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Personality Theory > Exam 2 > Flashcards

Exam 2 Flashcards

1
Q

Allport Early Life

A
  • born in Indiana (1st US theorist)
  • Dad: salesman turned drug smuggler/medical doctor
  • Mom: strict, religious teacher (footloose style restrictions)
  • youngest of 4 sons
  • felt isolated from other kids, always the littlest, girly boy, looked down upon
  • feelings of inferiority, compensated by trying to excel, emulated older brother Floyd (father of social psych)
  • believes healthy adults not affected by childhood events (functional autonomy)
  • ranked 2nd in high school class (100 people)
  • 1915- got into Harvard, did lots of volunteer work there- boys club, factory workers, foreign students, probation officer
  • 1919- BA in Econ & Phil, same day Floyd got PhD in Psychology
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2
Q

Allport Adult Life

A
  • spent next year in Istanbul as a teacher
  • 1920, gets appt to meet with Freud, tells story of little boy who didn’t want to get dirty on train- trait from mom? “And was that little boy you?”- traumatized by meeting, wanted to work with conscious self, not unconscious
  • Back to Harvard (like Floyd), got PhD in Psych, wrote dissertation on personality- first work in US on personality
  • Traveling fellowship, 2 years, Germany & England
  • Back to teach at Harvard, taught first personality class, made personality mainstream
  • A true Harvard man
  • Married Ada, clinical Psychologist, had son Robert (1927), became a pediatrician
  • Editor of journals, president of APA Pres of society for the psych study of social issues
  • 1967- died of lung cancer
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3
Q

Allport Nature of Personality

A

OrgPsychDetUni
Definition: Personality is the dynamic organization within the individual of those psychophysical systems that determine… characteristic behavior and thought.
-dynamic org: constantly growing and changing in organized manner, not random
-psychophysical: Mind and body working together
-determine: facets of personality direct thoughts and behaviors (how we act/think)
-Characteristic behavior and thought- each person is unique

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4
Q

Allport Influences of Environment/Heredity

A

Environment- learning/situational, molded by surroundings, env can shape/expand/limit our growth- opportunity affects who we are

  • Heredity- Genetics (personal), provides the raw material shaped by environment, i.e. physique, intelligence, temperament
  • These two together emphasizes our uniqueness- unique genetics interacts with social environment- no two people are the same, even clones, even twins
  • Psychology should look at individuals, not group averages- everyone is unique, this should be focus of psych
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5
Q

Allport’s two personalities

A
  • personality is discrete & discontinuous- different from others, different than our past (not the same me I was when I was a kid)- only interacts with neuroses. Consciousness is my adult self, unconsciousness is my kid baggage- only affects me if I haven’t worked through it. distinct phases, not a continuum
  • Childhood= primitive biological urges and reflexes in infancy
  • Adulthood= psychological, sophisticated, not constrained by early experiences
  • focuses on conscious/adult personality, present & future focused, focused on “normal” adults- different than Freud
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6
Q

Allport’s Trait Characteristics: 5 main ideas

A

real-cause-empirically-interrelated-vary

  1. Traits are real and exist within each person, not just a label,
  2. determine & cause our behavior,
  3. can be demonstrated empirically (through observation- they will ultimately be expressed),
  4. can be interrelated with other traits,
  5. can vary with situation (expression)
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7
Q

Allport’s Two Types of Traits

A

Common Traits- shared by many people (ie within a culture), likely to change over time due to social, environmental, cultural influences, renamed common traits as just “traits”
Individual Traits- more important, unique to us, defines one’s character, renamed these traits “Personal Dispositions”

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8
Q

Personal Dispositions (3)

A

Cardinal, Central, Secondary Traits

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9
Q

Cardinal Traits

A

Most pervasive/powerful, influences every aspect of life, “ruling passion”, people are known for them, i.e. Machiavelli, Mother Teresa, Don Juan, Narcissus, rare- not everyone has a cardinal trait (excessive), may not be displayed in every single situation (ie job interview)

