Theories of Personality

A Course Requirement for HSC PSYCH 109

PERSONALITY
(Major Theories and Perspectives)

Submitted by:
PRINCE RODGEMAR G. ANTONIO
CHEASCA MAE L. ABELLAR
ANTONETTE C. LLANTO
SHINE MAY PADERNAL
CHARINA POMAREJOS
BHUMSERV 3 – A

Submitted To:
MISS MURIEL MINERVA JOVER

Faculty In-charge

December 11, 2023

 Approach Psychoanalytic

Name and description of the Name and Description of the Nature of Man Development, Structure, and References
Proponent (2pts) Theory (2pts) (not less than 3) (4pts) Dynamics of Personality (10pts)

Alfred Adler “Individual Psychology”  Primary motivation is Two parental behaviors that may From Lecture note 3A –
social interest, lead to problems for children later Alfred Adler
 Born in Vienna in 1870,  Adler's career exemplifies involving an interest in in life:
second of six children. a lifelong struggle against others and their
 Childhood marked by feelings of inferiority. interests. Pampering can hinder
rickets, limiting physical  Coined "Individual  Conscious behavior, independence and contribute to
abilities. Psychology" to explore not the unconscious, is feelings of inferiority, while
 Received special the uniqueness of pivotal in personality neglect may lead to a child
treatment due to physical individuals. development. growing up cold and suspicious
inferiority, felt dethroned  Emphasized studying the  Individuals aim for due to insufficient attention.
with brother's birth. individual as a whole, success, striving to be
 Faced inferiority in the considering indivisibility. the best they can be. Birth order influences the
classroom, especially in  Theory asserts that  Behavior is purposeful development of specific
Math, but used it as understanding a person and goal-directed. personality traits and coping
motivation to excel. involves grasping their  Inherent drive for mechanisms as individuals
 Earned a medical degree attitude towards the growth and wholeness, navigate their family dynamics.
from the University of world. seeking to fulfill unique
Vienna in 1895. potential. Firstborns: Foster responsibility,
 Initially part of Freud's  Initial feelings of pursue perfection, and often take
circle but resigned in inferiority, if not on leadership roles.
1911 due to overcome, lead to an Second-Borns: Show
disagreements. inferiority complex. competitive nature, aim to outdo
 Founded Individual  Compensation for the firstborn's achievements, and
Psychology, his own inferiority results in the may be rebellious while seeking
psychological approach. development of a attention.
superiority complex. Middle Children: Feel
 Individuals are competition with siblings of all
influenced by both ages, develop negotiation and
future goals and past peacemaking skills, and strive for
causes. recognition and uniqueness.

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 Birth order plays a role Youngest Children: Often
in shaping personality. pampered, develop charming or
attention-seeking personalities,
and may rebel against older
siblings' expectations.
Only Children: Mature quickly,
display traits of both firstborns
and lastborns, and are
independent with a preference for
adult company.

Adler’s dynamics of
Personality

Social Interest: inherent human

drive to adapt to social
environments

Finalism: the way people's

behavior is mostly guided by
“fictions” rather than past
experiences.

Striving for Superiority: desire

for competence and effectiveness

Style of Life: unique coping

strategy; with four primary styles:
Ruling, Getting, Avoiding
(mistaken styles), and Socially
useful.

Family Constellation: considers

one's position within the family in
terms of birth order and the

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 presence or absence of parents
and caregivers

The Creative Self: interprets and

gives meaning to experiences,
searching for experiences to fulfill
a person's unique style of life

Adlerian Psychotherapy:
 Compensation: Overcoming
a weakness.
 Overcompensation:
Exaggerated effort to cover up
weakness, often through
denial.
 Inferiority Complex: Feeling
highly inadequate.
 Superiority Complex:
Exaggerating one's
importance, often due to
overcompensation.

Harry Stack Sullivan Interpersonal Theory  People are more like Sullivan’s Stages of Feist. (n.d.). Chapter 8
people than anything Development Sullivan: Interpersonal
 Born in 1892 to poor Irish  Harry Stack Sullivan, else. Theory. In Theories of
Catholic parents, Sullivan with a psychoanalytic  Man is born as  Infancy (birth-2 years old) Personality (7th ed., p.
prioritized academics background under biological organisms – - Focus on developing a sense 218). The McGraw-Hill
despite a troubled time at Adolf Meyer and animals with no human of security through caregiver Companies, Inc.
Cornell University, William Alanson White, qualities except the interactions.
forming a significant shifted focus from potential for Mauricio Cortina (2020)
friendship that influenced intrapsychic processes participation in  Childhood (2-6 years old) Harry Stack Sullivan and
his belief in the power of to interpersonal interpersonal relations. - Introduction to interpersonal Interpersonal Theory: A
intimate relationships. relationships.  Man is not motivated relationships beyond the Flawed Genius,
 After completing  He believed by instincts but by family. Psychiatry, 83:1, 103-
medical school in 1917, understanding those environmental 109, DOI:

