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Second Year Second Semester > Personality Final > Flashcards

Personality Final Flashcards

1
Q

The Cognitive Domain

A

 Understanding of people’s perceptions, thoughts, feelings, desires, and other conscious experiences
 Big focus on the interpretation of events (including how people attribute responsibility)

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2
Q

Cognition

A

Refers to awareness and thinking; the mental acts of perceiving, attending to, interpreting, remembering, believing, judging, deciding, and anticipating

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3
Q

Information processing

A

Transformation of sensory input into mental representations that can be manipulated

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4
Q

Perception

A

Giving order to the information our sense organs bring in

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5
Q

Interpretation

A

Making sense of, or explaining, various events in the world; giving meaning to events

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6
Q

Conscious goals

A

Standards that people develop for evaluating themselves and others; age/culture specific

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7
Q

Rod and Frame Test (RTF)

A
  • Participant sits in darkened room and is instructed to watch a glowing rod surrounded by a glowing square frame
  • Experimenter controls the tils of the rod, the chair, and the frame
  • Participant’s task is to adjust the rod by turning a dial so that rod is upright (have to ignore cues in the visual field)
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8
Q

Field dependent

A

Adjust rod in the direction of the titled frame

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9
Q

Field independent

A

Disregard external cues and use information from their bodies to adjust the rod

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10
Q

Are differences in perception related to differences in personality?

A
  • Field independent students favour sciences, math, engineering; preference for non-social situations and are more autonomous
  • Field dependent students favour social sciences and education; rely on social information and orientated towards people
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11
Q

Reducer/augmenter theory

A
  • Low pain tolerance have a nervous system that amplifies (augments) the subjective impact of sensory cues
  • High pain tolerance? Nervous system that reduces the effect of sensory stimulation
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12
Q

Reducers

A

Seek out strong stimulation to compensate for low sensory reactivity (e.g., drink more coffee, listen to loud music, lower threshold for boredom)

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13
Q

Kelley’s Personal Construct Theory

A

 People are motivated to understand, predict, and control events in their lives
 Role of constructs: set of observations and meaning of those observations; e.g., gravity

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14
Q

Personal constructs

A

Constructs a person routinely uses to interpret and predict events

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15
Q

Anxiety

A

As a result of not being able to understand and predict life events
o Result of personal constructs failing to make sense of current realities

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16
Q

How can a construct fail?

A
  • Too rigid and/or impermeable to new experiences

- Too permeable or applied too liberally

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17
Q

Locus of control

A

 Whether people locate personal responsibility internally (within themselves) or externally (in fate, luck, or chance)
 E.g., when you see a person who gets good grades do you think it is as a result of luck or personal efforts?
 Formulated from work on social learning theory

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18
Q

Generalized expectancies

A

Base expectancies about what will happen on generalized expectancies of whether they have ability to influence events

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19
Q

External locus of control

A

Expectancy that events are outside of one’s control

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20
Q

Internal locus of control

A

Expectancy that events are under one’s control; high degree of personal responsibility; more conducive to well-being

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21
Q

Learned Helplessness

A

Occurs when people are stuck in an unpleasant situation that is outside of their control

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22
Q

Explanatory style

A

Tendencies people have to frequently use certain explanations

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23
Q

Pessimistic explanatory style

A

Internal, stable, and global causes for bad events

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24
Q

Optimistic explanatory style

A

External, temporary, and specific causes of events

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25
Q

Personality revealed through goals

A

What a person wants to happen/achieve; differences between people is attributable to personality

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26
Q

Cognitive social learning theory

A

• Personality is expressed in goals; how people think about themselves relative to their goals and how they value/strive for certain goals
• Argues people:
o Have intentions/forethought
o Are reflective/anticipate future events
o Monitor behaviour/evaluate their progress
o Learn by observing others

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27
Q

Self-efficacy

A

One can execute a specific course of action to achieve a goal

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28
Q

Regulatory focus theory

A

People regulate goal-directed behaviours in two ways that serve two different needs

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29
Q

Promotion focus

A

Concerned with advancement, growth, accomplishments; correlates with extraversion and behavioural activation

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30
Q

Prevention focus

A

Concerned with protection, safety, prevention of negative outcomes and failures; correlates with neuroticism, harm avoidance, impulsivity [but negatively]

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31
Q

Cognitive-Affective Personality System (CAPS)

A
  • Personality as an organization of cognitive and affective activities which influence how people respond to certain situations
  • Each individual is characterized by a stable network of mental activities
  • People differ in the organization of cognitive and affective processes
  • “If… then…” propositions: if situation A, then the person does X; but if situation B, then person does Y = personality distinguishes which
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32
Q

Self-concept

A

Your understanding of yourself

o “Athletic, tall, lazy, etc.”