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10
Q

Central Traits

A

Basic foundations of personality, outstanding traits that describe a person’s behavior, 5-10 major major themes, everyone has these, what you might use to describe a friend- intelligent, honest, anxious, outgoing, kind (all on continuums)- these are what Allport is most interested in

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11
Q

Secondary Traits

A

least important traits, displayed inconspicuously & inconsistently, agitated when waiting in line, shy when giving a speech (usually outgoing), minor part of who they sometimes are

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12
Q

Functional Autonomy of Motives

A

Motives in normal, mature adults are independent of childhood experiences in which they originally appear

  • we outgrow the original motive as the reason for a behavior- I don’t hit as a child because mom says no, don’t hit now because I don’t want to- adult reasons
  • seed no longer required as source of nourishment for a tree, get a job for money, but do a good job because you want to, not just original motivator
  • Two levels
  • Perseverative Functional Autonomy & Propriate Functional Autonomy
  • childhoods give us original motivation (getting punished, praised, etc), but adult behavior is separately motivated
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13
Q

Perseverative Functional Autonomy

A

low level, routine behaviors, maintained in absence of external reward, i.e. addictions (don’t need the high anymore), saying “bless you” when people sneeze, mouse runs maze, kids take off shoes when they come in the house

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14
Q

Propriate Functional Autonomy

A

level of FA that relates to values, self image, lifestyle, essential to understanding adult motives, unique to individual, derived from “proprium”- (similar traits of a species), his term for ego/self, what makes us unique, Proprium determines motives by maintaining/discarding them, healthy adult should have a relationship between their interests and their abilities (child forced to take piano lessons, they get good at it, as an adult continues to play because it feeds their ego)

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15
Q

3 ways Functional Autonomy works

A
  • organizing the energy level: acquire new motives, to consume excess energy (balance)- if no way to focus energy, tend to be destructive
  • mastery & competence: Level we choose to satisfy motives- Want to be good at whatever new skill I choose to soak up extra energy
  • propriate patterning- striving for consistency and organization, we keep what enhances our self-image, reject the things that don’t
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16
Q

7 stages of growth from infancy-adolescence (Allport)

A
  1. Bodily self- aware of existence, can tell hand from rattle
  2. Self identity- identity remains in tact (different clothes, same person), know their name
  3. Pride in Accomplishments- potty trained, big girl, etc
    - 1-3 happen consecutively, all in first 3 years
    • Caregivers play a huge role in getting us through these successfully
  4. Extension of self- objects/people of world are part of my world- 4-6yrs
  5. Self-Image- Actual and ideal images of self, see others & how you want to be, follow rules set by parents, 6-12 years
  6. Self as Rational Coper- apply reason & logic
  7. Propriate Striving- formulate long term goals
    • 6-7 occur in adolescence
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17
Q

Mature adult characteristics (Allport)

A

ER-AH-IP

  1. Extends sense of self to other people and activities- care about others
  2. Relates warmly to others- intimacy, compassion, tolerance
  3. Self acceptance helps achieve emotional stability
  4. Holds realistic perception of life- accurate appraisal of strengths & weaknesses of themselves and the world around them
  5. Has self-insight and a sense of humor
  6. Subscribes to a unifying philosophy- directs personality towards future goals- spirituality v important to him
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18
Q

Coping behavior (Allport)

A
  • consciously planned & carried out- lecturer example (very planned)
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19
Q

Expressive behavior- (Allport)

A

spontaneous, seemingly purposeless behavior displayed without awareness, displays elements of our personality- hand gestures, voice, eye contact, handwriting

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20
Q

Allport Study of Values found (6)

