Lecture 03B: Psychosocial Factors Affecting Behavior And Theories Of Personality PDF

LECTURE 03B: PSYCHOSOCIAL FACTORS AFFECTING BEHAVIOR AND THEORIES OF PERSONALITY [N1] BEHAVIORAL FOUNDATIONS UP College of Nursing 2027 PROFESSORS/INSTRUCTORS: VILLARTA, BETHEL BUENA P. [TRANS] UNIT IV: PSYCHOSOCIAL FACTOR...

LECTURE 03B: PSYCHOSOCIAL FACTORS AFFECTING BEHAVIOR AND THEORIES OF PERSONALITY [N1] BEHAVIORAL FOUNDATIONS UP College of Nursing 2027 PROFESSORS/INSTRUCTORS: VILLARTA, BETHEL BUENA P. [TRANS] UNIT IV: PSYCHOSOCIAL FACTORS AFFECTING BEHAVIOR AND THEORIES OF PERSONALITY SUPEREGO: “THE MORAAL WATCHDOG” 8 THEORIES OF PERSONALITY 8 OUTLINE PERSONALITY 8 OBJECTIVES 1 PERSPECTIVES/THEORIES 8 LEARNING 1 PSYCHODYNAMIC PERSPECTIVE 8 4 BASIC KINDS OF LEARNING: 1 BASIC ASPECTS 8 CLASSICAL CONDITIONING 1 PSYCHOSEXUAL ASPECTS 8 APPLYING CONDITIONING PRINCIPLES TO HUMAN BEHAVIOR 1 NEO-FREUDIANS’ THEORY MODIFICATIONS 8 EXTINCTION AND SPONTANEOUS RECOVERY 1 BEHAVIORAL, SOCIAL COGNITIVE, AND HUMANISTIC 8 GENERALIZATION AND DISCRIMINATION 1 PERSPECTIVES OPERANT CONDITIONING 2 BEHAVIORAL AND SOCIAL COGNITIVE 8 THORNDIKE’s PUZZLE BOX 2 HUMANISTIC 8 SKINNER BOX 2 TRAIT THEORIES 9 REINFORCEMENT 2 PERSONALITY: BIOLOGICAL ROOTS & ASSESSMENT 9 TYPES OF REINFORCER 2 BIOLOGY OF PERSONALITY 9 OPERANT CONDITION IN SUMMARY 2 PERSONALITY ASSESSMENT 9 SCHEDULES OF REINFORCEMENT: 3 TIMING LIFE’S REWARDS 3 REFERENCES 10 CONTINUOUS REINFORCEMENT SCHEDULE 3 PARTIAL REINFORCEMENT SCHEDULE 3 SHAPING: REINFORCING WHAT DOESN’T COME NATURALLY 3 OBJECTIVES CLASSICAL VS OPERANT CONDITIONING 3 Explain the basic forms of learning and BEHAVIOR MODIFICATION 4 conditioning—classical conditioning,operant conditioning,and observational learning COGNITIVE APPROACHES TO LEARNING 4 Understand motivation and emotions RELATIONAL VS ANALYTICAL STYLES OF LEARNING 4 Describe the theories of personality MOTIVATION 4 Analyze human behaviors based on motivation, PRIMARY DRIVES 4 emotion,theories of personality and the social environment SECONDARY DRIVES 5 LEARNING MOTIVATORS 5 Learning may be defined as a relatively permanent THE MOTIVATION BEHIND HUNGER AND EATING 5 change in behavior that is the result of practice or SECONDARY DRIVES 6 experience. UNDERSTANDING EMOTIONAL EXPERIENCES 6 THE FUNCTIONS OF EMOTIONS 6 4 BASIC KINDS OF LEARNING: THEORIES OF EMOTIONS 6 1. HABITUATION: in which an organism learns to ignore GENDER 6 a familiar and nonsequential stimulus UNDERSTANDING HUMAN SEXUAL RESPONSE 7 2. CLASSICAL CONDITIONING: in which an organism PERSONALITY 7 learns that one stimulus follows another PSYCHODYNAMIC APPROACHES TO PERSONALITY 7 3. INSTRUMENTAL CONDITIONING: in which an FREUD’S STRUCTURAL MODEL OF PERSONALITY 8 organism learns that a particular response leads to a particular consequence ID: “IF IT FEELS GOOD, DO IT” 8 4. COMPLEX LEARNING: in which learning involves EGO: “THE EXECUTIVE DIRECTOR” 8 more than the formation of associations TRANSCRIBERS: MISOLA, SOLMORO, SURNAME | EDITORS: MISOLA, SOLMORO, SURNAME | PROOFREADERS: SURNAME, SURNAME ACADEMICS AND RESEARCH COMMITTEE 1  TRANS O4: PSYCHOSOCIAL FACTORS AFFECTING BEHAVIOR AND THEORIES OF PERSONALITY noise when the rat was seen and soon he would CLASSICAL CONDITIONING simply being crying after just seeing the rat. Learning by means of classical conditioning also occurs during adulthood ○ Going to the dentist might not occur as much as needed because of previous associations of dentists with pain ○ Development of phobias may occur where there are intense and irrational fears; being stung by a bee may result in an insect phobia that may become very severe to the point where the person may refuse to leave their home ○ Posttraumatic stress disorder (PTSD) can also be produced by classical conditioning; even years after battlefield experiences, veterans may still feel fear and anxiety at stimulus such as loud Figure 1.0 - Classical conditioning on a dog noises Pleasant experiences During conditioning,a previously neutral stimulus (sound of ○ Fondness for the smell of certain perfume or the bell) is transformed into the conditioned stimulus. aftershave lotion or hearing certain songs A conditioned stimulus leads to a conditioned because thoughts of early love are remembered response,and a conditioned stimulus-conditioned Classical conditioning, then, explains many reactions response pairing is a consequence of learning and we have to stimuli in the world around us training. An unconditioned response and a conditioned response EXTINCTION AND SPONTANEOUS RECOVERY are similar (such as salivation in Pavlov’s experiment),but the unconditioned response occurs naturally,whereas the EXTINCTION SPONTANEOUS conditioned response is learned. RECOVERY APPLYING CONDITIONING PRINCIPLES TO HUMAN A basic phenomenon of The reemergence of an BEHAVIOR learning that occurs when a extinguished conditioned previously conditioned response after a period of Classical conditioning principles were observed and response decreases in rest and with no further applicable to explain many aspects of everyday human frequency and eventually conditioning. behavior. disappears. Hunger pangs as a result from seeing McDonald’s golden arches may be an example of classical conditioning: e.g.extinguished fear when e.g.drug addictions ○ the arches have been associated with the food you watch a horror movie they serve (unconditioned stimulus), which lead to the arches to become conditioned stimulus GENERALIZATION AND DISCRIMINATION that brings about the conditioned response to hunger STIMULUS STIMULUS Emotional responses are especially likely to be GENERALIZATION DISCRIMINATION learned through classical conditioning processes. ○ development of fears toward cockroaches, rats, A process in which, after a The process that occurs if spiders and others stimulus has been two stimuli are sufficiently ○ John B. Watson and Rosalie Rayner’s (1940) conditioned to produce a