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 his post-war military personality requires influences that come - Formation of early 10.1080/00332747.2020.
service sparked an analyzing social through interpersonal friendships. 1717318
interest in interpersonal interactions, relationships.  Juvenile Era (6-8½ years old)
relationships. emphasizing the impact  Through their intimate - Further development of Sullivan, H.S. (Ed.).
 Moving to New York of early childhood and love relationships, interpersonal skills. (1953). The
City in 1930, he opened experiences and they become healthy - Exploration of peer Interpersonal Theory of
a private practice, caregivers. personalities. However, relationships. Psychiatry (1st ed.).
engaged with  Sullivan proposed an absence of healthy  Preadolescence (8½-13 years Routledge.
prominent figures in developmental stages interpersonal old) https://doi.org/10.4324/9
psychiatry, and with specific relationships leads to - Emergence of more complex 781315014029
developed the theory of interpersonal stunted psychological peer relationships.
interpersonal challenges and growth. - Increasing self-awareness.
psychiatry. introduced the concept  Personal individuality is  Early adolescence (13-15
 He died in 1949, of "chumship" for close an illusion. years old)
leaving a legacy relationships.  Interpersonal relations - Formation of intimate
focused on  He highlighted the role are responsible for relationships.
developmental stages of anxiety in both positive and - Exploration of identity and
and the therapeutic interpersonal negative characteristics self-concept.
importance of relationships and the in people.  Late adolescence (15 years
interpersonal development of security old and above)
relationships. operations, paying - Consolidation of a stable
attention to language identity.
as a reveal of - Preparation for adult roles.
personality insights.  Adulthood
- Focus on maintaining and
expanding interpersonal
relationships.
- Integration into societal roles.

Sullivan’s Dynamics of
Personality

I. Tensions - potential for action

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 A. Needs - conjunctive;
contribute to personality
integration
1. General needs - promote
overall well-being
a. Interpersonal -
tenderness, intimacy,
and love
b. Physiological - food,
oxygen, water, etc
2. Zonal needs - may also
satisfy general needs
a. Oral
b. Genital
c. Manual
B. Anxiety - disjunctive;
obstructs the satisfaction of
needs
II. Energy Transformations
- Overt or covert actions
designed to satisfy needs or
to reduce anxiety.
- Some energy
transformations become
relatively consistent patterns
of behavior called
dynamisms
III. Dynamisms - traits or
behavioral patterns
A. Malevolence - a feeling of
living in enemy country
B. Intimacy - an integrating
experience marked by a
close personal relationship
with another person who is
more or less of equal status

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 C. Lust - an isolating dynamism
characterized by an
impersonal sexual interest in
another person
IV. Levels of Cognitions - ways
of perceiving, imagining, and
conceiving
A. Prototaxic - undifferentiated
experiences that are
completely personal
B. Parataxic - prelogical
experiences that are
communicated to others only
in a distorted fashion
C. Syntaxic - consensually
validated experiences that
can be accurately
communicated to others

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 Approach Humanistic

Name and description of the Name and Description of the Nature of Man Development, Structure, and References
Proponent (2pts) Theory (2pts) (not less than 3) (4pts) Dynamics of Personality (10pts)

Abraham Maslow PERSONALITY THEORY  Human nature is Development of Personality Retrieved from
 Father of Humanistic (HUMANISTIC inherently good and Lecture note 6A - Maslow
Psychology(the third force) PERSPECTIVE) that individuals have  Physiological needs: This
 Maslow was born on April 1, an innate drive to is the most basic level,
1908, in Brooklyn, New York  Maslow’s theory was shaped reach their full including necessities such as
 His legacy lives on through by his life experiences, potential food, water, and shelter.
significant contributions to studies, and philosophical  People are Meeting these needs forms
the field of human exploration. continually motivated the foundation for all other
development, which left a  Believed in studying by one need or aspects of personality
lasting impact on the individuals as whole units, another development.
understanding of human as each person’s personality  Motivation is usually
motivation and growth is a unique configuration of complex  Safety needs: Once
 Authored notable books, interconnected processes  All people physiological needs are
including "Motivation and  Emphasized motivation and everywhere are satisfied, individuals seek
Personality." This work identified innate needs and motivated by the safety and security. This
introduced the concept of instinctual tendencies that same basic needs involves being free from
Maslow’s Hierarchy of drive behaviour harm, having stability, and
Needs.  The name of his theory having a sense of order in
“Hierarchy of Needs” one's life.
signifies the structured order
of the needs. This implies  Belongingness and love
that lower-level needs must needs: At this stage, people
be met before higher-level strive for social connection,
ones motivate individuals. love, and meaningful
relationships. They desire a
sense of belonging and
acceptance from family,
friends, and community.

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 Esteem needs: Once the
previous needs are fulfilled,
individuals seek self-esteem
and recognition. This
involves gaining respect from
others, feeling competent,
and having a positive self-
image. ✓ Reputation is the
perception of the prestige,
recognition, or fame a person
has achieved in the eyes of
others, whereas self-esteem
is the person’s feelings or
worth and confidence.
 Self-actualization needs:
The highest level of needs
involves seeking self-
actualization, which is the
realization of one's full
potential. It includes personal
growth, self-discovery, and
pursuing passions and
meaningful goals.

Three other categories of

needs
 Cognitive Needs: It includes
the desire for information,
curiosity, and the need for
meaningful engagement.
 Aesthetic Needs: Aesthetic
needs involve the desire for
harmony, balance, and a
sense of aesthetic pleasure.
 Neurotic needs: These
needs are usually reactive in

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 nature and serve to
compensate for some basic
need that has gone
unsatisfied

Dynamics of Personality

 Motivation involves reducing

tension by fulfilling deficit
needs related to survival and
safety.
 Metamotivation. It's the
drive to be your best self,
fueled by a quest for
personal growth, authenticity,
and reaching your full
potential.

