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Psych2550A - Personality > Chp 4 - Neo-Analytic and Ego Aspects of Personality > Flashcards

Chp 4 - Neo-Analytic and Ego Aspects of Personality Flashcards

1
Q

Post-Freudian Personality Theory (Neo-Analytic) Diff from Freud

A
  • Shift focus from unconscious and from Id to Ego
  • Personality development past childhood
  • Social, cognitive and interpersonal causes to anxiety
  • Growing emphasis on Identity, self-monitoring, motivation
  • Motives beyond sexual, people are actually altruistic
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2
Q

Ego (Neo-Analytical view)

A

The person’s ability to unify experiences and actions
* creates self-identity
* unifies personality
* protects identity from levelling influence of society
- Sense of self protect us from being flattened by socialisation
* Importance on social, cultural factors

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3
Q

What made Carl Jung’s ideas break apart from Freud’s?

A
  • Adult development
  • Future goals behaviour
  • Libido not primarily sexual, but to fulfil goals
    *Different structure to mind
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4
Q

What mainly made Adler’s ideas break apart from Freud’s?

A

Ideas of
1. social motivation
- We are social creatures, an isolated human being doesn’t thrive
2. strive for success
- source of motivation for behaviour

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5
Q

Organ inferiority

A
  • Idea that everyone is born weak, dependent
  • Everyone has a physical weakness
  • attempt to be compensation source of motivation
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6
Q

Aggression Drive

A
  • Inability to achieve goal
  • Perceived inferiority, helplessness, generates aggression
    *Aggression → anxiety
  • Drives could be directly effective or reversed into an opposite drive
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6
Q

Aggression Drive

A
  • Inability to achieve goal
  • Perceived inferiority, helplessness, generates aggression
    *Aggression → anxiety
  • Drives could be directly effective or reversed into an opposite drive
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7
Q

Social Interest

A
  • Potential to live cooperatively with others
  • Value common good, concern
  • Feeling of oneness with all humanity, empathy for each individuals
  • Innate, but must be fostered and allowed to develop, (diff envir can prevent it)
  • Origins in parent-child relationship

emphasis on immediate fam, expands to all human kind

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8
Q

Adler’s idea of striving for success:

A
  • Reduced motivation to a single drive
    Organ inferiority -> strive to overcome inferiority
    Leads to Striving for Success
  • self-improvement, growth
  • social interest
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9
Q

Inferiority Complex

A
  • Accept inferiority
  • Takes normal feelings of incompetence and exaggerates them,
  • Make indiv feel as it’s impossible to achieve goals
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10
Q

Superiority Complex

A
  • Way of maintaining self-worth
  • Exaggerated overcompensation for the inferiority felt
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11
Q

Fictional Goal

A

-Creative, responsible
- Personality is created by an impt part of how we make choices
- We make choices, we determine what happens to us

Fictional goal (fictional finalism)
* Ideal (Is usually not a realistic goal, kind of vague)
* it gives direction, goals (small n specific)
* Vague (party in unconscious)

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12
Q

Development of personality during childhood (Alder) 3 factors to be considered

A

birth order, environment, parenting skills

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13
Q

Style of life

A

consistent ways we live and
behave to reach our final goal

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14
Q

Neglected/pampered parenting

A
  • Fictional goal unconscious
  • Unhealthy style of life
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15
Q

Love/security parenting

A
  • Fictional goal largely conscious
  • Acts on social interest
  • Healthy style of life
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16
Q

Unhealthy (mistaken) styles of life (3)

A
  • types are not absolute, can be fixed by therapy
    1) Ruling Type
    2) Getting Type
    3) Avoiding Type
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17
Q

Ruling Type

A
  • Domineering, competitive, selfish, arrogant, vain
  • Self-destructive bahaviours
    E.g. im bad at math so im not gonna study -> if I fail, ofc its cuz I didn’t study
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18
Q

Getting Type

A

Dependent, passive, prone to depression

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19
Q

Avoiding Type

A
  • Isolated, risk averse
  • not the same as introversion
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20
Q

Healthy Style of Life (1)

A

Socially Useful Type:

21
Q

Socially Useful Type

A

1) Adaptive: situation demands a certain skill, can change into it
2) Social Interest:
- Act socially, seek success for all, not just self: social interest
3) strong internal locus of control
- Very wide range of positive behaviours (holding ourselves accountable for our actions)

-If sth I did poorly/ well: it is prob due to my decision,

  • Success/ failure is due to self but not external
22
Q

What does Erik Erikson’s theory put emphasis on?

