Lecture 2: Individual-typological features of the Personality and Psychology of Self-Regulation

Lecture 2 Individual-typological features of the personality and the psychology of self-regulation Aim: Study individual personality traits. Understand the ways of self-regulation. Plan: 1. Personality 2. Personality structure and types 3. Self-regulation  Personality P...

Lecture 2 Individual-typological features of the personality and the psychology of self-regulation Aim: Study individual personality traits. Understand the ways of self-regulation. Plan: 1. Personality 2. Personality structure and types 3. Self-regulation  Personality Personality is the characteristic patterns of thoughts, feelings, and behaviors that make a person unique. Personality arises from within the individual and remains fairly consistent throughout life. Personality is the dynamic organization within the individual of those psychophysical systems that determine his characteristics behavior and thought.  Personality Psychology’s first attempts at explaining personality were based on the theories of Sigmund Freud and his followers. Personality traits, such as introversion, friendliness, conscientiousness, honesty, and helpfulness are important because they help explain consistencies in behavior. The most popular way of measuring traits is by administering personality tests on which people self-report about their own characteristics. Personality  Five-Factor Model of Personality Openness to Experienc e Conscienti- Neuroticism ousness Personality Agreeable- Extraversion ness  Five-Factor Model of Personality Dimension Sample items Description Examples of behaviors predicted by the trait Openness to “I have a vivid A general appreciation Individuals who are highly open to experience tend to experience imagination”; “I have a for art, emotion, have distinctive and unconventional decorations in rich vocabulary”; “I have adventure, unusual their home. They are also likely to have books on a excellent ideas.” ideas, imagination, wide variety of topics, a diverse music collection, and curiosity, and variety of works of art on display. experience Conscientiousness “I am always prepared”; A tendency to show self Individuals who are conscientious have a preference “I am exacting in my discipline, act dutifully, for planned rather than spontaneous behavior. work”; “I follow a and aim for schedule.” achievement Extraversion “I am the life of the A tendency to Extroverts enjoy being with people. In groups they party”; “I feel comfortable experience positive like to talk, assert themselves, and draw attention to around people”; “I talk to emotions and to seek themselves. a lot of different people at out stimulation and the parties.” company of others Agreeableness “I am interested in A tendency to be Agreeable individuals value getting along with people”; “I feel others’ compassionate and others. They are generally considerate, friendly, emotions”; “I make cooperative rather than generous, helpful, and willing to compromise their people feel at ease.” suspicious and interests with those of others. antagonistic toward others Neuroticism “I am not usually A tendency to Those who score high in neuroticism are more likely relaxed”; “I get upset experience negative to interpret ordinary situations as threatening and  Personality theory Freud's Theory Sigmund Freud's psychodynamic theory of personality assumes there is an interaction between nature (innate instincts) and nurture (parental influences). Personality involves several factors: – Instinctual drives – food, sex, aggression; – Unconscious processes; – Early childhood influences (re: psychosexual stages) – especially the parents. Personality development depends on the interplay of instinct and environment during the first five years of life.  Freud’s theory Freud (1923) saw the personality structured into three parts (i.e., tripartite), the id, ego, and superego (also known as the psyche), all developing at different stages in our lives.  Personality theory Eysenck’s Personality Theory Eysenck (1952, 1967, 1982) proposed a theory of personality based on biological factors, arguing that individuals inherit a type of nervous system that affects their ability to learn and adapt to the environment. Eysenck (1947) found that behavior could be represented by two dimensions: Introversion / Extroversion (E); Neuroticism / Stability (N). Eysenck called these second-order personality traits. Each aspect of personality (extraversion, neuroticism and psychoticism) can be traced back to a different biological cause. Personality is dependent on the balance between excitation and inhibition process of the autonomic nervous system (ANS).  