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33
Q

Self-esteem

A

How you feel about who you are

o “I like that I’m athletic, I don’t like that I’m lazy”

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34
Q

Social identity

A

How you present yourself to others

o May not be consistent with your self-concept

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35
Q

The Development of the Self-Concept at infancy

A

Distinction between our body and everything else’ boundaries exist for what is “me” and “not me”

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36
Q

The Development of the Self-Concept at 18 months

A

Self-recognition with mirrors; important because pretend play requires it (i.e., knowing what is pretend vs. reality)

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37
Q

The Development of the Self-Concept at 24 months

A

Self-recognition in a photograph; also development of expectations/rule following = development of self-esteem

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38
Q

The Development of the Self-Concept between 2-3 years

A

Identify their biological sex and age, and expand their self-concept to include reference to a family (e.g., brother, sister)

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39
Q

The Development of the Self-Concept between 3-12 years

A

Self-concept focus is on developing skills/talents

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40
Q

The Development of the Self-Concept 5-6+ years

A

Comparing their skills/abilities to others (social comparison); learn they can lie/keep secrets (private self-concept)

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41
Q

The Development of the Self-Concept at teen years

A

Take on perspective of others or to imagine how one appears to other people (perspective taking); see themselves as objects of others’ attention (objective self-awareness)

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42
Q

The Development of the Self-Concept at adulthood

A

Provides person with a sense of continuity and framework for understanding past, present, and future behaviour

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43
Q

Self-schema

A

Refers to the specific knowledge structure, or cognitive representation of the self-concept

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44
Q

Possible selves

A

Many ideas people have about who they might become, hope to become, or fear they will become; forms part of a self-concept

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45
Q

Self-guides

A

Standards one uses to organize information and motivate behaviour; two types

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46
Q

Ideal self

A

What a person themselves wants to be; sad if real self doesn’t fit this
o Focuses attention on achievement and goal accomplishment (promotion focus)

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47
Q

Ought self

A

Person’s understanding of what others want them to be; anxious if real self doesn’t fit this
o Focus attention on avoiding harm (prevention focus)

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48
Q

Development of Self-Esteem in early childhood

A

Identify standards or expectations for behaviour and live up to them; pride and self-esteem felt when mastering basic activities (e.g., toilet training)

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49
Q

Development of Self-Esteem in later childhood

A

Social comparison; if they are doing better than others = higher self-esteem

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50
Q

Development of Self-Esteem in adulthood

A

Set of internal standards; what they hold important to their self-concept; behaviours inconsistent with standards = lower self-esteem

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51
Q

Evaluation of oneself

A

 Self-esteem is the sum of your positive/negative reactions to all the aspects of your self-concept
 Self-esteem can fluctuate from day-to-day, but typically centers around average self-esteem
 Can evaluate yourself in different aspects of life; e.g., high academic self-esteem but low dating self-esteem

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52
Q

Global self-esteem

A

Composite of several areas of self-evaluation

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53
Q

Low self-esteem persons are more likely to…

A

Perform poorly and give up earlier on future tasks; fear failure (consistent with self-concept)

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54
Q

High self-esteem persons are less likely to…

A

Give up and more likely to work just as hard on the second task as the first; fear not succeeding (inconsistent with self-concept so strive to disprove information)

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55
Q

Self-complexity

A

We have many roles/aspects to our self-concept

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56
Q

Collective self-esteem

A

Individual’s global self-evaluation as a member of social groups or categories

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57
Q

Defensive pessimism

A

Person facing a challenge expects to do poorly; impact of failure is lessened if they expect it

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58
Q

Self-handicapping

A

Person deliberately does the things that increase the probability that he or she will fail; e.g., not studying for an upcoming exam

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59
Q

Self-esteem variability

A

Individual difference characteristic; strength of short-term fluctuations in ongoing self-esteem