A

TEASPR

Values: Theoretical, economic, aesthetic, social, political, religious

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21
Q

Cattell Early Life

A
  • 1905, England, engineer dad, rich mom, parents had high standards, but gave freedom in spare time, sailing, happy childhood- not focused on childhood in theory
  • 1914 (9yo), beginning of WWI, nearby mansion converted into hospital, exposed to wounded soldiers returning from France, understood life is short & fragile
  • enrolled at U of London at 16, first in family to attend college, studied phyx and chem, graduated in 3 yrs
  • wanted to study psych (no jobs), went back to school, worked with Spearman (developed factor analysis), interested in mental abilities
  • 1929 (5 years) gets PhD, no jobs
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22
Q

Cattell later life

A
  • Chronic digestive disorder, overworked, deficient diet, lived in cold basement apt
  • wife left him
  • lectured at Exeter, wrote book on sailing, helped establish clinic, continued research
  • 8 years after PhD, gets full time Psyc job, invited to work with Thorndyke (cat box) at Columbia U in NY
  • 1938, professor at Clark U in Worcester, MA
  • 1941, moved to Harvard, met Gordon Allport, William Sheldon (developed physical personality types)
  • Became research professor at U of Illinois
  • 1946, married 3rd wife (true love), math instructor, had 4 kids, workaholic, divorced 1980
  • published over 500 articles, 43 books, 1997 got gold medal award for life achievement in Psyc, invented scree plots
  • in 70’s went to U of Hawaii, married 4th wife, 30 yrs younger than him, swam everyday, died at 92, left $$ to build schools in Cambodia
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23
Q

Cattell Common Traits

A

Common Traits- possessed by all, may differ in degree (ie intelligence, extraversion), Why do we have so much in common? similar heredity potential and social pressures

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24
Q

Cattell Unique Traits

A

possessed by few, change with culture, distinguish individuals, apparent in interests and attitudes

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25
Q

Cattell Ability & Temperament Traits

A

Ability- efficiency in work towards goals (ie intelligence)

Temperament Traits- Behavioral style in response to environment, How we react to situations

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26
Q

Cattell Surface & source Traits

A

Surface Traits- clusters of related behaviors without a common source/factor (ie- a sociable person- a sum total of traits), what is observed , not necessarily the underlying dimension personality, less stable (if one underlying trait changes, the surface trait may change)
Source Traits- most important to Cattell, basic factors of personality, derived by factor analysis, single element of our behavior, i.e. outgoingness, stable & permanent
-16 traits:
Constitutional (based on physiology, not necessarily innate) e.g. behaviors caused by getting drunk
Environmental-mold Traits- learned from social/environmental interactions, imposed patterns on personality from others (how you act at work/home may differ), subject to change bc based on environment

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27
Q

Cattell Dynamic Traits (2 types)

A

Dynamic Traits- driving force of behavior, describe motivations, interests and ambitions, theory of personality incomplete without looking at motivation- cattle believed, 2 types

- Ergs- from ergon (energy), similar to drives/needs/instincts in PD theory, innate driving force for all behaviors, provide energy for goal-directed 				behavior, permanent- can be strengthened/weakened, but never go away
	- 11 different ergs (don’t need to know them)- all biological urges are sources of energy
- Sentiments- environmental mold source traits, results from learning, pattern of attitudes that focuses on important aspects of a person’s life that motivate behavior, e.g. community, spouse, occupation, can be unlearned or even disappear
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28
Q

Cattell Influences of Heredity & Environment

A
  • Interest in relative influences- twin/sibling studies reared together & apart, used similarities to estimate import of genetic/environmental influences
  • Some traits are heritable, intelligence & timidity 80% heritable, Cattle believed personality 1/3 genetic, 2/3 environmental
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29
Q

Eysenck Early Life

A

Born Berlin, 1916, mom actress silent movies, dad nightclub entertainer

  • 1934 emigrated to England when Hitler came to power, raised by grandma after parents’ divorce
  • Jewish sympathizer, tried to run the underground, couldn’t find it
  • wanted to go to U of Berlin (Phyx), have to be SS
  • U of London told him he wasn’t good enough to study Phyx, picked Psyc instead
  • 1940, PhD in Psyc
30
Q

