July 19, 2012 By Dr Abha Bang 0 Comments and 0 Reactions Dr Sigmund Freuds theory of personality development is one of the most popular, and also most controversial theories of modern psychiatry. Read more about the various stages Freud believed an individual needed to successfully complete to develop a healthy personality.
What is personality?
Personality can be defined as the various enduring and distinctive patterns of behaviour and thought that are characteristic of a particular person. Experts differ on the how and why of development of our adult personality. Some believe it is a result of the expression of genetically determined traits, others claim they are creations shaped by environmental influences, while yet others attribute it to the product of interaction between nature and nurture. In the following series, we try and understand some of the prominent theories of personality development.
Jean Piaget was born in Switzerland in 1896. After receiving his doctoral degree at age 22, Piaget formally began a career that would have a profound impact on both psychology and education. After working with Alfred Binet, Piaget developed an interest in the intellectual development of children. Based upon his observations, he concluded that children were not less intelligent than adults, they simply think differently. Albert Einstein called Piaget's discovery "so simple only a genius could have thought of it." Piaget's stage theory describes the cognitive development of children. Cognitive development involves changes in cognitive process and abilities. In Piaget's view, early cognitive development involves processes based upon actions and later progresses into changes in mental operations. Key Concepts Schemas - A schema describes both the mental and physical actions involved in understanding and knowing. Schemas are categories of knowledge that help us to interpret and understand the world. In Piaget's view, a schema includes both a category of knowledge and the process of obtaining that knowledge. As experiences happen, this new information is used to modify, add to, or change previously existing schemas. For example, a child may have a schema about a type of animal, such as a dog. If the child's sole experience has been with small dogs, a child might believe that all dogs are small, furry, and have four legs. Suppose then that the child encounters a very large dog. The child will take in this new information, modifying the previously existing schema to include this new information. Assimilation - The process of taking in new information into our previously existing schema's is known as assimilation. The process is somewhat subjective, because we tend to modify experience or information somewhat to fit in with our preexisting beliefs. In the example above, seeing a dog and labeling it "dog" is an example of assimilating the animal into the child's dog schema. Accommodation - Another part of adaptation involves changing or altering our existing schemas in light of new information, a process known as accommodation. Accommodation involves altering existing schemas, or ideas, as a result of new information or new experiences. New schemas may also be developed during this process. Equilibration - Piaget believed that all children try to strike a balance between assimilation and accommodation, which is achieved through a mechanism Piaget called equilibration. As children progress through the stages of cognitive development, it is important to maintain a balance between applying previous knowledge (assimilation) and changing behavior to account for new knowledge (accommodation). Equilibration helps explain how children are able to move from one stage of thought into the next.
Personality Development
Major Theories of Personality Development
Personality development has been a major topic of interest for some of the most prominent thinkers in psychology. Our personalities make us unique, but how does personality develop? How exactly do we become who we are today?
In order to answer this question, many prominent theorists developed theories to describe various steps and stages that occur on the road of personality development. The following theories focus on various aspects of personality development, including cognitive, social and moral development. Piagets Stages of Cognitive Development Jean Piagets theory of cognitive development remains one of the most frequently cited in psychology, despite being subject to considerable criticism. While many aspects of his theory have not stood the test of time, the central idea remains important today: children think differently than adults. Learn more about Piagets groundbreaking theory and the important contributions it made to our understanding of personality development. Freuds Stages of Psychosexual Development In addition to being one of the best-known thinkers in the area of personality development, Sigmund Freud remains one of the most controversial. In his well-known stage theory of psychosexual development, Freud suggested that personality develops in stages that are related to specific erogenous zones. Failure to successfully complete these stages, he suggested, would lead to personality problems in adulthood. Freuds Structural Model of Personality Freud's concept of the id, ego and superego has gained prominence in popular culture, despite a lack of support and considerable skepticism from many researchers. According to Freud, three elements of personalityknown as the id, the ego, and the superegowork together to create complex human behaviors. Eriksons Stages of Psychosocial Development Erik Eriksons eight-stage theory of human development is one of the best known theories in psychology. While the theory builds on Freuds stages of psychosexual development, Erikson chose to focus on how social relationships impact personality development. The theory also extends beyond childhood to look at development across the entire lifespan. Kohlbergs Stages of Moral Development
Lawrence Kohlberg developed a theory of personality development that focused on the growth of moral thought. Building on a two-stage process proposed by Piaget, Kohlberg expanded the theory to include six different stages. While the theory has been criticized for a number of different reasons, including the possibility that it does not accommodate different genders and cultures equally, Kohlbergs theory remains important in our understanding of how personality develops.