distinct from one another that study showed that classical conditioning was at particular response, stimuli one evokes a conditioned the root of such fears by conditioning an that are similar to the response but the other does 11-month-old infant named Albert to be afraid of original stimulus produce not;it is the ability to rats the same response differentiate between stimuli ○ “Little Albert” was initially scared of loud noises (like most infants), but were not afraid of rats; when exposed to the rat, a loud noise was also made by hitting a metal pipe with a hammer, and soon the child began to cry; repetition of the rat paired with the noise led Albert to expect the TRANSCRIBERS: MISOLA, SOLMORO | EDITORS: MISOLA, PALERMO, SOLMORO | PROOFREADERS: PALERMO ACADEMICS AND RESEARCH COMMITTEE 2  TRANS O4: PSYCHOSOCIAL FACTORS AFFECTING BEHAVIOR AND THEORIES OF PERSONALITY OPERANT CONDITIONING TYPES OF REINFORCER It is learning in which a voluntary response is strengthened or weakened, depending on its favorable or unfavorable PRIMARY SECONDARY consequences. REINFORCER REINFORCER THORNDIKE’s PUZZLE BOX A primary reinforcer A secondary reinforcer, in satisfies some biological contrast, is a stimulus that Edward L.Thorndike devised this puzzle box to study the need and works becomes reinforcing because process by which a cat learns to press a paddle to escape naturally,regardless of a of its association with a from the box and receive food. person’s previous primary reinforcer Thorndike summarized that relationship by formulating the experience LAW OF EFFECT: Responses that lead to satisfying consequences are more likely to be repeated. Examples: Examples: food for a hungry person money that can buy relief for a person in pain primary reinforcers such as food OPERANT CONDITION IN SUMMARY INTENDED WHEN STIMULUS IS WHEN STIMULUS IS RESULT ADDED, REMOVED OR the result is.. TERMINATED, the Figure 2.0 - Thorndike’s puzzle box (left) and Skinner’s animal result is… box (right) Increase in POSITIVE NEGATIVE SKINNER BOX behavior REINFORCEMENT REINFORCEMENT Thorndike’s research served as the foundation for the (REINFORCE Example: Example: work of one of the 20th century’s most influential MENT) Giving a raise for Applying ointment to psychologists, B.F. Skinner. good performance relieve an itchy rash Animals in a Skinner box learn to obtain food by operating leads to a higher future on their environment within the box. Result: likelihood of applying Skinner became interested in specifying how behavior Increase in response the ointment varies as a result of alterations in the environment. of good performance Skinner called the process that leads the rat to continue Result: pressing the key “reinforcement” Increase in response of using ointment REINFORCEMENT Decrease in POSITIVE NEGATIVE Reinforcement is the process by which a stimulus behavior PUNISHMENT PUNISHMENT increases the probability that a preceding behavior will be (PUNISHMENT) Example: Example: repeated. In the previous situation, the food is called a reinforcer. Yelling at a teenager Restricting teenager’s What makes something a reinforcer depends on individual when she steals a access to car due to preferences. bracelet breaking curfew Result: Result: Decrease in Decrease in response frequency of response of breaking curfew of stealing TRANSCRIBERS: MISOLA, SOLMORO | EDITORS: MISOLA, PALERMO, SOLMORO | PROOFREADERS: PALERMO ACADEMICS AND RESEARCH COMMITTEE 3  TRANS O4: PSYCHOSOCIAL FACTORS AFFECTING BEHAVIOR AND THEORIES OF PERSONALITY SCHEDULES OF REINFORCEMENT: Shaping also underlies the learning of many complex TIMING LIFE’S REWARDS human skills. For instance,the organization of most textbooks is based on the principles of shaping. CONTINUOUS REINFORCEMENT SCHEDULE ○ Textbook topic starts from basic and simple to more complex learning Behavior that is reinforced every time it occurs PARTIAL REINFORCEMENT SCHEDULE CLASSICAL VS OPERANT CONDITIONING a. FIXED-RATIO AND VARIABLE-RATIO SCHEDULES CONCEPT CLASSICAL OPERANT - Schedules that consider the number of responses CONDITIONING CONDITIONING made before reinforcement is given Building associations Reinforcement a. FIXED-INTERVAL & VARIABLE-INTERVAL SCHEDULES Basic between a conditioned increases the - Schedules that consider the amount of time that principle stimulus & conditioned frequency of the elapses before reinforcement is provided response behavior preceding it; Punishment decreases the frequency of the behavior preceding it Based on involuntary, Organism voluntarily Nature of natural, innate operates on its behavior behavior environment to Behavior is elicited by produce a desirable the unconditioned or result. conditioned stimulus After behavior occurs, the likelihood of the behavior occurring again is increased or decreased by the behavior’s consequence Before conditioning, Reinforcement leads Order of an unconditioned to an increase in events stimulus leads to an behavior unconditioned response Punishment leads to After conditioning, a a decrease in conditioned stimulus behavior leads to a conditioned response SHAPING: REINFORCING WHAT DOESN’T COME NATURALLY After a physician gives a A student who, after Example child a series of painful studying hard for a test, Shaping is the process of teaching a complex behavior by injections (an earns an A (the positive rewarding closer and closer approximations of the desired unconditioned stimulus) reinforcer), is more likely behavior. that produce an to study hard in the In shaping,you start by reinforcing any behavior that is at emotional reaction (an future. A student who, all similar to the behavior you want the person to learn. unconditioned response), after going out drinking Later, you reinforce only responses that are closer to the the child develops an the night before a test, behavior you ultimately want to teach. Finally,you reinforce emotional reaction (a fails the test