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60
Q

Social Component of the Self: Social Identity

A

 The part of the self that is shown to others; used to create impressions;
 Does include gender and ethnicity (even if they do not factor into a person’s self-concept)
- Made up of continuity and contrast

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61
Q

Continuity

A

Important aspects remain relatively stable; gender, language, ethnicity, SES
- Other aspects of identity change gradually – education, occupation, marital status

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62
Q

Contrast

A

Social identity differentiates you from other people

- Music choices, ethnic background, eye colour

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63
Q

Identity Crises

A

Feelings of anxiety that accompany efforts to define or redefine one’s own individuality and social reputation

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64
Q

Development of identity

A

 Struggles with identity occur during late adolescence and early adulthood
 Some will experiment with different identities to find the one that fits
 Some will accept and adopt a ready-made social role; strong influence of others

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65
Q

Identity deficit

A

Arises when a person has not formed an adequate identity; trouble making decisions

  • Occurs when a person discards old values or goals; prompts the person to search for new beliefs, values, and goals
  • Vulnerable to influence from others
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66
Q

Identity conflict

A

Incompatibility between two or more aspects of identity

  • Occur when a person is forced to make a tough life decision
  • Referred to as “approach-approach” conflict; person wants to reach two mutually contradictory goals
  • Feelings of guilt/remorse of letting themselves and others down
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67
Q

Two steps of resolving identity crises

A
  • Deciding which values are most important to them

- Transforming abstract values into desires and behaviours

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68
Q

Mid-life crisis

A
  • Feel life is inauthentic
  • Regretful of choices made early in life
  • Crises look similar to those of adolescence
  • Time of changing priorities
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69
Q

The social and cultural domain

A

Emphasis on personality as it is affected by and expressed through social institutions, social roles, expectations, and relationships with people

70
Q

Selection

A

Choosing specific environments

71
Q

Evocation

A

Evoking feelings in others

72
Q

Manipulation

A

Influencing others

73
Q

Complementary needs theory

A

people are attracted to those with differing personality dispositions; opposites attract; no empirical support

74
Q

Attraction similarity theory

A

People are attracted to those with similar personality characteristics; “birds of a feather flock together”; overwhelming empirical

75
Q

Assortative mating

A

People marry people similar to themselves

76
Q

Violation of desire theory

A

Breakups occur more when one’s desires are violated than when fulfilled

77
Q

Shyness

A

Tendency to feel tense, worried, or anxious during social interactions (or the anticipation of social interactions)

78
Q

Personality trait examples

A

 Highly empathetic = volunteer
 High on psychoticism = spontaneous situations
 High Machiavellianism = opportunities to use social manipulative skills to exploit others
 High on extraversion = choose more friends
 High on agreeableness = chosen by others more often as friends
 High sensation seekers = chose risky situations

79
Q

Hostile attributional bias

A

Tendency to infer hostile intent on the part of others in the face of ambiguous behaviour from them; aggressive people expect hostile responses

80
Q

Expectancy confirmation

A

People’s beliefs about the personality characteristics of others can cause them to evoke in others actions that are consistent with the initial beliefs; aka self-fulfilling prophecy

81
Q

Charm; Table 15.5

A

I try to be loving when I ask her to do it

82
Q

Coercion; Table 15.5

A

I yell at him until he does it

83
Q

Silent treatment; Table 15.5

A

I don’t respond to her until she does it

84
Q

Reason; Table 15.5

A

I explain why I want him to do it

85
Q

Regression; Table 15.5

A

I whine until she does it

86
Q

Self-abasement; Table 15.5

A

I act submissive so that he will do it

87
Q

Responsibility invocation; Table 15.5

A

I get her to make a commitment to doing it

88
Q

Hardball; Table 15.5

A

I hit him so that he will do it (Not necessarily physical, better explained by not giving the person a choice - backed into a corner)

89
Q

Pleasure induction; Table 15.5

A

I show her how much fun it will be to do it

90
Q

Social comparison; Table 15.5

A

I tell him that everyone else is doing it

91
Q

Monetary reward; Table 15.5

A

I offer her money so that she will do it

92
Q

Are there biological sex differences in tactics of manipulation?

A

For the most part, no, but regression (e.g., crying, whining, pouting) is used slightly more by women than men

93
Q

What manipulation tactics does high dominance/extraversion predict?

A

Coercion; responsibility invocation

94
Q

What manipulation tactics does low dominance/extraversion predict?