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During the oral stage, the infant's primary source of interaction occurs through the mouth, so the rooting and sucking reflex is especially important. The mouth is vital for eating, and the infant derives pleasure from oral stimulation through gratifying activities such as tasting and sucking. Because the infant is entirely dependent upon caretakers (who are responsible for feeding the child), the infant also develops a sense of trust and comfort through this oral stimulation.
The primary conflict at this stage is the weaning process--the child must become less dependent upon caretakers. If fixation occurs at this stage, Freud believed the individual would have issues with dependency or aggression. Oral fixation can result in problems with drinking, eating, smoking or nail biting.
During the anal stage, Freud believed that the primary focus of the libido was on controlling bladder and bowel movements. The major conflict at this stage is toilet training--the child has to learn to control his or her bodily needs. Developing this control leads to a sense of accomplishment and independence.
According to Freud, success at this stage is dependent upon the way in which parents approach toilet training. Parents who utilize praise and rewards for using the toilet at the appropriate time encourage positive outcomes and help children feel capable and productive. Freud believed that positive experiences during this stage served as the basis for people to become competent, productive and creative adults.
However, not all parents provide the support and encouragement that children need during this stage. Some parents' instead punish, ridicule or shame a child for accidents. According to Freud, inappropriate parental responses can result in negative outcomes. If parents take an approach that is too lenient, Freud suggested that an anal-expulsive personality could develop in which the individual has a messy, wasteful or destructive personality. If parents are too strict or begin toilet training too early, Freud believed that an anal-retentive personalitydevelops in which the individual is stringent, orderly, rigid and obsessive.
During the phallic stage, the primary focus of the libido is on the genitals. At this age, children also begin to discover the differences between males and females.
Freud also believed that boys begin to view their fathers as a rival for the mothers affections.The Oedipus complex describes these feelings of wanting to possess the mother and the desire to replace the father. However, the child also fears that he will be punished by the father for these feelings, a fear Freud termed castration anxiety. The term Electra complex has been used to described a similar set of feelings experienced by young girls. Freud, however, believed that girls instead experience penis envy. Eventually, the child begins to identify with the same-sex parent as a means of vicariously possessing the other parent. For girls, however, Freud believed that penis envy was never fully resolved and that all women remain somewhat fixated on this stage. Psychologists such as Karen Horney disputed this theory, calling it both inaccurate and demeaning to women. Instead, Horney proposed that men experience feelings of inferiority because they cannot give birth to children.
During the latent period, the libido interests are suppressed. The development of the ego andsuperego contribute to this period of calm. The stage begins around the time that children enter into school and become more concerned with peer relationships, hobbies and other interests.
The latent period is a time of exploration in which the sexual energy is still present, but it is directed into other areas such as intellectual pursuits and social interactions. This stage is important in the development of social and communication skills and self-confidence.
During the final stage of psychosexual development, the individual develops a strong sexual interest in the opposite sex. This stage begins during puberty but last throughout the rest of a person's life.
Where in earlier stages the focus was solely on individual needs, interest in the welfare of others grows during this stage. If the other stages have been completed successfully, the individual should now be well-balanced, warm and caring. The goal of this stage is to establish a balance between the various life areas.
The theory is focused almost entirely on male development with little mention of female psychosexual development.
His theories are difficult to test scientifically. Concepts such as the libido are impossible to measure, and therefore cannot be tested. The research that has been conducted tends to discredit Freud's theory.
Future predictions are too vague. How can we know that a current behavior was caused specifically by a childhood experience? The length of time between the cause and the effect is too long to assume that there is a relationship between the two variables.