Eysenck Adult Life

A
  • worked at U of London’s Maudsley Hospital & Institute of Psych, collaborated with wife, developed several personality assessments (Eysenck Personality Inventory)
  • Long, productive career- 79 books, 1097 articles, retired 1983, wrote until death
  • 1997- world’s most frequently cited Psychologist
31
Q

How Eysenck worked

A

-Used factor analysis (like Cattell)
-Supplemented with Personality tests (others & his own)
-Used experimental studies
-came up with “Dimensions of Personality”
Dimensions- superfactors, combinations of traits/factors clumped together, primarily heritable, stable from child-adult, despite changes in environment (mostly nature)

32
Q

Eysenck Personality Dimensions (3)

A
  1. E- Extraversion vs introversion
  2. N- Neuroticism vs Emotional stability
  3. P- Psychoticism vs Impulse Control
33
Q

Eysenck Extraversion

A

Extraversion- sociable, impulsive, adventurous, dominant, assertive- differ biologically from intraverts- all about cortical arousal, difference in response to sensory information, mixed research results on this… there is a difference in response, but we don’t know if it’s really in response to cortical arousal

  • extraverts have lower base level- will seek excitement, happier more pleasant emotions
  • intraverts- higher base level, low stimulation may overwhelm, avoid excitement
34
Q

Eysenck Neuroticism

A

Neuroticism- Anxious, depressed, tense, irrational, moody, maybe low self-esteem, Eysenck thought genetic, based on sympathetic nervous system (FFF), tends to be overreactive, chronic hypersensitivity, heightened emotional responses

  • high neuroticism people outperform in fast paced environment (stock exchange), but have lower verbal abilities, more likely to have cognitive impairments in old age if high neuroticism in middle age, greater brain activity in areas that control sympathetic branch of autonomic nervous system (hyper arousal)
  • low neuroticism- increased satisfaction from work/social relationships
35
Q

Eysenck Psychoticism

A

Psychoticism- Aggressive, antisocial, toughminded, cold, egocentric (football coach), genetic- testosterone level, parenting style also really plays a role (authoritarian, controlling)
-high psychoticism- cruel, hostile, insensitive, creativity, alcohol/drug abuse, lower emotional well-being, higher criminal behavior, men rate higher than women

36
Q

Robert McCrae/Paul Costa

A

Five Factor Model

  • # of traits reflect the way a theorist chooses to measure personality- Cattell too many, McCrae and Costa make big 5 model, used self-ratings, objective tests, and observers reports, NEO personality inventory
  • consistently found 5 factors- Neuroticism, Extraversion, Openness, agreeableness, conscientiousness
    • neuroticism & extraversion- directly from Eysenck
    • openness highly correlated with intelligence
    • Agreeableness & Conscientiousness are really the opposite of Eysenck’s psychotics
  • twin studies show strong heritability for all except agreeableness
  • found in eastern and western cultures, over 50 diverse nations, support genetic component, “common human structure of personality”
    • sex differences- woman higher extraversion, agreeableness, neuroticism & conscientiousness- more pronounced in richer, egalitarian cultures
  • self & others- different views of self personality vs others, we see ourselves as more neurotic & open than others see us, others see us as more conscientious than we see ourselves
37
Q

Differences in big 5 by culture

A

how important dimensions are, how desirable traits are

  • Australia- extraversion/agreeableness are valued
  • Japan- conscientiousness valued
  • Hong Kong, India- agreeableness is valued
  • Singapore- emotional stability
  • Venezuela- extraversion
  • Chile, Finland, Germany, Netherlands, Norway, Turkey, US- no #1 valued factor
38
Q

big 5 stability & change

A
  • Stable from childhood to adulthood
  • from 40’s-60’s we see decrease in neuroticism
  • adolescence to adulthood- lower neuroticism, extraversion and openness, higher agreeableness and conscientiousness
39
Q

