1. psychoanalytic approach to personailty ( freudian classical psychoanalytic )
1.1. differnet levels of awareness
1.1.1. conscious mind ( present awareness ) in short term memory
1.1.1.1. For example, when did it last rain ?
1.1.2. preconscious ( outside awareness but accessible ) in long term memory
1.1.2.1. For example,what you are thinking about right now
1.1.3. unconscious mind ( not accessible ) contains primary motivations for all of our action and feeling.
1.1.3.1. For example ,negative experiences in your past.
1.2. dynamic interplay between the three parts of personality
1.2.1. id ( pleasure principle) which mean something is really enjoy it OR something would protect you from scandal.
1.2.1.1. For example, if I am a nurse and I work in the hospital and I do something wrong , my id will tell me you should not say! no one see you!!
1.2.2. ego ( reality principle ) which mean the truth and reality in ourlife.
1.2.2.1. For example, if I am a nurse and I work in the hospital and I do something wrong my superego will tell me you should say beacuse may something dangerous happen
1.2.3. superego ( morality principle ) which mean something push you to do the correct things.
1.2.3.1. For example, if I am a nurse and I work in the hospital and I do something wrong my ego will realize to what should I do (ego should be balance to do the correct things)
1.3. psychosexual stage theory of personality development
1.3.1. Oral stage ( brith to 1.5 years )
1.3.1.1. Activity focus are Sucking, biting , and chewing.
1.3.2. Anal stage ( 1.5 to 3 years )
1.3.2.1. Activity focus are bowel retention and elimination.
1.3.3. Latency ( 6 years to puberty )
1.3.3.1. Activity focus are cognitive and social development
1.3.4. Genital ( puberty through adulthood )
1.3.4.1. Activity focus are development of sexual relationship and moving toward intimate adult relationships
1.3.5. Phallic stage ( 3 to 6 years )
1.3.5.1. Activity focus are attraction to oppisite sex and genital stimulation.
1.4. Defense mechanism
1.4.1. ( Repression ) Unknowlingly placing an unpleasant memory or thought in the unconscious.
1.4.1.1. For example, A child suffers abuse by a parent, represses the memories, and becomes completely unaware of them as a young adult.
1.4.2. ( Regression ) reverting back to immature behavior from an earlier stage of development
1.4.2.1. For example, A ten-year-old is in the hospital to get his tonsils removed and begins sucking his thumb like he did when he was a toddler.
1.4.3. ( Denial ) refusing to acknowledge anxiety provoking realities
1.4.3.1. For example , A smoker denies that his habit has negative health consequences so he can continue smoking.
1.4.4. ( Displacement ) unacceptable and unfaint behavior
1.4.4.1. For example , woman who is frustrated because her boss made her work late again comes home and yells at her son for asking what’s for dinner.
1.4.5. ( Sublimation ) acceptable and faint behavior
1.4.5.1. For example, Instead of working to improve his overall health and fitness, a man lacking self-confidence pours all his energy into his career.
1.4.6. ( Reaction formation ) acting exactly opposite of your feeling
1.4.6.1. For example, A woman dotes on her aging mother by cooking her meals, cleaning her home and taking her to appointments while she secretly despises her.
1.4.7. ( Projection ) blame others
1.4.7.1. For example, You really dislike your manager at work who treats you just like they treat everyone else. Instead of admitting your dislike, you tell everyone the manager has a grudge against you and is trying to sabotage your career.
1.4.8. ( Rationalization ) creating fulse excuses and blame other
1.4.8.1. For example, A student rationalizes cheating on a test by saying the test was too demanding anyway.
2. Neo-Freudian theories of personality
2.1. Jung's collective unconscious ( proposed two main personality attitudes )
2.1.1. ( Extraversion ) focus toward the external , objective world.
2.1.1.1. For example, when someone always likes to be around people and enjoys being the center of attention.
2.1.2. ( Introversion ) focus toward the inner , subjective world .
2.1.2.1. For example, is someone who sits in a corner alone not talking with anyone at a party.
2.2. Alder's striving superiority ( is the use of effort to obtain superiority over others )
2.2.1. Inferiority complex ( feeling a doubt and uncertainty about oneself, and a lack of self-esteem ) .
2.2.1.1. For example, feeling like he is less than other people, not as good as others, worthless,
2.2.2. Superiority complex ( exaggerated opinion of one's ability )
2.2.2.1. For example, the feeling of self-importance that causes a person to constantly talk about how they can do everything better than others.
2.3. Horney and rhe need for security
2.3.1. Moving toward people ( compliant submissive person )
2.3.1.1. For example, he need for a partner
2.3.2. Moving against people ( aggressive domineering person )
2.3.2.1. For example, he need for social recognition; prestige and limelight.
2.3.3. Moving away from people ( detached , aloof person )
2.3.3.1. For example, He need for self sufficiency and independence.
3. The Humanistic Approach and the Social-Cognitive Approach to personality
3.1. Maslow's Hierarchy of Needs
3.1.1. Physiological needs ( need to satisfy hunger and thirst )
3.1.1.1. For example, air, food, drink, shelter, clothing, warmth, sex, sleep.
3.1.2. Safty needs ( need to feel safe , secure , and stable )
3.1.2.1. For example, police, schools, business and medical care.
3.1.3. Belongingness and love needs ( need to love and be loved , to belong and be accepted )
3.1.3.1. For example, friendship, intimacy, trust, and acceptance, receiving and giving affection and love. Affiliating, being part of a group (family, friends, work).