 D-Needs (Deficiency
Needs) D-Needs encompass
physiological, safety, love
and belonging, and esteem
needs.
 B-Needs (Being-Needs):
These needs transcend
basic survival, emphasizing
personal growth and self-
actualization.

Jonah Complex ▪ It
represents a fear of
success, a fear of being
one’s best, and a feeling of
awesomeness in the
presence of beauty and
perfection

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 15 Tentative Qualities that
Characterize Self -
Actualizing People
 More Efficient Perception of
Reality
 Acceptance of Self, Others,
and Nature
 Spontaneity, Simplicity, and
Naturalness
 Problem – Centering
 Need for Privacy
 Autonomy
 Continued Freshness of
Appreciation
 The Peak Experience
 Gemeinschaftsgefühl
 Profound Interpersonal
Relations
 The Democratic Character
Structure
 Discrimination Between
Means and Ends
 Philosophical Sense of
Humor
 Creativeness
 Resistance to Enculturation
Flow Theory(optimal  Happiness does not CHARACTERISTICS OF
Mihaly Csikszentmihalyi experience theory) FLOW Csikszentmihalyi, Mihaly, &
simply happen. It
 Born in Hungary in 1934 must be prepared for  The activity is intrinsically Csikzsentmihalyi, Isabella
 He was put in Italian prison  The theory suggests that and cultivated by rewarding. Selega (Eds.). (1988). Optimal
during childhood. It was here, individuals experience a each person, by  There are clear goals that, Experience: Psychological
amid the misery and loss of state of "flow" when they are setting challenges while challenging, are still studies of flow in
family and friends during the fully engaged in an activity that are neither too attainable. consciousness.
war, that he had his first that matches their skill level demanding nor too https://www.pursuit-of-
happiness.org/history-of-

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 inkling of his seminal work in and presents a clear set of simple for ones  There is a complete focus on happiness/mihaly-
the area of flow and optimal goals and immediate abilities. the activity itself. csikszentmihalyi
experience feedback. The state of flow  Happiness comes  People experience feelings of
 A pioneer of positive is characterized by feelings from within oneself. personal control over the
psychology of heightened focus,  Beyond each situation and the outcome.
 His now-famous Experience concentration, and person’s set point of  People have feelings of
Sampling Study (a.k.a. Beeper enjoyment, as well as a happiness, there is a serenity and a loss of self-
Study) was a particularly sense of control and level of happiness consciousness.
inventive way to mastery over the task at over which each  There is immediate feedback.
make happiness a measurable hand. individual has some
phenomenon.  People find genuine degree of control. What Happens to the Brain
 During a trip to Switzerland, satisfaction during a state of  People are so during Flow
Csikszentmihalyi heard Carl consciousness called Flow. involved in an activity  Transient hypofrontality
Jung speak and this sparked In this state they are that nothing else hypothesis: Research
an interest in psychology. completely absorbed in an seems to matter; the suggests that the flow state
 Csikszentmihalyi’s most activity, especially an activity experience is so correlates with decreased
popular book, Flow: The which involves their creative enjoyable that people prefrontal cortex activity,
Psychology of Optimal abilities. will continue to do it potentially explaining altered
Experience (1990)  Csikszentmihalyi developed even at great cost, time perception and reduced
the term “flow state” for the sheer sake of self-consciousness..
because many of the people doing it.  Synchronization theory:
he interviewed described This theory posits that flow
their optimal states of enhances effective
performance as instances communication between brain
when their work simply regions, potentially leading to
flowed out of them without increased frontal cortex
much effort. activity and heightened
higher-level thinking during
the flow state.

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Examples of a Flow State

 Flow in creativity pursuit:

Flow is commonly linked to
creativity. For instance, a
writer in a flow state may
become so engrossed in their
work that time slips by
unnoticed.
 Flow in Education:
Csíkszentmihályi proposes
that overlearning enhances
the likelihood of experiencing
flow. Another key concept is
the idea of slightly stretching
one's abilities beyond the
current level.
 Flow in Sport: Challenging
yet achievable athletic
activities can induce flow,
often described as being "in
the zone." This state leads to
a sense of complete mastery
and a loss of self-
consciousness during
performance.
 Flow in Workplace: Flow
can occur when workers fully
concentrate on their tasks.

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Benefits of flow

 Emotional Regulation:
Heightened flow leads to
emotional complexity growth,
fostering the development of
skills for more effective
emotional regulation.
 Learning, Skill
Development, and
Creativity: Sustaining flow
requires seeking new
challenges and information to
continually master skills.
 Engagement and
Performance: In a flow state,
individuals are fully immersed
in the task at hand. Research
shows that flow can boost
performance in teaching,
learning, athletics, and artistic
creativity.
 Intrinsic Motivation: Flow,
as a positive mental state,
boosts intrinsic motivation,
emphasizing internal rewards
over external incentives like
prizes or payment.
 Fulfillment and Happiness:
In a flow state, people find
tasks more enjoyable,
increasing the likelihood of
finding them rewarding and
fulfilling.