A

Self-abasement; hardball

95
Q

What manipulation tactics does high agreeableness predict?

A

Pleasure induction; reason

96
Q

What manipulation tactics does low agreeableness predict?

A

Coercion; silent treatment

97
Q

What manipulation tactics does high conscientiousness predict?

A

Reason

98
Q

What manipulation tactics does low conscientiousness predict?

A

Criminal strategies (not listed as one of the 11 tactics)

99
Q

What manipulation tactics does high neuroticism predict?

A

Variety; hardball, coercion, reason, monetary reward; most common = regression

100
Q

What manipulation tactics does high openness predict?

A

Reason; pleasure induction; responsibility invocation

101
Q

What manipulation tactics does low openness predict?

A

Social comparison

102
Q

What manipulation tactics does the dark triad predict?

A

Variety; coercion, hardball, reciprocity, social comparison, monetary reward, charm

103
Q

Dark triad

A
  • Narcissism
  • Psychopathy
  • Machiavellianism
104
Q

Narcissism

A

Self-admiration

105
Q

Psychopathy

A

Antisocial tendencies

106
Q

Machiavellianism

A

Exploitative and manipulative interpersonal style – using other people as tools for personal gain

107
Q

Narcissist ‘traits’

A

o Exhibitionistic: flaunting money to impress others
o Grandiose: talking about how great they are
o Self-centred: looking out for their best interests
o Interpersonally exploitative: using other for selfish means

108
Q

The adjustment domain

A

• Focuses on the consequences of personality
• Personality functions to help people adjust to challenges/demands of life
• Two areas of focus:
o Physical health (coping with stress)
o Mental health (disorders of personality)

109
Q

Stress

A

Subjective feeling produced by events that are uncontrollable or threatening; the response to the perceived demands of the situation – not the situation!

110
Q

Interactional model of personality-illness connection

A

 Personality factors determine the impact of events by influencing a person’s ability to cope
 Personality is assumed to moderate (influence) the relationship between stress//illness
 E.g., person gets a cold, but has a hardworking personality so doesn’t take time off work (i.e., doesn’t rest) person becomes more sick
Direct

111
Q

Transactional model of personality-illness connection

A

 Reciprocal (transactional) – stressful events don’t just influence persons; persons influence events
 Personality had three potential effects:
o It can influence coping (like interactional model)
o It can influence how the person appraises or interprets the events
o It can influence the events themselves
Direct

112
Q

Health behavioural model of personality-illness connection

A

 Adds a factor to the transactional model
 Personality does not directly influence the relationship between stress and illness
 Instead… affects health indirectly through health-promoting or health-degrading behaviours
 E.g.,
o Individuals low in conscientiousness may engage in more health-damaging behaviours (smoking, dangerous driving, unhealthy eating etc.)
Indirect

113
Q

Predisposition model of personality-illness connection

A

 Personality and illness are BOTH expressions of an underlying predisposition
 Associations exist between personality and illness because of a third variable which causes them both
 E.g., enhanced sympathetic nervous system reactivity may be the cause of illness as well as the cause of the behaviours/emotions that are labelled as neurotic

  • E.g., genetic cause of novelty seeking which causes (makes a person more likely to develop) an addiction to drugs
114
Q

Illness behaviour model of personality-illness connection

A

 Model of illness behaviour – the actions people take when they think they have an illness
 Personality influences the degree to which a person perceives and attends to bodily sensations; degree to which a person interprets/labels sensations as illness
 How a person perceives/labels the sensations influences the persons illness behaviours (e.g., going to a doctor)
- E.g., personality trait of neuroticism is associated with complaining about physical symptoms – but those symptoms and illness behaviours can be influenced by factors other than actual illness – determined by how a person perceives and labels bodily sensations

115
Q

Additive effects of stressors

A

Effects of stress add up and accumulate in a person over time

116
Q

Fight-or-flight response

A

Increase in sympathetic nervous system activity; usually a brief response

117
Q

General adaptation syndrome (GAS)

A

o Alarm stage
o Resistance stage
o Exhaustion stage

118
Q

Alarm stage of GAS

A

Fight-or-flight response + peripheral nervous system reactions (release of hormones)

119
Q

Resistance stage of GAS

A

Body continues to use its resources; immediate fight-or-flight response has subsided

120
Q

Exhaustion stage of GAS

A

Person is susceptible to illness/disease; physiological resources are depleted

121
Q

Major life events

A

 Events that require people to make major adjustments in their lives
 Can be both positive/negative
 Research focuses on the intensity, conflict, and uncontrollability of the stressor

122
Q

Daily hassles

A

 Major source of stress in people’s lives
 Considered minor, but can be chronic and repetitive
 E.g., fighting crowds when shopping, getting stuck regularly in heavy traffic, money worries
 Daily hassles can lead to more psychological and physical symptoms than major life events

123
Q

What are the four varieties of stress?