big 5 emotional correlates

A
  • Well being- high extraversion, low neuroticism, high agreeableness, high conscientiousness- depression and cheerfulness most consistent predictors of life satisfaction and emotional well-being
  • Extraversion- more social support, positive emotions, more positive life events (grades, raises, marriage)
  • Neuroticism- bad emotional well-being, more negative life events
40
Q

big 5 behavioral correlates

A
  • Openness- wide range of intellectual interests, seek challenges, change jobs and careers more often
  • openness+extraversion= more likely to be self-employed
  • extraverts- more active in retirement, more satisfied in retirement
  • Conscientiousness- reliable, responsible, punctual, efficient, dependable, organized, self-disciplined, better grades and work, set high goals & try to achieve them, more and higher quality friendships, increased health, longer life, they wear seatbelts, exercise, well-rested, eat more fruits and vegetables, if they smoke, they don’t smoke at home so live longer
  • Agreeableness- helpful, cooperative, altruistic, honest, selfless, career stability, fewer behavioral problems, lower alcoholism, depression, lower arrest rates
  • Neuroticism- bad for emotional well being, reduced health, greater longevity, less cognitive decline (dementia), more active brain
  • generally high predictive value of traits, some controversy about number of factor
41
Q

Personality Traits & the Internet

A
  • Neuroticism- Germany, more internet addiction; Israel, more photos on Facebook; US women more likely to have a blog
  • Extraversion- use social media more
  • Openness- US teens, more computer & video games
  • Psychoticism- Substitute internet for face to face relationships
  • Conscientiousness- Israel, more Facebook friends, US & Germany, less likely to post personal info (sex/drug use)
42
Q

Michael Ashton & Kibeom Lee: Hexaco Model

A
  • six factor model for personality, big with companies
    • added honesty/humility for conscientiousness
    • 2 inventories- 100 item HEXACO Personality Inventory or 60 idem HEXACO-60
      1. Honesty/Humility
      2. Emotionality
      3. Extraversion
      4. Agreeableness
      5. Conscientiousness
      6. Openness to Experience
    • In Italy, people who were right wing scored high in conscientiousness- is it really the right word?
43
Q

Reflections on the Trait Approach

A
  • 50% of personality can be genetic
  • behavioral genetics findings may require research restructuring, we should be cautious to avoid rushing to extreme views- Eugenics
  • Environment more important for value system, genetics influence personality, both important
44
Q

Maslow Early Life:

A
  • B 1908, Brooklyn, oldest of 7 kids, parents Jewish immigrants from Russia, low income, uneducated, only Jewish family in neighborhood (tough)
  • Avoided being home, wait on library steps for it to open, get to school 1 hr early, teacher would loan him books to read, unhappy early childhood, alone
  • Dad defected from Russia at 14- loved whiskey, women & fighting, thought Maslow was ugly & stupid
  • He and Dad did reconcile later
  • Mom racist, cruel, superstitious, obsessively religious, preferred younger sibs to him
  • Never reconciled, refused to go to her funeral- really hated mom
  • compensated for feelings of inferiority by being athletic, then bookish
45
Q

Maslow Life:

A
  • 1925- City College of NY, academic probation after first year
  • Enrolled in evening classes at Brooklyn Law School for dad, but quit after 2 weeks
  • Wanted to study everything, not just one thing
  • 1926, transferred to Cornell
  • 1928, married 19 year old cousin, 2 daughters, learned about diversity of all people by how different kids were from each other
  • 1930- BA U of Wisconsin, then MA/PhD
  • Studied under Harry Harlow, worked with monkeys
  • taught, then postdoc at Columbia under Thorndike (cat box)
  • IQ 195 (vain about it)
  • 1937-1951 taught at Brooklyn College
  • 1941 saw parade after Pearl Harbor, cried, make “psychology for the peace table”
  • 1947, had heart attack
  • 1966, president of APA
  • 1967, humanist of the year (American Humanist Association)
  • well liked generally
  • studied aggression in primates, female sexuality, random topics
  • 1970 died from heart attack at home
46
Q