only the desired response. conditioned response) (punishment) is less Each step in shaping, then, moves only slightly beyond the whenever he sees the likely to go out drinking previously learned behavior,permitting the person to link physician the night before the next the new step to the behavior learned earlier. test. TRANSCRIBERS: MISOLA, SOLMORO | EDITORS: MISOLA, PALERMO, SOLMORO | PROOFREADERS: PALERMO ACADEMICS AND RESEARCH COMMITTEE 4  TRANS O4: PSYCHOSOCIAL FACTORS AFFECTING BEHAVIOR AND THEORIES OF PERSONALITY RELATIONAL VS ANALYTICAL STYLES OF BEHAVIOR MODIFICATION LEARNING A formalized technique for promoting the frequency of desirable behaviors and decreasing the incidence of RELATIONAL STYLE ANALYTICAL STYLE unwanted ones. Using the basic principles of learning theory,behavior-modification techniques have proved to be 1. Perceive information as 1. Able to dis-embed helpful in a variety of situations. part of total picture information from total The techniques are as varied as the list of processes that picture (focus on detail) modify behavior. They include: 2. Exhibit improvisational ○ Reinforcement and intuitive thinking 2. Exhibit sequential and ○ Scheduling structured thinking ○ Shaping 3. More easily learn ○ Generalization materials that have a 3. More easily learn ○ Training, human, social content materials that are ○ Discrimination Training and are characterized by inanimate and impersonal ○ Extinction experimental/ cultural relevance Similar basic steps include: 4. Have a good memory for 4. Have a good memory for ○ Identifying goals and target behaviors verbally presented ideas abstract ideas and ○ Designing a data-recording system and recording and information, irrelevant information preliminary data especially if relevant ○ Selecting a behavior-change strategy ○ Implementing the program 5. Are more task-oriented 5. Are more task-oriented ○ Keeping careful records after the program is concerning non concerning academics implemented academic area ○ Evaluating and altering the ongoing program. 6. Are influenced by COGNITIVE APPROACHES TO LEARNING authority figures’ 6. Are not greatly affected by expression of confidence the opinions of others or doubt in students’ LATENT OBSERVATIONAL ability LEARNING LEARNING 7. Prefer to withdraw from 7. Show ability to persist at unstimulating task unstimulating tasks A new behavior is Learning by watching the learned but not behavior of another performance demonstrated until some person, or model. 8. Style conflicts with the 8. Style matches most incentive is provided for traditional school school environment displaying it The perspective taken by environment Albert Bandura is often Instead, those rats seemed referred to as a social to develop a cognitive map cognitive approach to of the maze—a mental learning representation of spatial MOTIVATION locations and directions. The Bobo doll experiment Relation with factors that may direct and energize People, too, develop behavior. Observational learning is cognitive maps of their There are drives that stimulate behavior to fulfill needs. particularly important in surroundings. acquiring skills in which the operant conditioning PRIMARY DRIVES technique of shaping is Basic innate biological needs of the body or species such inappropriate. as hunger, thirst, sleep and sex. Hot weather will influence us to wear less covered clothing to help with the heat and help with our body’s own homeostasis. ○ Homeostasis uses feedback loops (negative and positive) to revert deviations of body functions into the optimal state. TRANSCRIBERS: MISOLA, SOLMORO | EDITORS: MISOLA, PALERMO, SOLMORO | PROOFREADERS: PALERMO ACADEMICS AND RESEARCH COMMITTEE 5  TRANS O4: PSYCHOSOCIAL FACTORS AFFECTING BEHAVIOR AND THEORIES OF PERSONALITY SECONDARY DRIVES YERKES AND DODSON’S OPTIMAL AROUSAL THEORY Those learned through conditioning or association with a primary drive, such as money and social acceptance No obvious biological needs are fulfilled MOTIVATORS People and animals are born with INSTINCT preprogrammed sets of behaviors essential to their survival (ex. sexual behavior is caused by reproductive instincts & exploratory behavior is caused by instinct to examine one’s territory) DRIVE When some basic biological requirement is REDUCTION lacking, a drive is produced (ex. thirst drive) People seek an optimal level of stimulation. AROUSAL If the level of stimulation is too high, they MASLOW’S HIERARCHY OF NEEDS PYRAMID act to reduce it; if it is too low, they act to increase it INCENTIVE External stimuli direct and energize behavior, acting as anticipated reward (incentive) COGNITIVE Thoughts, expectations, understandings and goals (their cognitions) of the world as direct motivation (e. studying well for a test is driven by how it is expected to produce good grades) Intrinsic motivation - participation for own enjoyment Extrinsic motivation - participation for tangible reward HIERARCHY Maslow’s Model: Needs form a hierarchy; OF NEEDS before higher-order needs are met, lower-order needs must be fulfilled; These theories of motivation provide different perspectives that pyramid representation with basic needs at are complementary to one another. More than one approach the bottom and higher-level needs at the is applicable in understanding motivation of specific situations. top THE MOTIVATION BEHIND HUNGER AND EATING HUNGER: the primary drive that received the most attention Eating behavior is subject to homeostasis, as most people’s weight stays within a relatively stable range. The hypothalamus in the brain is central to the regulation of food intake. Social factors, such as mealtimes, cultural food preferences, and other learned habits, also play a role in the regulation of eating TRANSCRIBERS: MISOLA, SOLMORO | EDITORS: MISOLA, PALERMO, SOLMORO | PROOFREADERS: PALERMO ACADEMICS AND RESEARCH COMMITTEE 6  TRANS O4: PSYCHOSOCIAL FACTORS AFFECTING BEHAVIOR