A
  • Psychosocial Development,
  • Identity
  • Importance of Culture,
  • Extend, not replace Freudian theory
23
Q

Erikson’s Eight Stages of
Psychosocial Development (Characteristics)

A
  • Stage theory like Freud
  • Lasting impact
  • Social and cultural context, (e.g. is this stage frd oriented?)
  • Throughout lifespan
  • each stage contributes specific ego strength
  • challenge or crisis
  • continuum with extremes
24
Q

Erikson’s Eight Stages of
Psychosocial Development (names)

A

Stage 1: Trust vs. Mistrust (Infancy from birth to 18 months)
Stage 2: Autonomy vs. Shame and Doubt (Toddler years from 18 months to three years)
Stage 3: Initiative vs. Guilt (Preschool years from three to five)
Stage 4: Industry vs. Inferiority (Middle school years from six to 11)
Stage 5: Identity vs. Confusion (Teen years from 12 to 18)
Stage 6: Intimacy vs. Isolation (Young adult years from 18 to 40)
Stage 7: Generativity vs. Stagnation (Middle age from 40 to 65)
Stage 8: Integrity vs. Despair (Older adulthood from 65 to death)

25
Q

Stage 1: Trust vs. Mistrust (Infancy from birth to 18 months)

A

Is my world predictable
or unpredictable?
- We are first dependent on others

“When im hungry do I get food?”

Yes: predictable: world is safe
No or not sure: world is unsafe and a threat

Relationship: Mother/Primary Caregiver

optimistic, trusting, hope <–> pessimistic, suspicious

26
Q

Stage 2: Autonomy vs. Shame and Doubt (Toddler years from 18 months to three years)

A

Can I do things for myself, or must I rely on others?

relationship: Parents/caregivers

self-sufficiency, autonomy, will <–> Shame, self-doubt

27
Q

Stage 3: Initiative vs. Guilt (Preschool years from three to five)

A

If I do this, am I good or bad?
- Family

If get a good balance of understanding:
- Sensitive to the feelings of others
- Value own initiative and also others (a balance)

Unruly, irresponsible <– Initiative, Sense of purpose, Sensitivity —> Guilt, Low self-esteem (overly sensitive to others)

28
Q

Stage 4: Industry vs. Inferiority (Middle school years from six to 11)

A

Am I competent?
Do I have skills?
- Skills: whatever skills that was valued by that culture
E.g social or even soccer
- school, peers

Competence, Self-assurance <–> Inferiority, Low self-esteem

29
Q

Stage 5: Identity vs. Confusion (Teen years from 12 to 18)

A

Adolescence on Who am I? Where am I going?
- Peers
- Have an expressive style, self-concept, try diff styles:
- Might not be resolved until early adulthood, or even not ever been resolved
- Not sure about who they are
Stable self-concept, Identity, Fidelity <–> Unstable self-concept, Confusion

30
Q

4 types of Personal Identity in Adolescence

A

1) Identity Diffusion Confusion: No direction
2) Identity Achievement: Made choices, Pursuing choices
3) Moratorium: Undecided, In progress
4) Identity Foreclosure: Commit to goals no exploration

31
Q

Identity Diffusion Confusion

A

No decision
No direction
- Show strong external locus on control
- Become apathetic
- Vulnerable to peer pressure or isolates themselves
- Low self-esteem
- Anxiety, confusion

32
Q

Identity Foreclosure

A
  • Commit to goals no exploration
  • Rigid, intolerant
  • Defensive
  • Dogmatic
  • Low self-esteem

Not develop your own goals, but let others tell you what to do:
e.g. parents impose you to be a doctor, therefore you become a doctor

33
Q

Stage 6: Intimacy vs. Isolation (Young adult years from 18 to 40)