Instinctoids

A

Instinctoids- different than instincts, needs in hierarchy are innate (heritable), can be overridden by learning (different than instinct)

47
Q

qualities of hierarchy of needs

A

Hierarchy of needs- biological needs, but how we satisfy them is learned (creates variation), tend to follow age development of other theorists (Freud, Erikson, etc)

  • Generally, one need dominates personality at a given time, determined by what needs have been satisfied, order can change (trauma sends you back)
  • needs do not have to be fully satisfied before the next is influential, but do have to be partially satisfied
48
Q

Deficit Needs

A

Deficit Needs: Appear in infancy, lower needs, strongest/highest priority, necessary for immediate survival, failure creates deficiency/crisis

49
Q

Growth Needs

A

Growth Needs: Appear later in life, higher needs, no crisis if not met, can be postponed easily, contribute to survival and growth, but not immediate. Help with health & longevity, psychology, aka “being needs”, require better external circumstances (environment)

50
Q

Hierarchy of needs

A

Physiological Needs- Homeostasis, have hunger if you are deficient; hunger goes away once you eat enough, minimal concern for middle class people
Safety Needs- freedom from fear, stability. Safety against injury directs behavior- moving to safe neighborhood, go to doctor for illness; Financial Security; important drive for infants and neurotic adults; people prefer structure & routine, avoidance to new experiences (neurotic)
Belongingness & Love Needs- need to give & receive love; crosses line between deficiency & growth need- failure to meet is fundamental cause of emotional maladjustment
Esteem Needs- expressed through hobbies, school, job, etc, failure to satisfy leads to inferiority/helplessness, kind of a growth need
Status & Recognition- need others to like you
Self-Worth, feel like we are contributing
5. Self Actualization- fullest development of the self, realization of potential/abilities, believed everyone is capable of self actualization, no one right way to do it
-Necessary Conditions- freedom from societal or self constraints, no distraction by lower needs, be secure in self image/relationships, have realistic knowledge of self
-Order exceptions- fast until death (Gandhi), self-immolation, abandon worldly goods, suffering for a craft

51
Q

Second Set of Needs (Maslow)

A

Second set of innate needs- exists outside of hierarchy

-Cognitive needs- to know and understand, appears late in infancy and early childhood, necessary for self-actualization

52
Q

Primary Role of Heredity (Eysenck)

A
  • compared identical/fraternal twins- identical twins more similar, personality based on our genetics, more diverse genetics=more diverse people, looked at adoption studies, children share more similarity with bio parents, even w/out contact with bioparents
  • we find these three personality dimensions in 35 nations
53
Q

Maslow Study of Self-Actualizers

A
  • D-motivation (comes from deficiency) i.e. hunger, comes from striving for a goal, makes up for something lacking- achieve homeostasis (need=hunger, goal object=food, motivation=find food
    • self-actualized people have different motivation
    • B-motivation, being motivation, metamotivation, seeking to enrich life, maximize potential, know/understand environment- self actualizers actually seek out tension/ challenges/variety (unlike others)- similar to Allport’s FA
54
Q

Maslow Metaneeds

A
  • states of being which self-actualizers evolve toward, moved past needing specific objects (food) to states of being- good, unique creative
55
Q

Metapathology

A
  • failure to satisfy meatiness, harmful, prevents full self-development, lead to helplessness & depression, people may not know why (kind of a mid-life crisis)
56
Q

Characteristics of Self-Actualizers:

A

Efficient Perception of Reality
Acceptance of self, others, and nature
Spontenaity, Simplicity & Naturalness, Open
Focus on Problems outside of Self- dedication to a cause
Sense of detachment and need for privacy, independent
Freshness of appreciation
Peak experiences- transcend self & experience nirvana, religious ecstasy
Social Interest- kinship with humanity, want to help people
Profound Interpersonal Relationships, deep long-lasting friendship, get a following, people are drawn to them
Democratic Character Structure- tolerance & acceptance of others