AND THEORIES OF PERSONALITY DRIVE REDUCTION THEORY COGNITIVE OR LEARNING MOTIVATION UNDERSTANDING EMOTIONAL EXPERIENCES Emotions- have both physiological and cognitive SECONDARY DRIVES elements that influence behavior 1. The Need for ACHIEVEMENT: Striving for SUCCESS Feeling happy: - Stable, learned characteristic wherein one strives ○ Able to differentiate the feeling is different from to attain a level of excellence by achieving other emotions challenging goals ○ identifiable physical changes can be - Typical behavior: experienced: increase in heart rate - High: competitive, choose ○ emotion encompasses cognitive elements intermediately difficult tasks, receive credit - Low: avoid failure and responsibility THE FUNCTIONS OF EMOTIONS - Measured through: Thematic Apperception Test (TAT), a series of pictures about which person Preparing us for action writes a story ○ emotions are links between events in our environment and our responses 2. The Need for AFFILIATION: Striving for FRIENDSHIP ○ ex. fear leading to the activation of fight or flight - Concern with establishing and maintaining response (seeing a hungry-looking bear) relationships with others; motivated by social affiliations, work well via cooperation Shaping our future behavior - Typical behavior: effective in team settings, ○ emotions promote learning that aid in appropriate strong collaborator, avoids conflict and responses in the future confrontation ○ ex. emotional response to unpleasant events lead you to avoid similar situations in the future 3. The Need for POWER: Striving for IMPACT ON (scared of catcallers at Pedro Gil street, avoid OTHERS crossing Pedro Gil, sa loob ka nalang ng campus - Tendency to seek and exert an impact on dumaan) others; motivated to influence others and take control Helping us interact more effectively with others - Typical behaviour: focuses on larger ○ communication of emotions experienced through strategy, competitive, influential, does not verbal and nonverbal behaviors, emotions tolerate disagreement become observable ○ behaviours can act as a signal to observers, which allow the prediction of our future behavior TRANSCRIBERS: MISOLA, SOLMORO | EDITORS: MISOLA, PALERMO, SOLMORO | PROOFREADERS: PALERMO ACADEMICS AND RESEARCH COMMITTEE 7  TRANS O4: PSYCHOSOCIAL FACTORS AFFECTING BEHAVIOR AND THEORIES OF PERSONALITY THEORIES OF EMOTIONS Socialization experiences produce gender schemas, mental frameworks that organize and guide a child’s understanding of information relevant to gender. UNDERSTANDING HUMAN SEXUAL RESPONSE Sexual arousal is likely only when a certain part of the body is touched in what people define as a sexual manner and when a person is receptive to sexual activity Sexual fantasies also play an important role in producing sexual arousal. Erogenous zones are areas of the body that are particularly sensitive because of the presence of an unusually rich array of nerve receptors. 1. James-Lange Theory of Emotion - Emotional experience is reaction to bodily events occurring as a result of of an external situation; sequential events - Growling dog (Stimulus) may cause an increase in heart rate (Physiological Arousal) which leads to you feeling fear (Emotion) 2. Cannon-Bard Theory of Emotion - Both physiological arousal and emotional experience are produced simultaneously by the same nerve stimulus - Growling dog (Stimulus) causes the PERSONALITY thalamus to produce fear (Emotion) and increased heart rate (Physiological Arousal) The pattern of enduring characteristics that at the same time produce consistency and individuality in a given 3. Schachter-Singer Theory of Emotion person. - Emotions are determined jointly by a It encompasses the behaviors that make each of us nonspecific kind of physiological arousal and unique and that differentiate us from others. its interpretation, based on environmental Personality also leads us to act consistently in cues different situations and over extended periods of - Growling dogs (Stimulus) may cause an time. increase in heart rate (Physiological Arousal) which leads to your interpretation PSYCHODYNAMIC APPROACHES TO like: “that’s scary!” (Cognitive label) and PERSONALITY then feeling fear (Emotion) Sigmund Freud,the creator of psychoanalytic theory,is GENDER a central figure in theories of personality. The basic premise of psychoanalytic theory is that Gender is the perception of being male or female. much of what we think and do is driven by GENDER ROLES: are the expectations, defined by unconscious processes. society,of what is appropriate behavior for men and Freud compared the human mind to an iceberg where women. the surface of the water consists of the conscious, The gender-role stereotype for men suggests that preconscious and unconscious. they are endowed with competence-related traits,whereas women are seen in terms of their capacity for warmth and expressiveness. The differences that do exist are produced by a combination of biological and environmental factors. TRANSCRIBERS: MISOLA, SOLMORO | EDITORS: MISOLA, PALERMO, SOLMORO | PROOFREADERS: PALERMO ACADEMICS AND RESEARCH COMMITTEE 8  TRANS O4: PSYCHOSOCIAL FACTORS AFFECTING BEHAVIOR AND THEORIES OF PERSONALITY FREUD’S STRUCTURAL MODEL OF PERSONALITY ○ first to suggest that personality develops through stages ○ that we are not always consciously aware of ID: “IF IT FEELS GOOD, DO IT” reasons for behavior A completely unconscious, pleasure-seeking, amoral ○ that early life experiences influence who we are part of the personality that exists at birth, containing later in life all of the basic biological drives: hunger, thirst, self- preservation, and sex BASIC ASPECTS EGO: “THE EXECUTIVE DIRECTOR” Mind made up of different levels of awareness: ○ Conscious It works on the reality principle, which is the need to ○ Pre-conscious satisfy the demands of the id only in ways that will not ○ Unconscious lead to negative