sure cute. I hope he I hope he

likes likes jockettes!jockettes!

Albert Bandura:Albert Bandura:Social Cognitive Theory Social Cognitive Theory

From your assessment, youFrom your assessment, you develop develop an expectancy of success.an expectancy of success.

As behavior unfolds, you developAs behavior unfolds, you developoutcome expectations.outcome expectations.

As long as everything is As long as everything is positive, you will keep trying positive, you will keep trying

Julian Rotter: Locus of Julian Rotter: Locus of Control: our personal power Control: our personal power Internal: feel you can Internal: feel you can control things control things Good grades are the Good grades are the result of study and hard result of study and hard work work

External: forces outside your personal External: forces outside your personal sphere are in controlsphere are in control Good grades from luck or good graces Good grades from luck or good graces of teacherof teacher

Abraham Maslow:Abraham Maslow:Humanistic psychologyHumanistic psychology

Humanists: we are Humanists: we are free from instinctual free from instinctual pressures pressures (compared (compared to other animals);to other animals); they focus on our they focus on our ability to create and ability to create and live by personal standardslive by personal standards

Abraham Maslow:Abraham Maslow:Humanistic psychology Humanistic psychology All humans strive for All humans strive for self-self-Actualization (SA):Actualization (SA):

Openness to a wide range of Openness to a wide range of experiences experiences Awareness of/respect for uniqueness Awareness of/respect for uniqueness Accept responsibilities of freedom Accept responsibilities of freedom and commitment and commitment Desire to become true to oneself Desire to become true to oneself

P. 393 of P. 393 of your text your text

has a has a good good chart chart

showing showing charactercharacter-istics of -istics of

SA SA peoplepeople

Abraham Maslow:Abraham Maslow:Humanistic psychology Humanistic psychology

Maslow studied most productive Maslow studied most productive people he could find—in history as people he could find—in history as well as in his social & professional well as in his social & professional life life Found that self-actualized people Found that self-actualized people share a number of traitsshare a number of traits. Even . Even though they may have had great though they may have had great emotional difficulties, they adjusted emotional difficulties, they adjusted in ways that made them productive.in ways that made them productive.

Abraham Maslow:Abraham Maslow:Traits of the self-actualized Traits of the self-actualized

Perceive reality accuratelyPerceive reality accuratelyCompared to “average people:” Compared to “average people:”

Accept themselves, others and their Accept themselves, others and their environments environments Are more problem-centered than Are more problem-centered than self-centeredself-centered

Decisions based more on ethical Decisions based more on ethical principles than on calculations of principles than on calculations of self-benefit or cost self-benefit or cost

Abraham Maslow:Abraham Maslow:Traits of the self-actualized Traits of the self-actualized Strong sense of identity with other Strong sense of identity with other humans humans Strong sense of humor, Strong sense of humor, laughing laughing with people, not at themwith people, not at them Exceptionally spontaneous Exceptionally spontaneous

Autonomous—Autonomous—know selves and know selves and maintain integrity in face of maintain integrity in face of opposition, unpopularity & ridiculeopposition, unpopularity & ridicule

Abraham Maslow:Abraham Maslow:Traits of the self-actualized Traits of the self-actualized

Value privacy & often seek out Value privacy & often seek out solitude solitude

Focus on deep, loving relationships Focus on deep, loving relationships with the few people with whom they with the few people with whom they are truly closeare truly close

Approach lives with a sense of Approach lives with a sense of discovery—discovery—each day is a new day; each day is a new day; they are rarely bored or disinterestedthey are rarely bored or disinterested

Abraham Maslow:Abraham Maslow:Traits of the self-actualized Traits of the self-actualized Self-actualizing first satisfy basic,Self-actualizing first satisfy basic,primary needs primary needs (Maslow’s hierarchy (Maslow’s hierarchy of needs).of needs).