Freud's theory is based upon case studies and not empirical research. Also, Freud based his theory on the recollections of his adult patients, not on actual observation and study of children.
The id is the only component of personality that is present from birth. This aspect of personality is entirely unconscious and includes of the instinctive and primitive behaviors. According to Freud, the id is the source of all psychic energy, making it the primary component of personality.
The id is driven by the pleasure principle, which strives for immediate gratification of all desires, wants, and needs. If these needs are not satisfied immediately, the result is a state anxiety or tension. For example, an increase in hunger or thirst should produce an immediate attempt to eat or drink. The id is very important early in life, because it ensures that an infant's needs are met. If the infant is hungry or uncomfortable, he or she will cry until the demands of the id are met. However, immediately satisfying these needs is not always realistic or even possible. If we were ruled entirely by the pleasure principle, we might find ourselves grabbing things we want out of other people's hands to satisfy our own cravings. This sort of behavior would be both disruptive and socially unacceptable. According to Freud, the id tries to resolve the
tension created by the pleasure principle through the primary process, which involves forming a mental image of the desired object as a way of satisfying the need. The Ego The ego is the component of personality that is responsible for dealing with reality. According to Freud, the ego develops from the id and ensures that the impulses of the id can be expressed in a manner acceptable in the real world. The ego functions in both the conscious,preconscious, and unconscious mind. The ego operates based on the reality principle, which strives to satisfy the id's desires in realistic and socially appropriate ways. The reality principle weighs the costs and benefits of an action before deciding to act upon or abandon impulses. In many cases, the id's impulses can be satisfied through a process of delayed gratification--the ego will eventually allow the behavior, but only in the appropriate time and place. The ego also discharges tension created by unmet impulses through the secondary process, in which the ego tries to find an object in the real world that matches the mental image created by the id's primary process. The Superego
The last component of personality to develop is the superego. The superego is the aspect of personality that holds all of our internalized moral standards and ideals that we acquire from both parents and society--our sense of right and wrong. The superego provides guidelines for making judgments. According to Freud, the superego begins to emerge at around age five.
1.
The ego ideal includes the rules and standards for good behaviors. These behaviors include those which are approved of by parental and other authority figures. Obeying these rules leads to feelings of pride, value and accomplishment.
2.
The conscience includes information about things that are viewed as bad by parents and society. These behaviors are often forbidden and lead to bad consequences, punishments or feelings of guilt and remorse.
The superego acts to perfect and civilize our behavior. It works to suppress all unacceptable urges of the id and struggles to make the ego act upon idealistic standards rather that upon realistic principles. The superego is present in the conscious, preconscious and unconscious.
With so many competing forces, it is easy to see how conflict might arise between the id, ego and superego. Freud used the term ego strength to refer to the ego's ability to function despite these dueling forces. A person with good ego strength is able to effectively manage these pressures, while those with too much or too little ego strength can become too unyielding or too disrupting.
According to Freud, the key to a healthy personality is a balance between the id, the ego, and the superego.
Erik Erikson's theory of psychosocial development is one of the best-known theories of personality in psychology. Much like Sigmund Freud, Erikson believed that personality develops in a series of stages. Unlike Freud's theory of psychosexual stages, Erikson's theory describes the impact of social experience across the whole lifespan. One of the main elements of Erikson's psychosocial stage theory is the development of ego identity.1 Ego identity is the conscious sense of self that we develop through social interaction. According to Erikson, our ego identity is constantly changing due to new experiences and information we acquire in our daily interactions with others. In addition to ego identity, Erikson also believed that a sense of competence motivates behaviors and actions. Each stage in Erikson's theory is concerned with becoming competent in an area of life. If the stage is handled well, the person will feel a sense of mastery, which is sometimes referred to as ego strength or ego quality.2 If the stage is managed poorly, the person will emerge with a sense of inadequacy.
In each stage, Erikson believed people experience aconflict that serves as a turning point in development. In Erikson's view, these conflicts are centered on either developing a psychological quality or failing to develop that quality. During these times, the potential for personal growth is high, but so is the potential for failure.