57
Q

Failure to Self-Actualization

A
  • Self-Actualization is innate, does not need to be taught- why not more than 1%
    • As you go up the hierarchy, the needs are less strong (self act<hunger) so needs can be easily inhibited by improper child rearing (too restrictive, too permissive), poor economic conditions, inadequate education, requires courage, effort & discipline
    • Jonah complex- fear of maximizing potential b/c it may lead to situations we can’t handle
58
Q

Maslow Assessment

A
  • Ideas about self-actualizers came from 2 people: Ruth Benedict (anthropologist) & Max Wertheimer (Gestalt Psychologist)- wanted to know, what made them different & special?
    • first studied college students (he’s a professor), found 1 out of 3000 self-actualized; decided qualities hadn’t fully developed yet
    • Looked at middle aged & older, found 1% or less met criteria, even with this group
    • Included historical figures- designated them as probable, partial & potential cases, did interviews & looked at biographical material- acknowledged this wasn’t research, but felt it was important to learn about- thought others would come fill in research gaps
59
Q

Maslow Research- what stands the test of time?

A
  • No formal approach, used interviews, free association, projective tests for people who were still alive; studied indirectly (people were weirded out), but didn’t say how
    • did not conduct experiments- took too long
    • expected others to come, research, confirm his theory
    • POI (Personal Orientation Inventory)- 1960’s, self-report questionnaire by Shostrom, 150 pairs of statements (dichotomous), you pick one, designed to determine “time competence” (living in present), & inner competence (self-values- make decisions based on your own thoughts or on others)
    • higher scored on POI= +correlation with emotional health, creativity, wellbeing after therapy, more academic achievement, autonomy, racial tolerance
      • neg correlated with alcohol abuse, neuroticism, depression, hypochondriasis, institutionalization for mental health
    • Hierarchy of needs- college study, students with safety, belongingness & esteem needs met, lower in neuroticism & depression, esteem needs in college students were stronger than belongingness needs (had already worked through belongingness), safety needs the least concern
      • another study with representative sample of general public, concern expressed for each need increases from lowest to highest, lower needs are addressed, refocus on needs not well satisfied
60
Q

Self-Determination Theory

A
  • contemporary outgrowth of self-actualization theory, intrinsic motivation to overcome challenges & develop capabilities- 3 basic needs: Competence, Autonomy & Relatedness= self actualization
61
Q

Rogers Early Life:

A
  • b1902 Chicago, 4th of 6 children, dad civil engineer, strict pentecostal mom, preferred older brother- no dancing/cards/smoking/movies
    • had little social life outside family, lonely, shy, read incessantly, lost in fantasies
    • family moved to farm 30 miles from Chicago at age 12- learned to love science (moths, seeds, etc)
    • 1919- U of Wisconsin to study agriculture (parents and older siblings all went to U of W)
    • Sophomore year switched to study for ministry-
    • 1922 (jr year), selected to go to Beijing for World Student Christian Federation Conference for 6 months, broke intellectual and religious ties with home, sent journals back & forth with 2 month delay
    • learned to individuate, but after trip was hospitalized for 5 weeks with ulcers, then returned to family farm for 1 year to recuperate before returning to school
    • 1924 BA in History from U of W
62
Q

Rogers later Life:

A
  • Married childhood friend Helen
    • Moved to NYC, attend Union Theological Seminary, took seminar “Why am I entering the ministry?”
    • 1926- switched to the clinical psych program at teachers College of Columbia
    • same year, had first son
    • 2 years later, had daughter
    • 1931- PhD in clinical psych
    • Went to work at Child Study Department of Society for the Prevention of Cruelty to Children in NY- Dx & treat underprivileged & delinquent kids
    • 1940, prof of psyc at Ohio State University
    • 1945-57, worked at university of Chicago- taught & developed counseling center
    • Unable to help 1 client- totally traumatized
    • spent 6 months secluded with wife in upstate NY cabin
    • realized he was insecure, began therapy- highly successful for him
    • 1946-47, president of APA
    • 1956- receives APA’s 1st distinguished contribution award
    • 1957-63, returned to U of Wisconsin to teach
    • published many books, articles, brought his style of therapy to a wide audience
    • 1964- moved to La Jolla to work for Western Behavioral Studies Institute
    • Remained active, counseled, presented & wrote until death in La Jolla
63
Q