Much criticism of Maslow because Much criticism of Maslow because his study samples are considered, by his study samples are considered, by some, to be too subjective. some, to be too subjective.

Please form back into your Please form back into your discussion groups for discussion groups for

another project.another project.

Discuss people you knowDiscuss people you know and determine one whomand determine one whom you agree is self-you agree is self-actualized. List traits that personactualized. List traits that personhas that makes her/him self- has that makes her/him self- actualized. Be prepared to discussactualized. Be prepared to discussunder the under the Green Mile RuleGreen Mile Rule..

Carl RogersCarl RogersHumanistic psychologist Humanistic psychologist Primary concern: Primary concern: detours on path to detours on path to full functioning full functioning (his (his term for self-term for self-actualization) actualization)

Found that many suffer Found that many suffer from a conflict between what they from a conflict between what they value in themselves & what they value in themselves & what they learn other people value in them.learn other people value in them.

Carl RogersCarl Rogers

Two sides to each person: Two sides to each person: Side one: organism—the whole Side one: organism—the whole person,person, including the body including the body Organism constantly struggling to Organism constantly struggling to become become more andmore and moremore complete complete and perfect and perfect The organism wants The organism wants to be all it can be to be all it can be

Hooah!!!Hooah!!!

Carl RogersCarl RogersVery optimistic view about Very optimistic view about human nature—human nature—the essence of the essence of humanism humanism Side two: the self Side two: the self Your image of who you are and Your image of who you are and what you value—what you value—in yourself, in in yourself, in others, in life in generalothers, in life in general You acquire the self gradually,You acquire the self gradually,observing how others react to you observing how others react to you

Carl RogersCarl RogersMother = first most significant Mother = first most significant personperson

You want her You want her positive regardpositive regard or or approvalapprovalEventually that positive regard Eventually that positive regard has conditions—if you do what has conditions—if you do what she wants, she likes you and you she wants, she likes you and you accept these as accept these as conditions of worthconditions of worth

Carl RogersCarl RogersYou begin to see yourself as You begin to see yourself as being good and worthy only if being good and worthy only if you act in certain waysyou act in certain ways—unless —unless you meet those conditions, you you meet those conditions, you won’t be loved.won’t be loved.People cope with conditions of People cope with conditions of worth by rejecting or denying parts worth by rejecting or denying parts of their organism that do not fit of their organism that do not fit their self-concept their self-concept

Carl RogersCarl RogersThe greater the gap between The greater the gap between the self and and organism, the the self and and organism, the more limited and defensive a person more limited and defensive a person becomes becomes Rogers: prevention and cure for Rogers: prevention and cure for ““the gap”: unconditional positive the gap”: unconditional positive regard regard If significant others convey the If significant others convey the attitude that they value you for what attitude that they value you for what you are:you are:

Carl RogersCarl Rogersyou will gradually learn to you will gradually learn to grant yourself the same positive grant yourself the same positive regard.regard.You will be able to accept your You will be able to accept your organism and become open to organism and become open to allall of your feelings, thoughts and of your feelings, thoughts and experiencesexperiences—and hence to other —and hence to other people.people. Rogers calls this situation Rogers calls this situation fully functioningfully functioning. .

We are now going to take We are now going to take a personality test that a personality test that was once used on an was once used on an actual job interview. actual job interview.

Let’s see how you do. Let’s see how you do. Listen to the following Listen to the following

story.story.

1. An old lady who looks like she is 1. An old lady who looks like she is about to die.about to die.

2. An old friend who once saved 2. An old friend who once saved your life.your life.

3. The perfect man (or woman) 3. The perfect man (or woman) you have been dreaming about.you have been dreaming about.

Here’s another test.Here’s another test.