A
  • Acute stress
  • Episodic acute stress
  • Traumatic stress
  • Chronic stress
124
Q

Acute stress

A

o Results from sudden onset of demands

o Experienced as tension headaches, emotional upsets, GI issues, feelings of agitation, pressure

125
Q

Episodic acute stress

A

o Repeated episodes of acute stress

o Leads to migraines, hypertension, stroke, anxiety, depression, serious GI issues

126
Q

Traumatic stress

A
  • Massive instance of acute stress
  • PTSD
  • Difficulty sleeping (nightmares or flashbacks), physical complaints, flattened emotions, feel detached or estranged from others
  • Impair a person’s ability to work, maintain relationships etc.
127
Q

Chronic stress

A
  • Never-ending stress; wears body down until resistance is gone
  • Increased risk of diabetes, decreased immune system functioning, cardiovascular disease
128
Q

Posttraumatic Stress Disorder (PTSD)

A

Syndrome that occurs after experiencing or witnessing life-threatening events

129
Q

Primary appraisal

A

Person perceives that the event is a threat to his or her personal goals

130
Q

Secondary appraisal

A

Person concludes that he or she does not have the resources to cope with the demands of the threatening event (more cognitive)

131
Q

Attributional style

A

Dispositional way of explaining the causes of bad events (remember external/internal, unstable/stable, and specific/global?

132
Q

Dispositional optimism

A

Expectation that good events will be plentiful, bad events will be rare

133
Q

Self-efficacy

A

Belief that one can do the behaviours necessary to achieve a desired outcome (confidence)

134
Q

Optimistic bias

A

Underestimate risks below what is the true probability; Strong relationship between optimism and health

135
Q

Emotional inhibition

A

Inhibiting the expression of negative emotions

136
Q

What are the consequences of chronically inhibiting emotions?

A
  • Suppressing emotions leads to increased physiological arousal; takes effort to suppress emotion
  • Host of negative outcomes from chronically suppressing emotion
  • Emotional expressiveness is good for psychological health and adjustment – related to high self-esteem
137
Q

Positive reappraisal

A

Focusing on the good in what is happening or has happened; opportunities for personal growth

138
Q

Problem-focused coping

A

Using thoughts and behaviours to manage or solve the underlying cause of the stress (but only helpful for stress that a person has control over)

139
Q

Creating positive events

A

Creating a positive time-out from stress; momentary break from stress

140
Q

Discolure

A
  • Specific type of emotional expressiveness
  • Involves telling someone about a private aspect of oneself
  • Not disclosing can be a source of stress; leads to psychological distress and physical disease
  • Takes physical energy to inhibit thoughts and feelings associated with retaining information
  • Disclosing information helps a person reinterpret/reframe the meaning of an event
141
Q

Cardiovascular disease

A

Known risk factors for cardiovascular disease include high blood pressure, obesity, smoking, family history, inactive lifestyle, high cholesterol, and… a personality trait?!

142
Q

Competitive achievement motivation

A

Like to work hard, achieve goals, like recognition/power; like the defeat of obstacles

143
Q

Time urgency

A

Hate wasting time, under pressure to get the most done as quickly as possible, difficulty waiting in line

144
Q

Hostility

A

Get frustrated easily when goals are blocked
o Research has found that the subtrait of hostility is a predictor of heart disease rather than just the general syndrome of Type A
o Hostility is associated with systemic inflammation (indicated by elevated white blood cell counts); chronic inflammation is related to risk of coronary disease

145
Q

Negative affectivity

A

Tendency to frequently experience negative emotions across time/situations; emotions like tension, worry, irritability, anxiety; negative view of oneself, tendency to complain, react more negatively to stressful situations