The Self & Tendency toward Actualization:

A
  • When assessing, look at family environment, health, intellectual development, economic, cultural, social, educational influences, self-insight
    • Roger’s student William Kell wanted to use assessment to predict behavior
    • Rogers thought family environment & social interactions would be most telling
    • found self-insight was the best predictor (realistic view of self & environment)- Rogers thought that felt wrong, just shelved the research
    • Replicated by Helen McNeil, Rogers learned that working with the actual child was more important than improving their environment
    • self became central to Rogers’ theory of personality (based on research)
64
Q

Actualization Tendency

A
  • basic motivation to actualize, maintain & enhance the self
    - begins in the womb
    - encompasses all physiological & psychological needs
    - although innate, process involves struggle & pain (not easy to grow)- i.e. learning to walk is hard, takes work, but tendency to actualize is stronger than the pain
65
Q

Organismic valuing process

A
  • process of judging experiences based on value for fostering or hindering actualization and growth, governing process throughout our life span
66
Q

Experiential World:

A
  • provides a frame of reference that influences our growth
    • phenomenology- subjective perception of reality
    • reality of our environment depends on our perception of it- may not always match objective reality, changes with circumstances and time
    • our experiences become the only basis for our judgments & behaviors- our perception of reality is how we determine right & wrong- experience is the highest authority
67
Q

Rogers Development of Self in Childhood

A
  • Self Concept (I, me, myself), develops as we are able to separate self from other, our image of what we are, should be and want to be
    • Ideally, we strive for consistent pattern, have organized whole (self-insight)
68
Q

Positive Regard

A
  • as self develops we have needs: positive regard (acceptance, love, approval- especially from caregivers in infancy)- universal (we all have it) & persistent (always) need
    -crucial to development
    -Lack of regard= perceived as disapproval of newly developed self, can hamper or stop actualization and development, if you don’t have it, you try to get it by acting in ways that are inconsistent with self-concept
    -Rogers believed kids need unconditional positive regard, approval regardless of one’s behavior- don’t withhold love- love is freely and fully granted- reciprocal process (pay it forward)
    -need for regard makes us sensitive to behaviors of others. With feedback, we refine our self concept (see what goes over well). We are internalizing the attitudes of others (like Freud’s superego)
    Positive Self-Regard- condition under which we grant ourselves acceptance and approval (not from others)
    -as strong as our need for regard from others (unconditional positive regard)
69
Q

Conditions of worth

A
  • belief we are only worthy of approval when we express desirable behaviors and attitudes & refrain from expressions that bring disapproval too, this evolves from the positive regard leading to self regard- if you don’t learn positive self regard, you will be shaped by conditions of worth
70
Q

Conditional Positive Regard

A
  • approval & acceptance granted only when person exhibits desirable behaviors, kids learn affection has a price, shapes self-regard (super-ego). Over time, self-concept is formed and works as a parental surrogate. Children learn to avoid behaviors that might be personally satisfying (for better or worse- go potty in the toilet good, be perfect student bad)- important to have a balance
71
Q

Incongruence

A
  • discrepancy between self-concept and aspects of experience. Incongruent experiences become threatening, produce anxiety. Children can either deny unacceptable ways of perceiving their experiential world (mental gymnastics) or change their behaviors
72
Q

Rogers Fully Functioning Person

A

aware-live-trust-free-creative-full

1. aware of all experiences & feelings 
2. Live each moment fully & participate 
3. Organismic trust
4. Freedom to make choices without constraints
5. Creative & Live Spontaneously
6. Experience a rich, full, exciting life

Personality Theory (4 decks)

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