consequences. Personality stems from interplay and conflict between demands made by the id, restrictions set forth by the SUPEREGO: “THE MORAL WATCHDOG” superego, and direction by the ego Disordered behavior is product of constant conflict and anxiety; It contains the conscience, the part of the personality ○ Ego uses unconscious defense mechanisms as that makes people feel guilt, or moral anxiety, when ways to manage anxiety/conflict between three they do the wrong thing. parts of personality PSYCHOSEXUAL STAGES OF PERSONALITY DEVELOPMENT THEORIES OF PERSONALITY Id exists at birth PERSONALITY Ego and Superego develop in childhood Unique way in which each individual thinks, acts, and Different erogenous zones are sources of conflict as feels throughout life individual ages; unresolved conflicts result in individuals getting stuck or fixated at that stage PERSPECTIVES/ THEORIES ○ Oral ○ Anal Different ways of viewing and explaining personality ○ Phallic Divided into: ○ Latency ○ Genital 1. PSYCHODYNAMIC: - based on work of Freud; primary focus is on NEO-FREUDIANS’ THEORY MODIFICATIONS role of unconscious mind A group of Freud’s students and followers of the 2. BEHAVIORAL AND SOCIAL COGNITIVE VIEWS: psychoanalytic perspective, called the neo-Freudians, - focus on the effect of the environment on modified his theory and altered the focus of behavior; psychoanalysis: - based on theories of learning 1. JUNG: believed in both a personal unconscious and a 3. HUMANISTIC: collective unconscious that holds universal human - focuses on conscious life experiences and memories called archetypes choices 2. ADLER: focused on feelings of inferiority and seeking 4. TRAIT: feelings or superiority as opposed to importance of - focuses on characteristics themselves, not sexuality; birth order also important roots of personality 3. HORNEY: disagreed with concept of penis envy, PSYCHODYNAMIC PERSPECTIVE developed womb envy; rather than sexuality, focused on basic anxiety Modern psychodynamic theory maintains focus on unconscious mind, concept of defense mechanisms is still 4. ERIKSON: emphasized social relationships at every stage useful of life Despite several criticisms, Freud’s theory still important: TRANSCRIBERS: MISOLA, SOLMORO | EDITORS: MISOLA, PALERMO, SOLMORO | PROOFREADERS: PALERMO ACADEMICS AND RESEARCH COMMITTEE 9  TRANS O4: PSYCHOSOCIAL FACTORS AFFECTING BEHAVIOR AND THEORIES OF PERSONALITY BEHAVIORAL, SOCIAL COGNITIVE, AND When there is congruence between real and ideal selves, HUMANISTIC PERSPECTIVES one is considered to be fully functioning and capable of reaching the goal of self-actualization BEHAVIORAL AND SOCIAL COGNITIVE PERSONALITY: BIOLOGICAL ROOTS & For behaviorists, personality is a set of learned ASSESSMENT responses and habits, gained through classical and operant conditioning BIOLOGY OF PERSONALITY In social cognitive view, both learning (individual and Behavioral genetics studies how much of an individual’s through imitation of models) and cognitive processes personality is due to inherited traits (such as anticipation, judgment, and memory) are Identical twins are more similar than fraternal twins or important unrelated people in many facets of personality Adoption studies of twins have confirmed that genetic ○ BANDURA influences account for a great deal of personality Concept of self-efficacy; believed 3 development, regardless of shared or nonshared factors were important: environments Environment Personality factors of the five-factor model have nearly a Behavior itself 50% rate of heritability across cultures Personal or cognitive Variations in personality are about 25-50% inherited experiences from earlier experiences PERSONALITY ASSESSMENT Each affect the other two in a reciprocal way— reciprocal determinism Can be assessed through various methods, based on perspective endorsed ○ ROTTER Theory based on principles of motivation 1. INTERVIEW derived from Thorndike’s law of effect - Largely self-report through unstructured or Personality is set of potential responses structured interview to various situations, including one’s - Problems: people can lie or interviewer can locus of control (internal vs. external), be biased (halo effect) sense of expectancy, and preference for particular reinforcers 2. PROJECTIVE TESTS - ambiguous visual stimuli are used and clients are asked to describe what they see, HUMANISTIC unconscious concerns or fears are “projected” onto stimulus (e.g., Rorschach Referred to as the 3rd force in psychology (after Inkblot Test and TAT); psychoanalysis and behaviorism) - Problems: nature of tests result in possible Based largely on work of Rogers and Maslow subjectivity in interpretation; reliability is suspect ROGERS: ○ believed that humans are always striving to fulfill 3. BEHAVIORAL ASSESSMENTS their innate capacities and capabilities - Direct observation is used to quantify (self-actualizing tendency) behavior through rating scales and frequency counts SELF-CONCEPT: - Problems: observer bias and lack of ○ Based on an individual’s view of his or her real environmental control self and ideal self ○ When close/similar, people feel capable and 4. PERSONALITY INVENTORIES competent - Standard list of questions, often with ○ When there is a mismatch, anxiety and neurotic “yes/true” or “no/false” answers, typically behavior can occur more objective and reliable, many have validity and reliability scales built in SELF-ACTUALIZATION - NEO-PI-R ○ Is facilitated through positive regard, especially - MBTI unconditional positive regard TRANSCRIBERS: MISOLA, SOLMORO | EDITORS: MISOLA, PALERMO, SOLMORO | PROOFREADERS: PALERMO ACADEMICS AND RESEARCH COMMITTEE 10  TRANS O4: PSYCHOSOCIAL FACTORS AFFECTING BEHAVIOR AND THEORIES OF PERSONALITY - MMPI-2 - Problems: still able to provide false answers and, although difficult, can “fake bad” or “fake good” TRAIT THEORIES TRAIT: is a consistent, enduring way of thinking, feeling, or