146
Q

Social inhibition

A

Tendency to inhibit the expression of emotions, thoughts, and behaviours in social interactions; worry about being target of disapproval from others; less likely to seek social support

147
Q

The concept of disorder

A
  • Pattern of behaviour or experience that is distressing or painful to the person
  • Leads to disability or impairment in important life domains (e.g., work, home/relationship)
  • Associated with increased risk of further suffering, loss of function, death, or confinement
148
Q

Abnormal psychology

A

Study of various mental disorders, including thought disorders, emotional disorders, and personality disorders; psychopathology: study of mental disorders

149
Q

The Diagnostic and Statistical Manual of Mental Disorders

A

 DSM-5: sets the standard for diagnoses; lists 10 specific PDs
 Traditionally, a categorical view of PDs; qualitative break between people who have a PD and those who don’t
 Alternative view, a dimensional view of PDs; disorder is seen as a continuum (normality  severe disturbance); more reliable and meaningful way to describe PDs

150
Q

What is a personality disorder? Table 19.1

A

Enduring pattern of experience and behaviour that differs from the expectations of an individual’s culture
- Significant impairment in self and interpersonal functioning
- One or more pathological personality trait domains or trait facets
- Impairments relatively stable
- Not a result of drug abuse, medication, or injury/trauma
etc.

151
Q

What are the 3 Clusters of Personality Types?

A
  1. Erratic
  2. Eccentric
  3. Anxious
152
Q

Antisocial personality disorder (Erratic)

A

o Disregards for the rights, feelings, or happiness of others
o History of behavioural problems (e.g., violating the rights of others, breaking age-related social norms, destruction of property, lying)
o “Antisocial” implies person has a lack of concern for social norms
o Often manipulate/deceive others to gain rewards or pleasure
o Established pattern of repeated lying (deceitfulness)
o Impulsivity issues; start a chain of behaviours without a plan or without considering consequences
o Easily irritated – respond to even minor frustrations with aggression
o Assaultive and reckless; little concern for their own safety and the safety of others
o Irresponsible and quick to boredom; often will leave jobs without plans for a new job; excessive spending/debt
o Defined lack of remorse – indifference to the suffering of others

153
Q

Borderline personality disorder (Erratic)

A

o Instability in relationships, behaviour, emotions, view of themselves
o Relationships tend to be intense, emotional, violent (sometimes); strong fears of abandonment
o Engage in self-mutilating behaviours or suicide attempts to manipulate those in the relationship
o Prone to sudden shifts in their views of relationships; idealizing to ridiculing
o Shifting view of themselves; values and goals are shallow and change easily
o Strong emotions are common: often panic, anger, despair; often misinterpret neutral/ambiguous emotions
o If stressed, may lash out, then experience feelings of shame/guilt
o Often undermine their efforts when succeeding
o Higher incidence rate of childhood physical or sexual abuse, neglect, or early parental loss

154
Q

Histrionic personality disorder (Erratic)

A

o Excessive attention seeking and emotionality
o Sexually provocative; undirected and occurring in inappropriate settings
o Express opinions frequently/dramatically; opinions are shallow/easily changed
o Display strong emotions in public; but emotions appear insincere and exaggerated
o Highly suggestible
o Excessive need for attention; act impulsively or get upset when they are not given the attention they think they deserve
o Use of suicidal gestures/threats to get attention from others/manipulate others into caring for them
o Forgo long-term gains for short-term excitement

155
Q

Narcissistic personality disorder (Erratic)

A

o Strong need to be admired
o Strong sense of self-importance; inflate their accomplishments and undervalue the work of others
o Lack of insight into other people’s feelings
o Feelings of entitlement and superiority
o High self-esteem, but very fragile
o Sensitive to criticism; fly into a rage when they don’t get what they think they deserve
o Inability to recognize the needs or desires of others; self-centred, unwillingly to reciprocate
o Extensive use of first-person pronouns (e.g., I, me, mine)
o Envious of others’ accomplishments
o Impaired recognition of others need = difficulty maintaining intimate relationships

156
Q

Schizoid personality disorder (Eccentric)

A

o Split or detached from normal social relations
o Appears to have no need or desire for intimate relationships/friendships
o Choose solitary hobbies/jobs
o Derive little pleasure from bodily or sensory experiences
o Constricted emotional life
o Does not respond well to social cues
o Passivity in responding to events
o Cultural issues of adjusting to a new environment do NOT classify as schizoid