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Flow vs. Hyperfocus

While hyperfocus and flow may

seem similar, key differences
exist. Hyperfocus can lead to
immersion to the detriment of
one's life, while flow is a more
beneficial state associated with
well-being. Additionally,
hyperfocus requires high
interest in tasks, whereas flow
can occur with challenging,
engaging, or rewarding
activities.

How to Achieve Flow

 Set Clear Goals

Csíkszentmihályi suggests in
his book that flow is likely to
occur when individuals face
tasks with clear goals and
specific responses.
 Eliminate Distractions
Reducing distractions is
essential for experiencing
flow; a clutter-free
environment enhances focus
on the task at hand.

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 Add an Element of
Challenge
Flow occurs when a person's
skills are fully engaged in
overcoming a manageable
challenge, serving as a
catalyst for learning new skills
and tackling increased
challenges.
 Practice Meditation and
Mindfulness
Meditation and mindfulness
can facilitate entering a flow
state by enhancing
awareness of the present
moment.
 Choose a Pursuit You
Enjoy
Achieving flow is unlikely
when doing an activity you
dislike. Aim to experience
flow by engaging in activities
you love.

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 Approach Trait

Name and description Name and Description of the Nature of Man Development, Structure, and References
of the Proponent (2pts) Theory (2pts) (not less than 3) (4pts) Dynamics of Personality (10pts)

Raymond Cattell Factor Analytic -Trait Theory  Cattell believes that each Development of Personality From Lecture Note 4B:
man contains a continuum Cattell
 Raymond B. Cattell  Personality can be predicted of personality traits  Traits: An imaginary
was born in 1905 in by assessing responses to  Humans are innately construct or interference
Staffordshire, environmental stimuli. driven by ERGs or from overt behavior that
England.  Cattell identifies 16 central Environmental Reaction helps to explain it.
 In the 1950s, Cattell personality traits. grids  Personality: Is that which
used factor analysis  Factor analysis, a statistical  Socially Shaped Ergic permits a prediction of what
to identify the technique, reveals these manifolds (SEMs) help a person will do in a given
structure of fundamental factors. explain the contribution of situation.
personality  Personality, according to his environment to human  The formula for
 At the age of 9, he theory, is understood by behavior. personality: R= f (P,
witnessed the quantifying fundamental  Genetic (nature) and S)
carnage and characteristics influencing socio-cultural (nurture)  Postulates the idea
casualties of World behavior. milieu interact to decide that personality is
War I broke out by his the functioning and not solely an internal
home that had been behavior of an organism. construct but is also
transformed into  Human nature is influenced by
hospital for wounded predictable external factors.
soldiers.  Believes in human
 He obtained a B.Sc. capability to solve social  Cattell proposed six stages
degree in chemistry issues and understand the in the development of
from the University of environment, but personality covering the
London in 1924 acknowledging regression entire life span. The period of
 Cattell then turned to due to individual and infancy, from birth to age 6,
psychology, obtaining socio-cultural prejudices. is the major formative period
a Ph.D. degree at the  Cattell’s concept of for personality.
same university in modulator asserts that
1929 every individual has a Dynamics of Personality
particular susceptibility,

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 proneness, or liability to Common vs Unique Traits
react with a particular  Common: One that is
emotion. shared in varying degrees
 Trait loading using factor by all members of the
analysis could be used to same culture.
specify traits or  Unique: make each
characteristic associated person distinct and
with an individual’s special
personality.
Ability Traits ( relate to cognitive
and intellectual capabilities)
 Crystallized Intelligence:
Stored knowledge and
skills acquired over a
person's lifetime,
typically through
schooling
 Fluid Intelligence: ability
to process new
information, learn and
solve problems in novel
situations

Temperament traits: thought to

have a biological basis and tend
to remain relatively consistent
throughout a person's life

Dynamic Trait
 Attitude: reflect an
individual's desires,
preferences, and driving
forces behind their
behavior

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  ERGS: These drives
compel individuals to act
until their goals are met.
 Sentiments: reflect a
person's broader feelings
and values about a
particular domain or
aspect of life

Surface Traits vs Source Traits

 Surface Traits: outward
manifestations of a
person's personality
 Source Traits: represent
the core and stable
characteristics that drive
a person's behavior
consistently across
various situations
 Environmental
Mold Traits:
shaped by one’s
culture and
experience
 Constitutional
Source Trait: are
inherent and
biologically
determined
aspects of an
Individual's
personality