Psychosocial Stage 1 - Trust vs. Mistrust The first stage of Erikson's theory of psychosocial development occurs between birth and one year of age and is the most fundamental stage in life.2 Because an infant is utterly dependent, the development of trust is based on the dependability and quality of the child's caregivers. If a child successfully develops trust, he or she will feel safe and secure in the world. Caregivers who are inconsistent, emotionally unavailable, or rejecting contribute to feelings of mistrust in the children they care for. Failure to develop trust will result in fear and a belief that the world is inconsistent and unpredictable.
Psychosocial Stage 2 - Autonomy vs. Shame and Doubt The second stage of Erikson's theory of psychosocial development takes place during early childhood and is focused on children developing a greater sense of personal control. Like Freud, Erikson believed that toilet training was a vital part of this process. However, Erikson's reasoning was quite different then that of Freud's. Erikson believe that learning to control one's bodily functions leads to a feeling of control and a sense of independence.
Other important events include gaining more control over food choices, toy preferences, and clothing selection.
Children who successfully complete this stage feel secure and confident, while those who do not are left with a sense of inadequacy and self-doubt.
Psychosocial Stage 3 - Initiative vs. Guilt During the preschool years, children begin to assert their power and control over the world through directing play and other social interactions.
Children who are successful at this stage feel capable and able to lead others. Those who fail to acquire these skills are left with a sense of guilt, self-doubt, and lack of initiative.3
Psychosocial Stage 4 - Industry vs. Inferiority This stage covers the early school years from approximately age 5 to 11.
Through social interactions, children begin to develop a sense of pride in their accomplishments and abilities.
Children who are encouraged and commended by parents and teachers develop a feeling of competence and belief in their skills. Those who receive little or no encouragement from parents, teachers, or peers will doubt their abilities to be successful.
Psychosocial Stage 5 - Identity vs. Confusion During adolescence, children explore their independence and develop a sense of self.
Those who receive proper encouragement and reinforcement through personal exploration will emerge from this stage with a strong sense of self and a feeling of independence and control. Those who remain unsure of their beliefs and desires will feel insecure and confused about themselves and the future.
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Psychosocial Stage 6 - Intimacy vs. Isolation This stage covers the period of early adulthood when people are exploring personal relationships.
Erikson believed it was vital that people develop close, committed relationships with other people. Those who are successful at this step will form relationships that are committed and secure.
Remember that each step builds on skills learned in previous steps. Erikson believed that a strong sense of personal identity was important for developing intimate relationships. Studies have demonstrated that those with a poor sense of self tend to have less committed relationships and are more likely to suffer emotional isolation, loneliness, and depression.
Psychosocial Stage 7 - Generativity vs. Stagnation During adulthood, we continue to build our lives, focusing on our career and family.
Those who are successful during this phase will feel that they are contributing to the world by being active in their home and community. Those who fail to attain this skill will feel unproductive and uninvolved in the world.
Psychosocial Stage 8 - Integrity vs. Despair This phase occurs during old age and is focused on reflecting back on life.
Those who are unsuccessful during this stage will feel that their life has been wasted and will experience many regrets. The individual will be left with feelings of bitterness and despair.
Those who feel proud of their accomplishments will feel a sense of integrity. Successfully completing this phase means looking back with few regrets and a general feeling of satisfaction. These individuals will attain wisdom, even when confronting death.
lawrence kohlberg moral development the heinz dilemma Ads Tal Ben-Shahar Speakswww.speakingmatters.orgHarvard "Happiness Professor" Positive Psychology Expert Online Universitywww.aiu.eduPhD in Psychology, Earn your PhD Online. Journal Of Psychologyiosrjournals.orgPublish Your Research Article In International Journal:IOSR JOURNALS More Psychology Ads
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Academic Journals in U.S.www.iiste.orgSubmit & Publish Papers, Journals. Faster Review & Rapid Publication. Sync EEG on 3-6 Subjectsadvancedbrainmonitoring.comNew Team NeuroDynamics Platform to study group cognition w/ B-Alert Moral development is a major topic of interest in both psychology and education. One of the best known theories was developed by psychologist Lawrence Kohlberg who modified and expanded upon Jean Piaget's work to form a theory that explained the development of moral reasoning.