A

Late adolescence, early adulthood
Should I share my life with another?
- Partners
Ego strength: Ability to love <–> Social and emotional isolation, manipulative

34
Q

Stage 7: Generativity vs. Stagnation (Middle age from 40 to 65)

A

Middle adulthood
Will I produce something of value?
- Shared household, next generation
Care, concern for others, Achievement <–> Boredom, Stagnation, Self-indulgence
-
If doing sth doesn’t help: do sth more extreme until not bored

35
Q

Stage 8: Integrity vs. Despair (Older adulthood from 65 to death)

A

Late adulthood
Have I lived a full, productive life?
- Humankind
Satisfaction, Integrity, Wisdom <–> Despair, Regret

36
Q

Karen Horney Main Ideas

A

Interpersonal Theory; Understanding Neuroses, Personality Disorders;
Feminist Psychology; Relational Theory; Attachment

37
Q

What ideas did Karen Horney agree and disagree about Freud’s theory?

A

Within psychoanalytic tradition
- Power of the Unconscious
- Importance of childhood conflicts
Break with Freudian psychoanalytic theory
- Interpersonal issues, not sexual impulses
- Importance of social relationships
- Culture not biology, gender influences not sex diff
- Women want autonomy & power, not a penis

38
Q

The Self: The 3 selves

A

1) Real Self
2) Despised Self
3) Ideal Self

39
Q

Real Self

A

What we perceive about ourselves
Psychological Health = Acceptance of Real Self

40
Q

Despised Self

A
  • Perceptions of inferiority, feelings of helplessness
  • Based on other’s negative evaluations, parental neglect
41
Q

Ideal Self

A
  • One’s view of perfection, what is the perfect you?
  • unrealistic
  • Strive towards ideal self, not always consciously
  • Neurotic needs, the “tyranny of the shoulds”
  • More should’s you build in, the greater the discrepancies between your real self:
  • Harder to achieve
  • Won’t be comfortable with real self
42
Q

Development of Interpersonal Orientation, If child loved and nurtured

A

If child loved and nurtured, child learns
* cared for
* safe
* loved, loveable
* healthy, flexible interpersonal orientation

43
Q

Development of Interpersonal Orientation, If child’s needs not met

A

If child’s needs not met, they learn
* to be vulnerable
* to feel helpless
*Anger

Develop Basic Anxiety:
- Fear of being alone. Helpless in a hostile, threatening world
* unhealthy, inflexible interpersonal
orientation

44
Q

Styles of Interpersonal Orientation

A

Three choices:
We can move toward, against, or away from others
- If healthy resolution, flexible and shift
styles as appropriate

45
Q

Defenses Against Anxiety

A

Normal (spontaneous) vs. Neurotic (compulsive)
Toward people: Friendly, loving personality vs. Passive personality
Against People: Survivor in competitive vs. Aggressive personality
Away From People: Autonomous, serene personality vs. Detached personality

46
Q

Passive Personality

A

love, protection, strive for affection and approval
- Worst thing: not being accepted by others
Compliant, passive
Neurotic Needs
- Affection and approval
- Self-worth dependent of others
- Powerful partners
- Narrow limits to life

47
Q

Aggressive Personality

A

Mastery over others, difficulty handling emotionally positive relationships
Neurotic Needs
- Power
- Exploitation
- Recognition, prestige, personality admiration
- Personal achievement (over others)

48
Q

Withdrawn Personality

A

Social and emotional withdrawal, detached
Neurotic Needs:
- Self-sufficiency and independence
- Perfection and unassailability (unwilling to get help as only they can do it well)
- Narrow limits

49
Q

Object Relations Theory

A

If needs met, child learns to be caring,
nurturing, trusting

If needs not met, child learns to feel
vulnerable, helpless, angry, lacks trust

Relationship with mother
Mother internalized “mental object”
Expectations about relationships
Early attachment
cared for, loved → wanted and loveable
not cared for → unwanted, unloveable

50
Q

Attachment

A

The strong, enduring emotional bond between infant and caregiver(s)
- Provides object for later attachment

Psych2550A - Personality (12 decks)

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