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 Thomas Carlyle “Great Man Theory”  Individual are born with Development of Personality https//thedevisionlab.com
inherent qualities that make Https//core.ac.uk
 A British, essayist,  Thomas Carlyle prominent them destine to be leaders. Carlyle in "On Heroes, Hero- www.123helpme.com
historian, and theory often referred to as  Leaders are born, not made Worship, and The Heroic in www.scribd.com
philosopher form the "Great Man Theory",  Some traits are particularly History" contended that studying www.apsmcollege.com
Scottish lowland posits that history and suited to leadership great men reveals our own www.betterup.com
 A leading writer of society are largely shaped by  People who make good heroic potential, aiding in the www.futurelearn.com
the Victorian era, he the influence of exceptional leaders have the right discovery of aspects of our
exerted a profound individuals combination of traits character.
influence on 19th  Carlyle believed that certain  Leaders possess certain key
century, art, literature individual endowed with of personality that is which There are six archetypes:
and philosophy extraordinary quality and to identify them as natural  The hero as a divinity (i.e
 Carlyle attended the abilities, emerged as leaders leaders. pagan myths): individuals in
University of and catalyst for historical pagan myths who were
Edinburgh where he change. revered as divine figures or
excelled in  He emphasize the idea that symbols of extraordinary
mathematics. these exceptional individual power and virtue.
 After finishing the art possess a natural authority  Prophet (i.e Muhammad):
course he prepared that set them apart and their Represents individuals who
to become a minister actions have a profound bring divine messages and
in the Buegher impact on the course of act as intermediaries
Church while working history. between the divine and
as school master humanity.
 1950’s his extensive  Poet (i.e William
scholarship of Shakespeare): individuals
Carlyle studies has with a deep understanding of
improved his the human experience and
standing and he is the ability to articulate
now recognize as universal truths through their
one of the enduring artistic expressions.
monuments of our  Priest (i.e John Knox):
literature who quite individuals who hold a
simple, cannot be sacred and spiritual authority
spared. within a religious context
 In 20th century. His  Man of letters (i.e jean
reputation further Jacques Rousseau) Carlyle

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declined, as the appreciates the influence of
onset of World War 1 writers, philosophers, and
and World War 2 thinkers who shape the
bought forth cultural and intellectual
accusations that he landscape.
was a progenitor of  King (i.e Oliver Cromwell):
bought Prussianism leaders like Cromwell as
and fascism. powerful figures who shape
the course of history through
their governance and
decisive actions.

Dynamics of Personality
An American philosopher,
Sidney Hook, further expanded
Carlyle’s perspective
highlighting the impact which
could be made by the eventful
man vs. the event-making man

 Eventful man: remained

complex in a historic
situation, but did not really
determine its course
 Event-making man: role is
based on “the consequences
of outstanding capacities of
intelligence, will and
character rather than the
actions of distinction”

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 Approach Biological

Name and description of the Name and Description of Nature of Man Development, Structure, and References
Proponent (2pts) the Theory (2pts) (not less than 3) (4pts) Dynamics of Personality (10pts)

David Buss “Evolutionary Theory of  Man is the primary product of Development of Personality From Lecture Note 5:
Psychology” the evolutionary process. Biological Perspective (Buss)
 Born in Indianapolis,  Man has a certain  Evolutionary theory is
India, he grew up in an  This is a psychological mechanism inherently a nature and nurture
academic family. comprehensive that helps human survive perspective when it comes to
 Despite struggling with exploration of human and reproduce. its origin.
grades and getting personality, delving  Overtime, these successful  Fundamental Attribution
involved in drugs in high into its origin, function, mechanisms spread Error: focus on internal
school, he dropped out at and structure. throughout the population disposition
17 and started working at  Charles Darwin laid and come to characterize  Fundamental Situational
a truck company. the foundation for species. Error: environment alone
 This experience led him to evolutionary theory,  Need to Belong influences behavior
realize that there must be emphasizing chance  Helping and Altruism  Sources of Individual
better ways to live. and selection.  Universal Emotion Differences
 Developing a passion for  Buss's personality  Environmental
psychology, he pursued a theory centers on  Heritable/Genetic
PhD in personality adaptive problem-  Non-Adaptive
psychology at the solving mechanisms,  Maladaptive
University of California. viewing personality as
 He wrote his first paper on a result of the
evolution and behavior interaction between a
titled "Dominance/Access changing environment
to Women" and authored and body/brain
several books, including dynamics. Dynamics of Personality
"Evolutionary  It primarily focuses on
Psychology," "The understanding  To survive, any living things
Evolution of Desire," and consistent individual must deal with what Buss
"The Murderer Next differences in called the “hostile forces of
Door." motivations, actions, nature”
and thoughts.

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  Two specific main classes of
mechanisms:
 Physical Mechanism:
involve physiological
aspects evolving in order
to survive
 Psychological
Mechanism: involve
cognitive and personality
systems that solve
specific survival
problems
 Evolved Mechanism:
Psychological mechanism that
is relevant to personality can
be grouped into three main
categories:
 Goals/ drives/ motive
 Emotions
 Personality traits - focus
of the theory.
Buss Model of Personality:
resembles the Big Five Trait
Approach of McCrae:
 Surgency
 Agreeableness
 Emotional
Stability/Neuroticism
 Conscientiousness
 Openness
Examples of adaptive
problems and their solution:
 Wounds and Injury →
Blood Clotting

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  Fending Off Attacks of
Enemy → Strength,
Speed, Aggression
 Trust and Cooperation →
Conscientiousness and
Agreeableness
 Alliance and Group
Cohesion → Dominance
and Agreeableness
 Food Gathering →
Creativity, Intelligence,
Openness.