behaving Traits theories attempt to describe personality in terms of a person’s traits GORDON ALLPORT ○ believed there were 200 traits that were viewed into the nervous system to guide a person’s behavior RAYMOND CATTELL ○ developed concept of surface traits and source traits ○ identified 16 source traits through factor analysis (later suggested 23) ○ developed assessment questionnaire to identify Myers-Briggs Type Indicator (MBTI) original 16 trait dimensions (16PF) ○ Popular personality test that is composed of 16 varying personality types focused on four core Several groups’ work resulted in the five-factor model areas which are introverts vs. extroverts, intuitive (Big Five, OCEAN): vs. sensory, feelers vr. thinkers, and judgers vs. ○ openness perceivers. ○ conscientiousness ○ extraversion ○ agreeableness ○ neuroticism Mischel and others have suggested that there is a POST-TEST TIME! trait-situation interaction QUESTION ○ There is evidence of the Big Five dimensions 1. It works on the reality principle, which is the across various cultures need to satisfy the demands of the id only in ways that will not lead to negative Minnesota Multiphasic Personality Inventory (MMPI) consequences. ○ A test developed in the University of Minnesota 2. Stable, learned characteristic wherein one (1939) that is used to measure adults’ strives to attain a level of excellence by psychopathology and personality structure. achieving challenging goals 3. Explain the law of effect. 4. An organism learns that one stimulus follows another 5. A removal of a stimulus that results in increased behavior. 6. Who developed the concept of surface traits and source traits? 7. A perspective that mainly focuses on the unconscious mind and uses the concept of defense mechanisms. 8. A new behavior is learned but not demonstrated until some incentive is provided for displaying it TRANSCRIBERS: MISOLA, SOLMORO | EDITORS: MISOLA, PALERMO, SOLMORO | PROOFREADERS: PALERMO ACADEMICS AND RESEARCH COMMITTEE 11  TRANS O4: PSYCHOSOCIAL FACTORS AFFECTING BEHAVIOR AND THEORIES OF PERSONALITY FREEDOM WALL > Sympathetic nervous system is activated by adrenal glands >> accelerated heart rate increases blood flow to muscles; blood presure increases >> ENVIRONMENTAL STRESSORS Resistance Stage >> Hormones from adrenal glands are released into bloodstream >> Exhaustion Stage >> Catastrophes Prolonged muscle tension causes fatigue ○ Floods (e.g. Bulacan, Taft Ave.) Major life changes ○ Transitions (e.g. graduate → career) Hassles ○ Not life change but disturbances (e.g. traffic, extreme temperatures) PSYCHOLOGICAL FACTORS IN STRESS Pressure ○ The need to produce something Uncontrollability ○ When things are beyond your control = you feel helpless Frustration ○ Getting overwhelmed Aggression Conflict Figure 1.1 - Example of Physiological Factor in Stress and ○ Things do not go as planned Health PHYSIOLOGICAL FACTORS: STRESS AND HEALTH Alarm a. Mobilization Stage b. Meeting and resisting stressor c. Sympathetic nervous system is activated by adrenal glands i. Muscles contract, increased blood sugar levels Resistance a. Coping with stress and resistance to Stage stressor i. Sustained alarm state ii. The person should be able to cope with stress. If not, Figure 1.2- Another Example of Physiological Factor in Stress the person will be and Health exhausted. RESULTS IN STRESS 1. Liver releases sugar, leading to muscles Direct Elevated blood pressure experiencing Physiological ○ may lead to stroke fatigue. Effects Decrease in immune system b. Breathing is frequent and shallow functioning c. Blood pressure remains high ○ Allergies TRANSCRIBERS: SURNAME, SURNAME, SURNAME | EDITORS: SURNAME, SURNAME, SURNAME | PROOFREADERS: SURNAME, SURNAME ACADEMICS AND RESEARCH COMMITTEE 2  TRANS O4: STRESS, COPING, AND PSYCHOLOGICAL DISORDERS ○ High susceptibility to Result of appraisal determines the level of stress and illnesses emotional reaction Increased hormonal activity ○ Ex.: sabay ang exams and PE practices pero Psychophysiological conditions okay lang kasi nagbasa ka prior (mediating Harmful Increased smoking, alcohol use factor) Behaviors Decreased nutrition Decreases sleep ○ Insomnia Personality Differences Increased drug use Affects how one assesses a stressor, the coping Indirect Decreases compliance with strategies used, and possible health outcomes Health-Relate medical advice d Behaviors Increase in delays in seeking Involves the following: medical advice Decrease in likelihood of Type A workaholic, competitive, ambitious, hate seeking medical advice. to waste time, easily annoyed ○ Result of raising a child and their life experiences DISEASES OF ADAPTATION ○ People who: sige nang sige, walang kapaguran, pinalaki nang Immune System and Stress ganito ○ If persistent, problems in immune system will ○ more likely to have health issues occur (e.g heart disease), especially the ○ e.g. skin allergies, skin asthma more hostile an individual is Heart Disease ○ Those people who always get sick ○ e.g. Increased heart rate Type B more easygoing, slower to anger, not as Diabetes competitive or driven Cancer ○ relax relax lang ○ One of the theories related to the cause of cancer ○ Not so much a positive type or trait is sustained stress in some parts of the body ○ Less likely to have health issues as compared to type A COGNITIVE AND PERSONALITY FACTORS Type C tend to be pleasant and at peace but find it difficult to express emotions especially negative emotions ○ Associated with cancer If you’re trying to contain, your cells will be affected ○ Those who tend to repress emotions ○ Usually the people who are kind and appears to be okay but deep inside, they’re not “Type H” hardy personalities, appear to be like Type A but less prone to heart disease ○ appear to thrive on stress due to Figure 2.0 - Flowchart of the Cognitive and Personality Factors three factors Sense of commitment Lazarus’s