3.1.4. Esteem needs ( need for self esteem , achievement , competence , and independence )
3.1.4.1. For example, status and prestige.
3.1.5. Self-actulization need ( need to live up to one's fullest unique potential )
3.1.5.1. For example, rich goals and dreams.
3.2. Roger's self theory ( emphasized self-actulization )
3.2.1. condition of worth ( the behaviors and attitudes for whish they will give us positive regard )
3.2.1.1. For example, say if you want to keep me calm and happy, you will please me.
3.2.2. unconditional positive regard ( acceptance and approval without condition
3.2.2.1. For example, a child is provided with utmost unconditional positive regard at both home and school. The child will not be afraid to try out any scope, which enhances the child’s creativity and makes him full of confidence.
4. The Social-Cognitive Approach to personality
4.1. Bandura's self system
4.1.1. Self system ( the behaviors that difine one's personality )
4.1.1.1. For example , when someone do something , he may say am I do the right things ?
4.1.2. self efficacy ( judgment of one's effictiveness in dealing with particular situation )
4.1.2.1. For example, a student who feels confident that she will be able to learn the information and do well on a test
4.2. Rotter's locus of control ( refers to person's perception of the extent to which he controls what happens to him ) . Locus mean place.
4.2.1. External locus of control ( refers to how strongly people believe they have control over the situations and experiences that affect their lives )
4.2.1.1. For example, she want to study in nursing collage but her family doesn't have enough money.
4.2.2. Internal locus of control ( refers to the perception that you control your own fate )
4.2.2.1. For example, When the boy failed a test, he acknowledged that he hadn't studied enough and didn't understand a few of its key questions.
4.3. Self-perception ( provide self-perception is important to healthy behavior )
4.3.1. Self-serving bias ( blame other in order to protect our self-esteem )
4.3.1.1. For example, student gets a good grade on a test and tells herself that she studied hard or is good at the material. She gets a bad grade on another test and says the teacher doesn't like her or the test was unfair. Athletes win a game and attribute their win to hard work and practice
4.3.2. pessimistic explanatory style ( take the blame for negative outcomes and not positive one )
4.3.2.1. For example , when someone failed to do something , he gave up.
5. Trait Theories of personality and personality assessment
5.1. Eysenck's three-factor theory
5.1.1. Extraversion-Introversion
5.1.2. neuroticism-emotional stability
5.1.2.1. For example, if he doesn't know something , I will be overly anxious, emotionally unstable, and easily aspet beacuse he is very curiosity.
5.1.3. Psychoticism-impulse control
5.1.3.1. For example, you may kill somone if you aggressiveness
5.2. Robert McCrae and paul Costa ( Five Factor Model of personality )
5.2.1. Openness
5.2.1.1. This trait features characteristics such as imagination and insight. People who are high in this trait tend to be more adventurous and creative. People low in this trait are often much more traditional and may struggle with abstract thinking.
5.2.1.1.1. For example , in HIGH people will be happy to think about abstract concepts.
5.2.1.1.2. For example , in LOW people will be Dislikes abstract or theoretical concepts.
5.2.2. Conscientiousness
5.2.2.1. Standard features of this dimension include high levels of thoughtfulness, good impulse control, and goal-directed behaviors.Highly conscientious people tend to be organized and mindful of details. Lowly conscientious people tend to be disorgnized and undependable.
5.2.2.1.1. For example, in HIGH people will Pay attention to detail.
5.2.2.1.2. For Example, in LOW people will make messes and doesn't take care of things.
5.2.3. Extraversion
5.2.3.1. Extraversion is characterized by excitability and sociability. People who are high in extraversion are outgoing and tend to gain energy in social situations. People who are low in extraversion tend to be more reserved and have less energy to expend in social settings
5.2.3.1.1. For example, in HIGH people will be Enjoys being the center of attention
5.2.3.1.2. For Example, in LOW people will be Dislikes making small talk.
5.2.4. Agreeableness
5.2.4.1. This personality dimension includes attributes such as trust, altruism, kindness, affection, and other prosocial behaviors.1 People who are high in agreeableness tend to be more cooperative while those low in this trait tend to be more competitive and sometimes even manipulative.
5.2.4.1.1. For example, in HIGH people will Care about others
5.2.4.1.2. For example, in LOW people will don't care about how other people feel
5.2.5. Neuroticism
5.2.5.1. Neuroticism is a trait characterized by sadness, moodiness, and emotional instability.1 Individuals who are high in this trait tend to experience mood swings, anxiety, irritability, and sadness. Those low in this trait tend to be more stable and emotionally resilient.
5.2.5.1.1. For example, in HIGH people will Worry about many different things
5.2.5.1.2. For example, in LOW people will Deal well with stress