Herbert Spencer Social Darwinism  The more powerful races Development of personality Bloom, Robert L. et al. "4.
would become even more  Species evolve and adapt to Social Darwinism. Pt. XV:
 Herbert Spencer was  The attempt to expand powerful, while the weaker their environment through Biology and the Rise of the
born on April 27, 1820, Darwin’s theory of ethnic groups would slowly natural selection, human Social Sciences." Ideas and
in Derby, England. biological evolution disappear. Institutions of Western Man
societies also go through a
 Largely self-taught, he into a cosmic  it was the natural course (Gettysburg College, 1958),
philosophy similar process. 28-55.
drew inspiration from his of life that the strong
father's library and  Applied Darwin's survived at the cost of the o Societies with traits and
embarked on a career principles of natural weak characteristics are better Author. (n.d.). Herbert
that initially involved civil selection to society  The most dangerous idea suited for survival and Spencer: Theory and Social
engineering and later and coined the phrase of Social Darwinism was its progress would thrive, Darwinism.
journalism. "survival of the fittest. arguments of ‘naturalness’ while those with less Studysmarter.co.uk.
 Spencer gained  Societies evolve in a and ‘inevitability’ regarding favorable traits would
Retrieved December 8, 2023,
recognition for his way similar to species, social inequalities from
decline or perish.
insightful articles in where those that are  Societies, just like https://www.studysmarter.co.
publications such as better adapted to their organisms, start by uk/explanations/social-
"The Economist." environment will thrive being simple before studies/famous-
 His major works include and progress, while progressing  Individuals develop their
sociologists/herbert-
"Social Statics" (1851), those less fit will towards complexity. spencer/#:~:text=Social%20D
decline. personality through a process arwinism%3A%20Herbert%2
"Principles of
Psychology" (1855), and of adaptation and competition 0Spencer,more%20power%2
0in%20human%20society.

23 | P a g e
 "Principles of Sociology"  According to him, individuals
(1876–1896). and societies evolve through
 Notably, Spencer coined "survival of the fittest"
the term "survival of the
o Competition among
fittest" before Charles
Darwin. individuals and groups in
 His intellectual society leads to the
contributions centered survival and
on the concepts of social advancement of the most
evolution and the capable and successful.
organic analogy, o Implies that the strong
advocating for limited
will succeed and the
government interference
in individual affairs. weak shall perish
 In his later years, o The ‘fittest’ will be
Spencer focused on successful and they shall
writing and lecturing, rule the weaker because
receiving a knighthood in they are more fit to do so.
1902 shortly before his  He also emphasized the
death on December 8,
importance of individual effort
1903, in Brighton,
England. and self-reliance in shaping
 Herbert Spencer's work personality
continues to be  Individuals can shape their
influential in the fields of destinies through personal
philosophy, sociology, effort and adaptation to their
and political theory, social environment
marking him as a
prominent figure in 19th- DYNAMICS
century intellectual According to Spencer, societies
history. and organisms had three main
systems;
 Sustaining system of an
organism: The digestive
system, including the mouth,
gullet, stomach, and

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 intestines, processes food to
sustain the entire organic
machine. Similarly, society
has its sustaining system—
the productive system,
encompassing manufacturing
districts and agricultural
areas.
 Distribution system in an
organism: Comprising blood
vessels, heart, arteries, and
veins, the circulatory system
transports blood throughout
the body. In the social
structure, it serves as a
means of communication and
transport, analogous to roads,
railways, and postal and
telegraph services in society
 Regulating system: The
nervous system serves as the
body's regulatory mechanism,
overseeing all bodily
functions. In the body politic,
the government functions
similarly, regulating and
controlling individuals'
activities as an analogous
regulatory system

25 | P a g e
 Approach Cognitive

Name and description of the Name and Description Nature of Man Development, Structure, and References
Proponent (2pts) of the Theory (2pts) (not less than 3) (4pts) Dynamics of Personality (10pts)

Aaron Tenkin Beck “Cognitive theory of  Individuals have distorted Factors that lead to the From the lecture note 8B –
Early Life depression” thinking patterns and Development of Personality Aron Tenkin Beck
 Aaron Beck was born on negative schemas.
July 18, 1921 in  Emphasized the role  Beck believed that  A complex blend of factors
Providence, Rhode Island, of negative thought individuals with depression derived from both "nature" and
USA, patterns in the often have a negative view "nurture" are thought to drive the
 A youngest of three development and of themselves, the world, formation of people's core
surviving children. maintenance of and the future. beliefs.
 Both of his two siblings depression.  The negative beliefs lead to
passed away before his  Individuals with cognitive distortions, such  Cognitive theory emphasizes the
birth depression as all-or-nothing thinking, importance of social learning
 His mother became experience cognitive overgeneralization, and with respect to personality
chronologically depressed distortions, such as selective abstraction. development. (like childhood
and this marked influence negative automatic  Beck's theory suggests that trauma and abuse)
on his future profession. thoughts and changing these negative
dysfunctional core thought patterns can help Development of Depression
Education beliefs. alleviate symptoms of
 Graduated from Brown  Cognitive distortions depression. o Beck’s cognitive triad theorizes
University for his contribute to the that depressed people have
undergraduate education. experience of negative and hopeless
 Earned his M.D. at Yale depressed mood, thoughts or core beliefs about
University in 1946. hopelessness, and themselves, their experiences
 Renowned for developing low self-esteem. in the world, and their future.
cognitive therapy, now  Cognitive therapy
known as cognitive- based on Beck's
behavioral therapy (CBT). theory aims to DYNAMICS OF PERSONALITY
 Introduced various identify and change
assessments, including these negative o Beck's identified patterns of
Beck’s Anxiety Inventory thought patterns to habitual and maladaptive
thinking that he called “errors