Piaget described a two-stage process of moral development, while Kohlberg's theory of moral development outlined six stages within three different levels. Kohlberg extended Piaget's theory, proposing that moral development is a continual process that occurs throughout the lifespan.
Kohlberg based his theory upon research and interviews with groups of young children. A series of moral dilemmas were presented to these participants and they were also interviewed to determine the reasoning behind their judgments of each scenario.
The following is one example of the dilemmas Kohlberg presented" Heinz Steals the Drug "In Europe, a woman was near death from a special kind of cancer. There was one drug that the doctors thought might save her. It was a form of radium that a druggist in the same town had recently discovered. The drug was expensive to make, but the druggist was charging ten times what the drug cost him to make. He paid $200 for the radium and charged $2,000 for a small dose of the drug. The sick woman's husband, Heinz, went to everyone he knew to borrow the money, but he could only get together about $ 1,000 which is half of what it cost. He told the druggist that his wife was dying and asked him to sell it cheaper or let him pay later. But the druggist said: "No, I discovered the drug and I'm going to make money from it." So Heinz got desperate and broke into the man's store to steal the drug-for his wife. Should the husband have done that?" (Kohlberg, 1963).
Kohlberg was not interested so much in the answer to the question of whether Heinz was wrong or right, but in the reasoning for each participant's decision. The responses were then classified into various stages of reasoning in his theory of moral development.
Stage 1 - Obedience and Punishment The earliest stage of moral development is especially common in young children, but adults are also capable of expressing this type of reasoning. At this stage, children see rules as fixed and absolute. Obeying the rules is important because it is a means to avoid punishment.
Stage 2 - Individualism and Exchange At this stage of moral development, children account for individual points of view and judge actions based on how they serve individual needs. In the Heinz dilemma, children argued that the best course of action was the choice that bestserved Heinzs needs. Reciprocity is possible at this point in moral development, but only if it serves one's own interests.
Stage 3 - Interpersonal Relationships Often referred to as the "good boy-good girl" orientation, this stage of moral development is focused on living up to social expectations and roles. There is an emphasis on conformity, being "nice," and consideration of how choices influence relationships.
Stage 4 - Maintaining Social Order At this stage of moral development, people begin to consider society as a whole when making judgments. The focus is on maintaining law and order by following the rules, doing ones duty and respecting authority.
Stage 5 - Social Contract and Individual Rights At this stage, people begin to account for the differing values, opinions and beliefs of other people. Rules of law are important for maintaining a society, but members of the society should agree upon these standards.
Stage 6 - Universal Principles Kolhbergs final level of moral reasoning is based upon universal ethical principles and abstract reasoning. At this stage, people follow these internalized principles of justice, even if they conflict with laws and rules.
Does moral reasoning necessarily lead to moral behavior? Kohlberg's theory is concerned with moral thinking, but there is a big difference between knowing what we ought to do versus our actual actions.
Is justice the only aspect of moral reasoning we should consider? Critics have pointed out that Kohlberg's theory of moral development overemphasizes the concept as justice when making moral choices. Factors such as compassion, caring and other interpersonal feelings may play an important part in moral reasoning.
Does Kohlberg's theory overemphasize Western philosophy? Individualistic cultures emphasize personal rights while collectivist cultures stress the importance of society and community. Eastern cultures may have different moral outlooks that Kohlberg's theory does not account for.