Cognitive-Mediational Theory of Emotions Control Seeing stressors as a challenge Suggests an individual’s appraisal of a stressor is a ○ Hearty people who are less prone major factor in determining how stressful that stressor to heart diseases becomes ○ Most adaptive, ideal type of Primary appraisal - involves estimating severity of personality the stressor and classifying it as a threat, challenge, ○ Healthy, good work ethics, do not or loss already occurred abuse themselves, knows when to Secondary appraisal - estimation of resources rest available to cope with stressor TRANSCRIBERS: SURNAME, SURNAME, SURNAME | EDITORS: SURNAME, SURNAME, SURNAME | PROOFREADERS: SURNAME, SURNAME ACADEMICS AND RESEARCH COMMITTEE 3  TRANS O4: STRESS, COPING, AND PSYCHOLOGICAL DISORDERS ○ Can make a stressor seem less threatening Explanatory style because people with such support know that there is help available. ○ Having people to talk to about one’s problems Optimists tend to look for positive outcomes, reduces the physical symptoms of stress whereas pessimists seem to expect the worst ○ You get to be “unburdened” through your peers Seligman - originally studied concept of learned ○ Can also be financial, emotional, and informational helplessness e.g. group study sessions ○ studied concept of learned helplessness) began the positive COPING WITH STRESS psychology movement; it has suggested Coping Strategies that optimism leads to longer life and Behavioral and psychological actions taken to greater success in life endeavors. master, tolerate, reduce, or minimize the effect Because of various problems in of stressors life, the person becomes helpless (coping mechanism). a. Problem-focused coping It is hard to help these involves working to change or eliminate types of people. the stressor itself Optimism is associated with controlling mood or ○ Entails removing or working on emotional reactions; the problem ○ it can be a learned skill through Example: You tend to be sick; hence, alternative thinking; you need to have a stronger immune relaxation; and system correcting faulty thinking b. Emotion-focused coping There is no such thing as a superiority complex, involves changing the way a person instead, only inferiority complex feels or emotionally reacts to stress ○ A person only acts superior to overcome ○ You work on yourself inferiority Usually, people with cool/chill ○ Can be treated with Cognitive personalities Behavioral Therapy Cognitive Behavioral Therapy - Various methods and behaviors exist to help individuals in training for cognition to change dealing with stress. a person’s behavior; usually Meditation done to people who see Helps to themselves negatively ○ promote relaxation ○ calm anxiety SOCIAL FACTORS IN STRESS ○ improve sleep Poverty ○ lower blood pressure Job Stress ○ Burnout - negative changes in thoughts, An individual’s culture and/or religious beliefs emotions, and behavior as a result of prolonged stress, resulting in both mental and physical Can affect the appraisal of events as more or exhaustion less stressful, the coping strategies adopted, Culture and support systems that can offer assistance. ○ Different cultures have many do’s and don'ts Social Support Learned Helplessness TRANSCRIBERS: SURNAME, SURNAME, SURNAME | EDITORS: SURNAME, SURNAME, SURNAME | PROOFREADERS: SURNAME, SURNAME ACADEMICS AND RESEARCH COMMITTEE 4  TRANS O4: STRESS, COPING, AND PSYCHOLOGICAL DISORDERS Becomes a defense mechanism there’s no good reason not to Persistent happenings go to a movie tonight. Projection Person attributes own ○ Kahit may magagawa pa siya ang para unacceptable impulses, sa kaniya, “eh bakit pa, wala naman motives, or desires to other nang mangyayari” individuals Doomed ex. The executive who repressed his destructive Usually seen in depressed people desires may project his anger onto his boss and claim that it Superiority complex is actually the boss who is hostile. First identified by Alfred Adler (Theory of Rationalization Person creates a socially Individual Psychology) acceptable reason for an action Reaction to a deep feeling of inferiority that actually reflects ○ Actually trying to overcome a sense of unacceptable motives ex. A student explains away inferiority poor grades by citing the importance of the “total THE DEFENSE NEVER REST: Defense Mechanisms to the experience” of going to college Rescue and claiming that too much emphasis on grades would actually interfere with a well-rounded education. Displacement Person displaces hostility away from a dangerous object and onto a safer substitute ex. after a perfect parking spot is taken by a person who cuts in front of your car, you release your pent-up anger by starting an argument with your roommate. Intellectualization Person represses emotional reactions in favor of overly logical response to a problem ex. A woman who has been beaten and raped gives a detached, methodical Figure 3.0 - Table of Different Defense Mechanisms description of the effects that DEFENSE OPERATION such attacks may have on Repression Person avoids anxiety by victims. simply not allowing painful or Regression Person retreats from an dangerous thoughts to become upsetting conflict to an early conscious developmental stage at which ex. An executive’s desire to run no one is expected to behave amok and attack his boss and maturely or responsibly colleagues at a board meeting ex. A boy who cannot cope with denied access to his the anger he feels towards his awareness. rejecting mother regresses to Denial Person simply refuses to infantile behavior, soiling his acknowledge the existence of clothes and no longer taking an external source of anxiety care of his basic needs. ex. You are not prepared for tomorrow’s final eam, but you HOW CAN WE DEAL WITH THE STRESS IN OUR LIVES? tell yourself that it’s not actually an important exam and that Turn a threat into a challenge TRANSCRIBERS: SURNAME, SURNAME, SURNAME | EDITORS: SURNAME, SURNAME, SURNAME | PROOFREADERS: SURNAME, SURNAME ACADEMICS AND RESEARCH COMMITTEE 5  TRANS O4: STRESS, COPING, AND PSYCHOLOGICAL DISORDERS ○ When you challenge it, you Solution: balikan mo (e.g. acknowledge that you can do something hypnosis, etc.) Behavioral Behavior itself as the problem to respond to it ○ Classical and operant Make a threatening situation less threatening conditioning Change your goals Cognitive People’s thoughts and beliefs are a ○ You may create other goals if you think central component of abnormal behavior it’s not the right time to do it ○ It’s in the mind ○ May also achieve your goals by Humanistic Responsibility people have for their changing your ways own behavior, even when such Take physical action behavior is abnormal ○ The person will also Prepare for stress before it happens agree to improve ○ Ex.: You review for your upcoming exam himself. night before the test date to make the Sociocultural People’s behavior is shaped by the (night before the exam) less threatening. kind of family, group, society, and culture in which they live ○ Both normal and PSYCHOLOGICAL DISORDERS abnormal ○ Ex.: indigenous tribes Abnormality CRITERIA WHEN DETERMINING ABNORMAL Deviation from the average PSYCHOLOGICAL FUNCTIONING OR BEHAVIOR Deviation from the ideal ○ Has several components 1. Is the thinking or behavior unusual, such as A sense of personal discomfort experiencing severe panic when faced with a The inability to function effectively stranger or being severely depressed in the A legal concept absence of any stressful life situations? ○ Has laws to define and determine what Examples: panic disorders, phobia an abnormal behaviors is 2. Does the thinking or behavior go against social norms? Abnormal behavior Example: taong grasa (naked on Behavior that causes people to experience streets) distress and prevents them from functioning in 3. Does the behavior or psychological function their daily lives. cause the person significant subjective discomfort? PERSPECTIVES ON ABNORMALITY 4. Is the thought process or behavior maladaptive, or does it result in an inability to function? PERSPECTIVE CAUSE OF ABNORMAL BEHAVIOR Example: inability to perform something such as not waking up in the morning Medical Suggests that when an individual displays symptoms of abnormal because of not wanting to attend behavior, the root cause will be classes found in a physical examination of 5. Does the thought process or behavior cause the the individual. person to be dangerous to self or others, as in Which then reveals a hormonal imbalance, a chemical deficiency, the case of someone who tries to commit suicide or a brain injury. or who attacks other people without reason? ○ Needs medications Suicide – anger directed towards self Psychoanalytic Childhood conflicts over opposing wishes regarding sex and Murder – anger directed towards others aggression TRANSCRIBERS: SURNAME, SURNAME, SURNAME | EDITORS: SURNAME, SURNAME, SURNAME | PROOFREADERS: SURNAME, SURNAME ACADEMICS AND RESEARCH COMMITTEE 6  TRANS O4: STRESS, COPING, AND PSYCHOLOGICAL DISORDERS PSYCHOLOGICAL DISORDER Causes: Any pattern of behavior or psychological ○ Behavioral: anxious behavior; reactions functioning that causes people significant are learned distress Magnification ○ Causes them to harm themselves or All-or-none thinking others, or harms their ability to function Overgeneralization in daily life Minimization Diagnostic and Statistical Manual of Mental ○ Cognitive: anxiety is result of illogical, Disorders, Fifth Edition (DSM-5) - a manual of irrational thought processes psychological disorders and their symptoms, ○ Biological: anxiety is due to dysfunction and the suggested management for them in several neurotransmitter systems (e.g. serotonin, GABA) and/or difference DISORDERS OF ANXIETY, TRAUMA, STRESS, AND MOOD in brain activation , panic disorder is also hereditary ○ Cultural: anxiety disorders found Anxiety, OCD, Trauma, and stress disorders around the world but particular forms Most dominant symptoms if excessive or vary across cultures unrealistic anxiety, or related to traumatic stress ○ Anxiety can be free-floating Mood Disorders (nonspecific, anxious in general) or Major Depressive Disorder more specific, as in the case of phobias ○ deeply depressed mood Social anxiety disorder (social ○ most commonly diagnosed mood phobia) disorder Specific phobias (e.g. ○ twice as common in women claustrophobia, acrophobia) Bipolar Disorders agoraphobia ○ experience of mood from normal to ○ Panic disorder - individual having manic, possibly with episodes of recurrent panic attacks that cause depression, or the experience of normal ongoing worry and concern mood interrupted by episodes of ○ Generalized anxiety disorder - depression and hypomania excessive worry about lots of things and Causes: occurs more days than not ○ Psychodynamic: depression is ○ Obsessive-compulsive disorder repressed anger originally aimed at (OCD) - recurring anxiety provoking parents or other authority figures thoughts or obsessions that are only ○ Behavioral: depression is linked to relieved through ritualistic or repetitive learned helplessness behaviors ○ Social cognitive: distorted thinking and Specific disorders are caused by significant and negative, self-defeating thoughts traumatic stressors ○ Biological: variation in neurotransmitter ○ diagnosis differs according to duration systems (e.g., serotonin, and onset of symptoms including norepinephrine, dopamine) or specific dissociation, nightmares, and reliving brain activity the event genes and heritability also play ○ Acute stress disorder (ASD) a part ○ Posttraumatic stress disorder (PTSD) TRANSCRIBERS: SURNAME, SURNAME, SURNAME | EDITORS: SURNAME, SURNAME, SURNAME | PROOFREADERS: SURNAME, SURNAME ACADEMICS AND RESEARCH COMMITTEE 7  TRANS O4: STRESS, COPING, AND PSYCHOLOGICAL DISORDERS EATING AND DISSOCIATIVE DISORDERS