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 (BAI) and Beck alleviate symptoms of thought”. These includes the
Depression Inventory. of depression. following:
 Identified six types of  The theory highlights
faulty thinking processes the significance of o Selective Abstraction /
common in psychological cognitive factors in Negative Filtering
disorders: Arbitrary understanding and - Focusing on a single aspect of
Inference, Selective treating depression. a situation and ignoring others.
Abstraction,
Overgeneralization, o Overgeneralization
Magnification, - Drawing broad negative
Personalization, Polarized conclusions on the basis of a
Thinking. single insignificant event.

o Arbitrary inference or Mind

Reading
- Drawing conclusions on the
basis of sufficient or irrelevant
evidence

o Personalization
- Attributing the negative feelings
of others to yourself.

o Magnification or
Catastrophizing
- Exaggerating the importance of
undesirable events.

o Polarized Thinking or All-or-

Nothing Thinking
Perceived in extremes or in “good
and bad”, “either-or-terms”.

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 David “Theory of adolescent  Adolescents may are often  Elkind's theory of adolescent Elkind, David (1967).
Elkind egocentrism” highly focused own their own egocentrism posits heightened "Egocentrism in
thoughts and experiences. self-consciousness and Adolescence". Child
PERSONAL preoccupation with thoughts Development. 38 (4): 1025–
 Born in Detroit, Michigan  Elkind described  Adolescents often display and feelings. 1034
in 1931. adolescent heightened self-  Components include the
 He is an American child egocentrism as a consciousness and a belief imaginary audience and the Alberts, A, Elkind, D.,
psychologist and author. "failure to distinguish that others are overly personal fable. &Ginsberg, S. (2007). The
 He and his family moved between the focused on them personal fable and risk-
to California when he cognitive concerns  Imaginary audience taking in early adolescence.
was an adolescent. of others and those  This egocentrism can lead to - Belief that others are as Journal of Youth and
 Father’s experienced to the self" feelings of being unique, or interested in them as they Adolescence, 36, 71-76.
influenced Elkind’s  Adolescent special, as well as a sense of are, accompanied by Doi: 10.1007/s10964-006-
studies. egocentrism is made invincibility. attention-seeking behavior. 9144-4
 He is married to Debbie up of three patterns Example: An eighth-grader
Elkind, lives on Cape of thought: the  Adolescents may struggle walks into a classroom,
Cod, and has three sons imaginary audience, with understanding others thinking everyone is focused
and four grandchildren. the personal fable, have their own perspectives on his spotty complexion.
and the invincible and experiences separate  Elkind and Bowen (1979)
PROFESSIONAL fable. from their own have defined two aspects of
 Earned B.A. and Ph.D.  Egocentrism – the imaginary audience. These
from UCLA in 1952 and heightened self- They may also grapple with are the:
1955, respectively. awareness and self- feeling misunderstood or o Abiding self - aspects of
 Received an honorary consciousness judged by others due to their the permanent self which
Doctorate in Science  Egocentrism can heightened self-conciousness. the adolescent is reluctant
from Rhode Island impact decision- to reveal.
College in 1987. making, risk- o Transient self -
 Exposed to Jean Piaget assessment, and momentarily embarrassing
while working as a interpersonal characteristics that the
Research Assistant at relationship during adolescent thinks of hiding.
the Austen Riggs Center adolescent.
from 1964 to 1965.  Personal fable
 Worked at Piaget's - A sense of personal
Institut d'Epistemologie uniqueness and invincibility.
Genetique in Geneva, - For example, 13 year old
Adrienne says this about

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 Switzerland, from 1964 to herself: “No one
1965. understands me, particularly
 Current Emeritus my parents. They have no
Professor in Medford, idea of what I am feeling”.
Massachusetts.  Invincibility Fable
 Notable Speaker and - The belief that one is
Author with over 400 invincible and can never be
publications, including hurt.
children's stories. - For example, drinking or
 Well-known books: driving excessively and
Reinventing Childhood think they won’t get
(1998), All Grown Up and pregnant.
No Place to Go (1998),
Ties That Stress: The
New Family Imbalance ELKIND’S SIX IMMATURE
(1994). CHARACTERISTICS OF
 Renowned for ADOLESCENT THOUGHT
contributions to 1. Idealism and Criticalness:
adolescent psychology, - Believe they know better than
expanding on Piaget's adults; consistently find faults
adolescent egocentrism. in parental figures.
 Examined how
egocentrism impacts 2. Argumentativeness:
adolescent thought, - Use opportunities to test
behavior, and emotion. reasoning abilities, such as
making a case for staying out
past curfew.

3. Indecisiveness:
- Lack effective decision-making
strategies, as seen in choosing
between homework and
hanging out with friends.

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4. Apparently Hypocrisy:
- Struggle to differentiate
between expressing an ideal
and making sacrifices to live up
to it.
- Example: Wanting to conserve
energy but driving frequently.

5. Self-Consciousness:
- Experience an imaginary
audience, thinking people are
watching and judging them.

6. Specialness and Invulnerability:

- Exhibit a personal fable,
believing they are special,
unique, and not subject to the
rules that govern the rest of the
world.