There have been a number of theories how personality develops. Theories developed by Erikson, Freud, Kohler and others. Psychosocial Eriksons Theory Psychosocial Development One of the best-known theories of personality in psychology. According to this theory personality develops in a series of stages. This theory also describes the impact of social experience across the whole lifespan. One of the main elements of this theory is the development of ego identity. Ego identity is the conscious sense of self that one develops through social interaction. According to Erikson, ego identity is constantly changing due to new experience and information acquired in daily interactions with others. In addition to ego identity, a sense of competence also motivates behaviors and actions. Each stage is Theories of of Psychosocial Personality Development
concerned with becoming competent in an area of life. If the stage is handled well, the person will feel a sense of mastery, which he sometimes referred to as ego strength or ego quality. If the stage is managed poorly, the person will emerge with a sense of inadequacy. In each stage, people experience a conflict that serves as a turning point in development. In Eriksons view, these conflicts are centered on either developing a psychological quality or failing to develop that quality. During these times, the potential for personal growth is high, but so is the potential for failure. Psychosocial Stage 1 Trust vs. Mistrust
The first stage of Eriksons theory of psychosocial development occurs between birth and one year of age and is the most fundamental stage in life. Because an infant is utterly dependent, the development of trust is based on the dependability and quality of the childs caregivers. If a child successfully develops trust, he or she will feel safe and secure in the world. Caregivers who are inconsistent, emotionally unavailable, or rejecting contribute to feelings of mistrust in the children they care for. Failure to develop trust will result in fear and a belief that the world is inconsistent and unpredictable.
The second stage of Eriksons theory of psychosocial development takes place during early childhood and is focused on children developing a greater sense of personal control. Erikson believed that toilet training was a vital part of this process. Erikson believe that learning to control ones body functions leads to a feeling of control and a sense of independence. Other important events include gaining more control over food choices, toy preferences, and clothing selection. Children who successfully complete this stage feel secure and confident, while those who do not are left with a sense of inadequacy and self-doubt. Stage 3 Initiative vs. Guilt
Psychosocial
During the preschool years, children begin to assert their power and control over the world through directing play and other social interaction. Children who are successful at this stage feel capable and able to lead others. Those who fail to acquire these skills are left with a sense of guilt, self-doubt and lack of initiative. Psychosocial Stage 4 Industry vs. Inferiority
This stage covers the early school years from approximately age 5 to 11. Through social interactions, children begin to develop a sense of pride in their accomplishments and abilities. Children who are encouraged and commended by parents and teachers develop a feeling of competence and belief in their skills. Those who receive little or no encouragement from parents, teachers or peers will doubt their ability to be successful.
During adolescence, children are exploring their independence and developing a sense of self. Those who receive proper encouragement and reinforcement through personal exploration will emerge from this stage with a strong sense of self and a feeling of independence and control. Those who remain unsure of their beliefs and desires will insecure and confused about themselves and the future.
This stage covers the period of early adulthood when people are exploring personal relationships. Erikson believed it was vital that people develop close, committed relationships with other people. Those who are successful at this step will develop relationships that are committed and secure. Remember that each step builds on skills learned in previous steps. Erikson believed that a strong sense of personal identity was important to developing intimate relationships. Studies have demonstrated that those with a poor sense of self tend to have less committed relationships and are more likely to suffer emotional isolation, loneliness, and depression.
During adulthood, we continue to build our lives, focusing on our career and family. Those who are successful during this phase will feel that they are contributing to the world by being active in their home and community. Those who fail to attain this skill will feel unproductive and uninvolved in the world.
This phase occurs during old age and is focused on reflecting back on life. Those who are unsuccessful during this phase will feel that their life has been wasted and will experience many regrets. The individual will be left with feelings of bitterness and despair. Those who feel proud of their accomplishments will feel a sense of integrity. Successfully completing this phase means looking back with few regrets and a general feeling of satisfaction. These individuals will attain wisdom, even when confronting death. Eriksons Psychosocial Stages Summary Chart Eriksons Stages of Psychosocial Development
Stage
Basic Conflict
Important Events
Outcome Children develop a sense of trust when caregivers provide reliabilty, care, and affection. A lack of this will lead to mistrust. Children need to develop a sense of personal control over physical skills and a sense of independence. Success leads to feelings of autonomy, failure results in feelings of shame and doubt. Children need to begin asserting control and power over the environment. Success in this stage leads to a sense of purpose. Children who try to exert too much power experience disapproval, resulting in a sense of guilt.