There are 5 things going on There are 5 things going on simultaneously that need to be simultaneously that need to be taken care of:taken care of:1.1. The telephone is ringingThe telephone is ringing2.2. The baby is cryingThe baby is crying3.3. Someone knocks at the front Someone knocks at the front

door or rings the doorbelldoor or rings the doorbell4.4. There is laundry hanging on There is laundry hanging on

the line outside and it begins the line outside and it begins to rainto rain

5.5. The water faucet in the kitchenThe water faucet in the kitchen is runningis running

Write down Write down the prioritythe priorityin which youin which youwill take will take care of care of these these issues.issues.

Here’s what each Here’s what each represents.represents.

The phone represents job or The phone represents job or career (school work)career (school work)The baby represents your familyThe baby represents your familyThe visitor represents yourThe visitor represents your friendsfriendsThe laundry represents your The laundry represents your love life or sex lifelove life or sex lifeThe running water represents The running water represents money or wealthmoney or wealth

Trait Theories Trait Theories Focus: Focus: identifying, measuring, identifying, measuring, and classifyingand classifying similarities and similarities and differences in personality differences in personality characteristics or traits characteristics or traits A trait is any relatively enduring A trait is any relatively enduring way in which one individual way in which one individual differs from another differs from another

Trait theoristsTrait theorists emphasize and emphasize and try to try to explain the consistency of a normal,explain the consistency of a normal,healthyhealthy individual’s behavior in individual’s behavior in different situationsdifferent situations

Trait Theories Trait Theories Two basic assumptions of trait Two basic assumptions of trait theorists: theorists: 1.1.Every trait applies to all people Every trait applies to all people

2.Trait descriptions can be qualified 2.Trait descriptions can be qualified Dependency on a scale of 1-10 Dependency on a scale of 1-10 Aggressiveness on a 1-10 scale Aggressiveness on a 1-10 scale

Trait theorists try to discover the Trait theorists try to discover the underlying sources of the consistency underlying sources of the consistency of human behavior of human behavior

Trait Theories Trait Theories Gordon W. Allport (1897-1967)Gordon W. Allport (1897-1967)

Probed English Probed English dictionaries looking dictionaries looking for words describing for words describing personality traits.personality traits.

18,000 18,000 Narrowed list Narrowed list

Trait Theories—Allport Trait Theories—Allport Three kinds of individual traits Three kinds of individual traits

Cardinal trait: one that is so Cardinal trait: one that is so pervasive that the person is pervasive that the person is almost identified with that trait.almost identified with that trait.

Honesty & AbrahamHonesty & AbrahamLincoln Lincoln

Trait Theories—Allport Trait Theories—Allport Three kinds of individual traits Three kinds of individual traits

Central trait—makes us predictable Central trait—makes us predictable

She is a flirt She is a flirt

Secondary trait—least important;Secondary trait—least important; examples: preferences in music examples: preferences in music or food or food

Trait Theories Trait Theories Raymond Cattell Raymond Cattell studied factor analysis:studied factor analysis:the extent to whichthe extent to whichdifferent personality different personality variables are related variables are related Used Allport’s traits list Used Allport’s traits list Proposed:Proposed: characteristics characteristics that can bethat can beobserved in certain situations make observed in certain situations make up 46 up 46 surface traitssurface traits

Trait Theories Trait Theories Raymond Cattell Raymond Cattell

Those traits make up behavior that Those traits make up behavior that is based on people’s perceptions of is based on people’s perceptions of personality personality

Moreover, Cattell discovered that Moreover, Cattell discovered that certain surface traits certain surface traits seem toseem to occur occurin clusters; in clusters; he called those clustershe called those clusters source traits—traits he considered source traits—traits he considered to be at the core of personality to be at the core of personality

Cattell’s source traitsCattell’s source traits (opposites (opposites on a continuum) on a continuum)

ReservedReserved OutgoingOutgoingLess intelligentLess intelligent More intelligentMore intelligentAffected by feelingsAffected by feelings Emotionally stableEmotionally stableSubmissiveSubmissive DominantDominantSeriousSerious Happy-go-luckyHappy-go-luckyExpedientExpedient ConscientiousConscientiousTimidTimid VenturesomeVenturesomeTough-mindedTough-minded SensitiveSensitive