30 | P a g e
 Approach Biological

Name and description of the Name and Description of Nature of Man Development, Structure, and References
Proponent (2pts) the Theory (2pts) (not less than 3) (4pts) Dynamics of Personality (10pts)

John B. Watson “Methodological  Man does not have a Development of Personality From Lecture Note 7A: JB
Behaviorism free will. They sit back Watson
 Watson was born on Stimulus-Response passively and allow the  In Watson's experiment with
January 9, 1878, in Theory” world to mold them into Little Albert, he applied
South Carolina, U.S the people they Pavlov's theory to challenge
 John Watson, raised in a  He believed behavior become such as the the idea of instinctual human
low-income family, faced origins could be personality they exhibit. behavior.
harsh religious training studied in  Man’s personality is the  Little Albert, an 11-month-old
from his mother Emma experimental product of their subject, illustrated that all
Watson and a violent settings, leading to environment actions result from
father Pickens Watson. his infamous Little  Man's personality is a environmental interactions.
 Entered University of Albert Experiment. result of learned  The study indicated
Chicago, specializing in  In "Psychology as behaviors influenced by conditioned emotional
experimental psychology the Behaviorist the environmental responses could trigger
 Developed behaviorist Views It," factors and conditioning reactions to diverse stimuli,
theories during graduate methodological processes. emphasizing that any neutral
academic program behaviorism rejects stimulus could evoke an
 Married Mary Ickes, had subjective emotional response.
two children, engaged in considerations,  Watson believed conditioning
an affair with student emphasizing that shaped personality,
assistant Rosalie Rayner behavior results challenging the concept of
 Divorced Mary, married solely from learned inherent instincts.
Rayner, raised two boys interactions with the
based on behaviorist environment
principles  Personality is the Dynamics of Personality
 Wrote and published combination or total
influential works like of all learned Personality is believed to be
"Behaviorism" and tendencies one-dimensional: Personality,
"Psychology as the  He coined this term according to Watson, stems
behaviorists views it" because his theory solely from observable behaviors

31 | P a g e
 Watson passed away on focused on the belief shaped by experiences and the
September 25, 1958, in that behavior, environment.
New York City. shaped primarily by
conditioning, Environment shapes behavior:
influences an Environmental factors
individual's significantly influence learned
personality. human behaviors and shape
behavior itself.

Learning is a process of
conditioning: This process
forms associations between
stimuli and responses.

Behavior is the result of

stimulus-response: Stimulus,
an environmental feature
influencing behavior, elicits a
response. Emotional behavior
can be conditioned using
stimulus-response techniques.

Behavior can be predicted and

controlled: Predicting and
controlling personality is the
behavioral study goal. By
managing stimuli and
consequences, behavior can be
modified or shaped.
Joseph Wolpe “Systematic  Much of human behavior, Development of Personality: https://psych.athabascau.ca/o
Desensitization” including emotional pen/wolpe/bio.php
 Joseph Wolpe, born responses like anxiety and The implementation of
in 1915 in  In the 1950s, Wolpe phobias, is learned. systematic desensitization https://study.com/academy/le
Johannesburg, observed that cats at  Human behavior, including follows two phases: sson/joseph-wolpe-theory-
South Africa Wits University could emotional reactions, can be lesson-
overcome fear understood and modified quiz.html#:~:text=Joseph%20

32 | P a g e
 Served in the South through gradual and through principles of  First Phase: Child or Wolpe%20developed%20syst
African Medical systematic exposure. conditioning and learning. individual is taught ematic%20desensitization,me
Corps during World  Developed the  The environment plays a relaxation strategies. th
War II, treating "war desensitization crucial role in shaping  Second Phase: Initiated https://www.simplypsycholog
neuroses" with a theory after serving human behavior. when engagement in the y.org/systematic-
combination of as a medical officer  Man, as perceived through requisite imaginal activities desensitisation.html
psychoanalysis and in World War II, the lens of systematic is observed.
drugs caring for soldiers desensitization, is one that
 Post-war, pursued with post-traumatic can be positively influenced
an M.D. in stress disorder and modified through
psychiatry, (PTSD). targeted behavioral Dynamics of Personality
dissatisfied with  In 1958, he formally interventions.
therapeutic introduced  Wolpe believed that they How Desensitization Works
outcomes and systematic could overcome irrational  In vitro – the client
influenced by Pavlov desensitization as a fears. imagines exposure to the
and Clarke Hull therapeutic approach phobic stimulus.
 Developed after realizing drug  In vivo – the client is
therapeutic therapy's actually exposed to the
techniques such as ineffectiveness for phobic stimulus.
assertiveness PTSD
training, systematic  Wolpe's systematic Systematic desensitization
desensitization, desensitization laid involves a three-step process:
sexual therapy, and the foundation for  Relaxation Training: uses
aversion relief assertiveness muscle relaxation and
through clinical therapy. breathing exercises to
practice  Wolpe's focus on manage anxiety, control
 Systematic changing behaviors, physical stress
desensitization, his as opposed to responses, and address
most famous Freud's tension-related phobias
procedure, evolved psychoanalysis,  Establishment of Anxiety
from his laboratory marked a shift in Hierarchy. The individual
work with discrete, therapeutic and therapist collaborate
measurable steps in approaches, to create a structured list
therapist and patient emphasizing present of fear-inducing situations
behaviors actions over related to a specific

33 | P a g e
uncovering the phobia, ranked in order of
patient's past. difficulty for therapy.
 Gradual Exposure The
therapy involves gradual
exposure to anxiety-
inducing situations using
relaxation techniques,
gradually increasing the
level of exposure until the
anxiety response
diminishes, indicating
successful therapy.

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