Feeding
Toilet Training
Preschool (3 to 5 years)
Exploration
School
Children need to cope with new social and academic demands. Success leads to a sense of competence, while failure results in feelings of inferiority. Teens needs to develop a sense of self and personal identity. Success leads to an ability to stay true to yourself, while failure leads to role confusion and a weak sense of self. Young adults need to form intimate, loving relationships with other people. Success leads to strong relationships, while failure results in loneliness and isolation. Adults need to create or nurture things that will outlast them, often by having children or creating a positive change that benefits other people. Success leads to feelings of usefulness and accomplishment, while failure results in shallow involvement in the world. Older adults need to look back on life and feel a sense of fulfillment. Success at this stage leads to feelings of wisdom,
Social Relationships
Relationships
Maturity(65 to death)
Reflection on Life
The
Ego
The ego is the component of personality that is responsible for dealing with reality. According to Freud, the ego develops from the id and ensures that the impulses of the id can be expressed in a manner acceptable in the real world. The ego functions in both the conscious(the conscience is the part of the superego that includes information about things that are viewed as bad by parents and society. These behaviors are often forbidden and lead to bad consequences, punishments, or feelings of guilt and remorse.), preconscious(the preconscious mind is part of the conscious mind and includes our memory. These memories are not conscious, but we can retrieve them to conscious awareness at any time.), and unconscious(the unconscious mind is a reservoir of feelings, thoughts, urges, and memories that outside of our conscious awareness. Most of the contents of the unconscious are unacceptable or unpleasant, such as feelings of pain, anxiety, or conflict. According to Freud, the unconscious continues to influence our behavior and experience, even though we are unaware of these underlying influences.) mind. The ego operates based on the reality principle(it strives to satisfy the ids desires in realistic and socially appropriate ways. The reality principle weighs the costs and benefits of an action before deciding to act upon or abandon an impulse.), which strives to satisfy the ids desires in realistic and socially appropriate ways. The reality principle weighs the costs and benefits of an action before deciding to act upon or abandon impulses. In many cases, the ids impulses can be satisfied through a process of delayed gratificationthe ego will eventually allow the behavior, but only in the appropriate time and place. The ego also discharges tension created by unmet impulses through the secondary process(it discharges the tension between the ego and the id that is caused by unmet urges or needs. The secondary process functions through the egos action of looking for an object in the real world that matches the mental image created by the ids primary process.), in which the ego tries to find an object in the real world that matches the mental image created by the ids primary process. The Superego The last component of personality to develop is the superego. The superego is the aspect of personality that holds all of our internalized moral standards and ideals that we acquire from both parents and societyour sense of right and wrong. The superego provides guidelines for making judgments. According to Freud, the superego begins to emerge at around age five. There are two parts of the superego: 1. The ego ideal includes the rules and standards for good behaviors. These behaviors include those that are approved of by parental and other authority figures. Obeying these rules leads to feelings of pride, value, and accomplishment The conscience includes information about things that are viewed as bad by parents and society. These behaviors are often forbidden and lead to bad consequences, punishments, or feelings of guilt and remorse. The superego acts to perfect and civilize our behavior. It works to suppress all unacceptable urges of the id and struggles to make the ego act upon idealistic standards rather that upon realistic principles. The superego is present in the conscious, preconscious and unconscious. The Interaction of the Id, Ego and Superego With so many competing forces, it is easy to see how conflict might arise between the id, ego and superego. Freud used the term ego strength (is the ability of the ego to effectively deal with the demands of the id, the superego, and reality. Those with little ego strength may feel torn between these competing demands, while those with too much ego strength can become too unyielding and rigid. Ego strength helps us maintain emotional stability and cope with internal and external stress.)to refer to the egos ability to function despite these dueling forces. A person with good ego strength is able to effectively manage these pressures, while those with too much or too little ego strength can become too unyielding or too disrupting.