Cattell’s source traitsCattell’s source traits (opposites (opposites on a continuum) on a continuum)

TrustingTrusting SuspiciousSuspiciousPracticalPractical ImaginativeImaginativeForthrightForthright ShrewdShrewdConservative Conservative Experimenting Experimenting Self-assuredSelf-assured Apprehensive Apprehensive Group-dependentGroup-dependent Self-sufficient Self-sufficient UncontrolledUncontrolled ControlledControlledRelaxedRelaxed TenseTense

Trait Theories Trait Theories Hans Eysenck Hans Eysenck (1916-1997)(1916-1997)

Three basic dimensions Three basic dimensions of personality: of personality:

Stability v. Instability Stability v. Instability Degree to which people Degree to which people have control over their have control over their feelings feelings

Trait Theories--Eysenck Trait Theories--Eysenck Three basic dimensions of Three basic dimensions of personality: personality: Stability v. InstabilityStability v. Instability

Spectrum Spectrum

Emotionally stable Emotionally stable EasygoingEasygoingRelaxedRelaxedWell-adjusted Well-adjusted Even-tempered Even-tempered

Anxiety-dominatedAnxiety-dominatedMoodyMoodyAnxiousAnxiousRestlessRestless

XX XX

Trait Theories—Eysenck Trait Theories—Eysenck Three basic dimensions of personality Three basic dimensions of personality

Extraversion vs. introversion Extraversion vs. introversion

Extraverts: sociable, outgoing, Extraverts: sociable, outgoing, active, lively people.active, lively people. Enjoy parties, seek excitementEnjoy parties, seek excitement Introverts: more thoughtful, Introverts: more thoughtful, reserved, passive, unsocial, quiet reserved, passive, unsocial, quiet

Trait Theories—Eysenck Trait Theories—Eysenck Three basic dimensions of personality Three basic dimensions of personality

Psychoticism Psychoticism Spectrum Spectrum

Self-centeredSelf-centeredHostileHostileAggressiveAggressiveAct with little Act with little thoughtthought

High “superego”High “superego”SensitiveSensitiveCaringCaringEmpatheticEmpatheticEasy to work withEasy to work with

XX XX

The Robust Five Traits--appear The Robust Five Traits--appear repeatedly repeatedly • ExtroversionExtroversion—warmth, talkativeness,—warmth, talkativeness,

being energeticbeing energetic • AgreeablenessAgreeableness—sympathetic to —sympathetic to to others, kind, and trustingto others, kind, and trusting • ConscientiousnessConscientiousness—dutiful, dedicated —dutiful, dedicated to completing tasks, organized to completing tasks, organized responsible responsible • Openness to experienceOpenness to experience—open-minded, —open-minded, willing to try intellectual experiences, willing to try intellectual experiences, new ideas, or creative experiencesnew ideas, or creative experiences

• Emotional stabilityEmotional stability—don’t get upset easily—don’t get upset easily

To finish up our chapter we To finish up our chapter we are going to take one of are going to take one of

many personality tests. This many personality tests. This one is called “Your True one is called “Your True

Colors,” and it is oriented at Colors,” and it is oriented at teachers, but can be teachers, but can be

applicable to personality in applicable to personality in general. general.

To start, on a piece of paper To start, on a piece of paper write down the following write down the following

terms: terms: curious, adventurous, curious, adventurous, responsibleresponsible, and , and harmoniousharmonious. .

Now, Now, circlecircle the the oneone that that MOST represents MOST represents

youyou..

Next, read through the card Next, read through the card packet I’ve passed out. packet I’ve passed out.

Carefully Carefully review the review the attributesattributes shown on each shown on each

one. one. Next, rank order the Next, rank order the

cards: give a cards: give a 44 to the card to the card that that MOSTMOST describes describes youyou; ;

a a 33 to the card that is to the card that is nextnext mostmost like you, a like you, a 22 to to the card that is the card that is third mostthird most

like you and a like you and a 11 to the to the card card leastleast like you. like you.