157
Q

Schizotypal personality disorder (Eccentric)

A

o Anxious in social situations; especially with strangers; suspicious of others; prone not to trust others
o Odd and eccentric behaviour; superstitious and have strange beliefs outside of the norm (e.g., ESP, paranormal phenomenon, magical powers)
o Unusual perceptions (bordering on hallucinations)
o Violate social conventions; no eye contract, dressing in unkempt clothes

158
Q

Paranoid personality disorder

A

o Extreme distrust of others; see others as threat or deceitful
o Reluctant to share personal information about themselves
o Often misinterpret social events; looking for hidden meanings and disguised motivations in others
o Resentment towards others for perceived insults
o Pathological jealousy (even if there is a lack of evidence)
o Risk of harming those who threaten their belief system; argumentative and hostile nature

159
Q

Neurotic paradox

A

Behaviour pattern solves one problem but creates or maintains another equally or more severe problem

160
Q

Avoidant personality disorder (Anxious)

A

o Pervasive feeling of inadequacy and sensitivity to criticism from others
o Goes to great lengths to avoid situations with opportunities for criticism
o Restrict activities to avoid potential embarrassment
o Avoidance of activities leads to anxieties of missing opportunities and being misperceived
o Sensitive to what others think of them; feelings are easily hurt
o Low self-esteem; feel inadequate in many of life’s daily challenges
o Few social supports; paradox of needing people to deal with anxiety, but avoiding them for fear of rejection/criticism

161
Q

Dependent personality disorder (Anxious)

A

o Excessive need to be taken care of and told what to do
o Act in submissive ways to encourage others to take care of the situation/make decisions
o Seeks out reassurance from others (but to an extreme); rarely taking the initiative in decision-making (even for simple decisions)
o Avoid disagreements with any person they are dependent on
o Do not work well independently – wait for others to start a project or need direction during a task
o May tolerate extreme circumstances to obtain reassurance and support from others; ensure they maintain bond with person they are dependent on

162
Q

Obsessive-compulsive personality disorder (Anxious)

A

o NOT the same as obsessive-compulsive disorder
o Preoccupied with order and striving to be perfect
o Hold very high standards for themselves; work hard to be perfect but are never fully satisfied
o Devotion to work at the expense of leisure and friendships
o Leisure activities (if any) are ones that require attention to detail
o Inflexible with regard to ethics/morals; both for themselves and for others
o Rigid/stubborn
o Trouble working with others; reluctant to delegate tasks – irritated when others don’t take work as seriously as they do
o Difficulty throwing things away; hoarding and stingy behaviours
o Some qualities are desirable – but it becomes an issue when the behaviour starts interfering with a person’s daily functioning

163
Q

Prevalence (of PDs)

A

The total number of cases that are present within a given population during a particular period of time

164
Q

Most common PD based on self-report data

A

Obsessive-compulsive personality disorder

165
Q

Least common PD based on self-report data

A

Narcissistic personality disorder

166
Q

Comorbidity

A

When two or more disorders coexist in the same person; makes it difficult to make a specific diagnosis

167
Q

Differential diagnosis

A

Picking the best diagnosis out of multiple possible diagnoses

168
Q

Gender differences in personality disorders

A
  • Antisocial PD occurs in men more than women
  • Borderline/dependent PD more in women than men (mixed evidence)
  • Paranoid/OCPD more in men than women (not a large difference)
  • Issue of gender biases and manifestations of the disorder based on gender stereotypes
169
Q

Dimensional Model of Personality Disorders

A

 Distinguish between normal personality traits and disorder in terms of extremity, rigidity, and maladaptiveness
 BPD = extreme narcissism
 Schizoid = extreme introversion + low neuroticism (low emotional stability)
 Avoidant = extreme introversion + high neuroticism
 Histrionic = extreme extraversion
 OCPD = extreme conscientiousness (maladaptive)
 Schizotypal = introversion + high neuroticism + low agreeableness + extreme openness

170
Q

Causes of Personality Disorders

A

Examine both biological and environmental factors

  • BPD: poor attachment relationships in childhood
  • Schizotypal, paranoid, avoidant PDs: genetic causes
  • APD: social learning and psychoanalytic theories; biological changes (drug use); genetic causes

Second Year Second Semester (2 decks)

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