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According to Freud, the key to a healthy personality is a balance between the id, the ego, and the superego. Trait Theory of Personality The trait theory suggests that individual personalities are composed broad dispositions. A trait can be thought of as a relatively stable characteristic that causes individuals to behave in certain ways. The trait approach to personality is focused on differences between individuals. The combination and interaction of various traits forms a personality that is unique to each individual. Trait theory is focused on identifying and measuring these individual personality characteristics. Gordon Allports Trait Theory In 1936, psychologist Gordon Allport found that one English-language dictionary alone contained more than 4,000 words describing different personality traits. He categorized these traits into three levels: Cardinal Traits: Traits that dominate an individuals whole life, often to the point that the person becomes known specifically for these traits. People with such personalities often become so known for these traits that their names are often synonymous with these qualities. Allport suggested that cardinal traits are rare and tend to develop later in life. Central Traits: These are the general characteristics that form the basic foundations of personality. These central traits, while not as dominating as cardinal traits, are the major characteristics you might use to describe another person. Terms such as intelligent, honest,shy and anxious are considered central traits. Secondary Traits: These are the traits that are sometimes related to attitudes or preferences and often appear only in certain situations or under specific circumstances. Some examples would be getting anxious when speaking to a group or impatient while waiting in line. Raymond Cattells Sixteen Personality Factor Questionnaire Raymond Cattell reduced the number of main personality traits from Allports initial list of over 4,000 down to 171, mostly by eliminating uncommon traits and combining common characteristics. According to Cattell, these 16 traits are the source of all human personality. He also developed one of the most widely used personality assessments known as the Sixteen Personality Factor Questionnaire (16PF). Eysencks Three Dimensions of Personality British psychologist Hans Eysenck developed a model of personality based upon just three universal trails: 1. Introversion/Extraversion: Introversion involves directing attention on inner experiences, while extraversion relates to focusing attention outward on other people and the environment. So, a person high in introversion might be quiet and reserved, while an individual high in extraversion might be sociable and outgoing. Neuroticism/Emotional Stability: This dimension of Eysencks trait theory is related to moodiness versus even-temperedness. Neuroticism refers to an individuals tendency to become upset or emotional, while stability refers to the tendency to remain emotionally constant. Psychoticism: Later, after studying individuals suffering from mental illness, Eysenck added a personality dimension he called psychoticism to his trait theory. Individuals who are high on this trait tend to have difficulty dealing with reality and may be antisocial, hostile, non-empathetic and manipulative. The Five-Factor Theory of Personality Unlike Cattell Eysenck focused on too few traits. As a result, a new trait theory often referred to as the Big Five theory emerged. This five-factor model of personality represents five core traits that interact to form human personality. 1. Extraversion 2. Agreeableness 3. 4. 5. Conscientiousness Neuroticism Openness
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While most agree that people can be described based upon their personality traits, theorists continue to debate the number of basic traits that make up human personality. While trait theory has objectivity that some personality theories lack (such as Freuds psychoanalytic theory), it also has weaknesses. Some of the most common criticisms of trait theory center on the fact that traits are often poor predictors of behavior. While an individual may score high on assessments of a specific trait, he or she may not always behave that way in every situation. Another problem is that trait theories do not address how or why individual differences in personality develop or emerge. Five-factor model of personality The Big Five Personality Dimensions Personality researchers have proposed that there are five basic dimensions of personality. Evidence of this theory has been growing over the past 50 years, beginning with the research of D. W. Fiske (1949) and later expanded upon by other researchers including Norman (1967), Smith (1967), Goldberg (1981), and McCrae & Costa (1987). The big five are broad categories of personality traits. While there is a significant body of literature supporting this five-factor model of personality, researchers dont always agree on the exact labels for each dimension. However, these five categories are usually described as follows: 1. Extraversion: This trait includes characteristics such as excitability, sociability, talkativeness, assertiveness, 2. 3. and high amounts of emotional expressiveness. Agreeableness: This personality dimension includes attributes such as trust, altruism, kindness, affection, and other prosocial behaviors. Conscientiousness: Common features of this dimension include high levels of thoughtfulness, with good impulse control and goal-directed behaviors. Those high in conscientiousness tend to be organized and 4. 5. mindful of details. Neuroticism: Individuals high in this trait tend to experience emotional instability, anxiety, moodiness, irritability, and sadness. Openness: This trait features characteristics such as imagination and insight, and those high in this trait also tend to have a broad range of interests. These dimensions represent broad areas of personality. Research has demonstrated that these groupings of characteristics tend to occur together in many people. For example, individuals who are sociable tend to be talkative. However, these traits do not always occur together. Personalityis a complex and varied and each person may display behaviors across several of these dimensions.