Now fill out the questionnaire Now fill out the questionnaire I’ll pass out. Above the top I’ll pass out. Above the top line, put the numbers you line, put the numbers you assigned yourself in the assigned yourself in the

following boxes: following boxes: orangeorange——adventurous; adventurous; goldgold——responsible; responsible; blueblue——

harmonious; harmonious; greengreen—curious.—curious. Next, below the top line you Next, below the top line you

will see 5 rows of attributes, 3 will see 5 rows of attributes, 3 for each color. For for each color. For each row each row (left-to-right), (left-to-right), rank order the rank order the clustersclusters of 3 attributes: of 3 attributes: 44 the the

cluster cluster most like youmost like you; ; 3—next3—next, , then then 22 and and 1 least1 least like you. like you.

Now Now add up each columnadd up each column (color)—a total of 6 boxes: (color)—a total of 6 boxes: the one above the top line the one above the top line

and the 5 below the top line. and the 5 below the top line. Mark the Mark the total for each total for each

columncolumn in the appropriate in the appropriate box under the bottom line.box under the bottom line.

The box with the highest value The box with the highest value is your “true color.” Ties are is your “true color.” Ties are

OK. Next we shall discuss each OK. Next we shall discuss each color.color.

Blue: Blue: Esteemed by helping people Esteemed by helping people Appreciated for unique contributions Appreciated for unique contributions Validated by personal acceptanceValidated by personal acceptance At work they are catalystsAt work they are catalysts Their specialty is relationships Their specialty is relationships Overall mood: committedOverall mood: committed Their key characteristic is authenticity Their key characteristic is authenticity

Blue: Blue: About 12% of the general U. S. population About 12% of the general U. S. population would be categorized as blue. A blue would be categorized as blue. A blue spends life seeking identity; guilt plays spends life seeking identity; guilt plays a powerful role in his/her life. Blues a powerful role in his/her life. Blues are sympathetic, cooperative and are sympathetic, cooperative and interactive. Their emphasis is on interactive. Their emphasis is on relationships is demonstrated through relationships is demonstrated through their integrity, freeness with their integrity, freeness with compliments, hypersensitivity to conflict compliments, hypersensitivity to conflict and interpersonal skills. At the same and interpersonal skills. At the same

Blue: Blue: Time, blues are rewarded by encourage-Time, blues are rewarded by encourage-ment and recognition. A blue is a ment and recognition. A blue is a mysterious, creative personality mysterious, creative personality involved in an ongoing search for self. involved in an ongoing search for self. Blues are supportive of others and Blues are supportive of others and always see possibilities for people; they always see possibilities for people; they often serve as the catalyst for action often serve as the catalyst for action within a group. Nearly one third of all within a group. Nearly one third of all teachers (32%) are blue. teachers (32%) are blue.

Gold: Gold: Esteemed by being of service Esteemed by being of service Appreciated for accuracy & Appreciated for accuracy & thoroughnessthoroughness Validated by appreciation of serviceValidated by appreciation of service At work they are proceduralAt work they are procedural Their specialty is results Their specialty is results Overall mood: concerned Overall mood: concerned Their key characteristic is responsibility Their key characteristic is responsibility

Gold: Gold: About 38% of the general U. S. population About 38% of the general U. S. population would be categorized as gold. It is would be categorized as gold. It is important for a gold to belong. Disarray important for a gold to belong. Disarray or disorganization will cause a gold or disorganization will cause a gold great distress. Golds are stable, loyal, great distress. Golds are stable, loyal, and decisive. They are most comfortable and decisive. They are most comfortable preserving traditions, working within preserving traditions, working within established systems and following established systems and following procedures. A gold often resists change,procedures. A gold often resists change,as he or she believes that if something as he or she believes that if something is not broken, you shouldn’t try to fix it.is not broken, you shouldn’t try to fix it.

Gold: Gold: Golds are super dependable, very Golds are super dependable, very precise and authority dependent. They precise and authority dependent. They have a strong sense of social have a strong sense of social responsibility and many sets of “shoulds”responsibility and many sets of “shoulds”and “should nots.” Gold are stabilizers and “should nots.” Gold are stabilizers and traditionalists; more than half (56%)and traditionalists; more than half (56%)of all teachers fall into this category.of all teachers fall into this category.

Orange: Orange:

Esteemed by recognition Esteemed by recognition Appreciated for creativity Appreciated for creativity Validated by visible results Validated by visible results At work they are flexible At work they are flexible Their specialty is energy Their specialty is energy Overall mood: enthusiastic Overall mood: enthusiastic Their key characteristic is skillfulness Their key characteristic is skillfulness

Orange: Orange:

About 38% of the general U. S. population About 38% of the general U. S. population would be categorized as orange. The would be categorized as orange. The true quest of an orange is action; routine true quest of an orange is action; routine will pull him/her down. Oranges are will pull him/her down. Oranges are fun-loving, joyful, impulsive, realistic, fun-loving, joyful, impulsive, realistic, and flexible. They are action oriented and flexible. They are action oriented and are good in crisis situations. While and are good in crisis situations. While they are very practical in nature, they are very practical in nature, oranges are also spontaneous; they want oranges are also spontaneous; they want to DO something, to enjoy the moment. to DO something, to enjoy the moment.

Orange: Orange: An orange feels a need for freedom and An orange feels a need for freedom and space, seeks variety and change and space, seeks variety and change and prefers hands-on experience. Oranges prefers hands-on experience. Oranges focus on the immediate; they make good focus on the immediate; they make good trouble shooters and negotiators. trouble shooters and negotiators. Oranges are least represented in college Oranges are least represented in college and as educators, where they make up and as educators, where they make up just 2% of the teaching population just 2% of the teaching population (those oranges who teach usually are (those oranges who teach usually are found in the industrial arts.)found in the industrial arts.)

Green: Green: Esteemed by insights Esteemed by insights Appreciated for their ideas Appreciated for their ideas Validated by affirming their wisdom Validated by affirming their wisdom At work they are pragmatic At work they are pragmatic Their specialty is strategy Their specialty is strategy Overall mood: cool, calm, collected Overall mood: cool, calm, collected Their key characteristic is ingenuity Their key characteristic is ingenuity

Green: Green: About 12% of the U. S. population would About 12% of the U. S. population would be characterized as green. The true be characterized as green. The true quest of a green is competence; nothing quest of a green is competence; nothing will halt a green (and his/her respect) will halt a green (and his/her respect) more quickly than a display of incompe-more quickly than a display of incompe-tence. Greens are high achievers, non-tence. Greens are high achievers, non-conformists who strive to be independent conformists who strive to be independent from authority. They are known for their from authority. They are known for their respect of principles and knowledge, respect of principles and knowledge, as well as their objective perceptions as well as their objective perceptions and intellectual curiosity. and intellectual curiosity.

Green: Green:

Greens are independent and argumen-Greens are independent and argumen-tative, they enjoy complexity and they tative, they enjoy complexity and they create competitions against themselves create competitions against themselves and others. As avid conceptualizers, and others. As avid conceptualizers, greens are seen as architects of change greens are seen as architects of change and systems designers. Their visionary and systems designers. Their visionary views often guide those they work with. views often guide those they work with. Greens make up just 8% of all teachers. Greens make up just 8% of all teachers.

Hey: I’m a Hey: I’m a gold!—gold!—Simoncini is Simoncini is as good as gold.as good as gold.

Gold: 22Gold: 22Blue: 18Blue: 18Orange:13Orange:13Green: 7Green: 7