Eysenck’s Personality Theory Temperament Sanguine (enthusiastic, Choleric (short- active, and social) tempered, fast, and irritable) Melancholic (analytical, Phlegmatic (relaxed wise, and quiet) and peaceful)  Personality theory Cattell's 16PF Trait Theory Cattell (1965) disagreed with Eysenck’s view that personality can be understood by looking at only two or three dimensions of behavior. Instead, he argued that that is was necessary to look at a much larger number of traits in order to get a complete picture of someone’s personality. Cattell collected data from a range of people through three different sources of data. L-data - this is life record data such as school grades, absence from work, etc. Q-data - this was a questionnaire designed to rate an individual's personality (known as the 16PF). T-data - this is data from objective tests designed to 'tap' into a personality construct.  Personality theory Carl Rogers’s Theory Carl Rogers proposed a theory called the person-centered theory. In Rogers’s view, the self-concept is the most important feature of personality, and it includes all the thoughts, feelings, and beliefs people have about themselves. Rogers believed that people are aware of their self-concepts. According to Rogers, we want to feel, experience and behave in ways which are consistent with our self-image and which reflect what we would like to be. This theory states that the self is composed of concepts unique to us. The self- concept includes three components: Self-worth: It means what we think about ourselves. Rogers believed feelings of self-worth developed in early childhood and were formed from the interaction of the child with the mother and father. Self-Image: It means how we see ourselves, which is important to good psychological health. Self-image includes the influence of our body image on inner personality. At a simple level, we might perceive ourselves as a good or bad person, beautiful or ugly. Self-image has an effect on how a person thinks, feels, and behaves in the world. Ideal self: This is the person who we would like to be. It consists of our goals and ambitions in life and is dynamic. The ideal self in childhood is not the ideal self in our teens or late twenties etc. Rogers said that people’s self-concepts often do not exactly match reality.  Personality theory Erik Erikson’s theory Erikson maintained that personality develops in a predetermined order through eight stages of psychosocial development, from infancy to adulthood. During each stage, the person experiences a psychosocial crisis which could have a positive or negative outcome for personality development.  Personality theory B. F. Skinner’s theory B. F. Skinner (1904-1990) was a behaviorist best known for his research on operant conditioning and the discovery of schedules of reinforcement. Schedules of reinforcement influence how quickly a behavior is acquired and the strength of response. Skinner identified three types of responses, or operant, that can follow behavior. Neutral operants: responses from the environment that neither increase nor decrease the probability of a behavior being repeated. Reinforcers: Responses from the environment that increase the probability of a behavior being repeated. Reinforcers can be either positive or negative. Punishers: Responses from the environment that decrease the likelihood of a behavior being repeated. Punishment weakens behavior.  Self-Regulation Self-regulation is the ability to monitor and manage your energy states, emotions, thoughts, and behaviors in ways that are acceptable and produce positive results such as well-being, loving relationships, and learning. Self-Regulation Continuously active process Monitor our own behavior Judge our behavior React to our own behavior  Self-regulation Self-regulation is the ability to monitor and manage your energy states, emotions, thoughts, and behaviors in ways that are acceptable and produce positive results such as well-being, loving relationships, and learning. Developing of self-awareness, emotional intelligence, efficient filtering of sensory stimulation, coping effectively with stress, relating well to others, and sustaining focus.  Self-regulation Self-regulation involves the whole person including 4 aspects: Physical: biology, temperament Emotional: personality, exposure to trauma, ability to inhibit impulses, Mental: focus, shift of focus, control, management of distractions & frustration Social: interpersonal interactions, empathy, values  Qualities of self-regulators Remaining flexible and Viewing challenges as adapting to situations opportunities Taking control of Calming themselves when situation when upset neccessary Seeing the good in Staying clear about their others intentions  Emotional self-regulation strategies Distraction Acceptance Positive/Negative Emotional memory reappraisal Positive imagination Self-Distancing  Distraction 1 2 3 4 5 Draw Music Dance Drink Meditation Distraction can be used effectively, as long as it's done thoughtfully!  Positive and Negative reappraisal Rather than focusing on the good in the situation, you focus on what's "less bad". Involve cognitively reframing an experience as more positive.  Positive imagination By imagining all the positive things that could happen in our future, we can create all the positive emotions that would arise in those situations. Almost magically, you create positive emotions out of thin air. For example, maybe you imagine your boss finally praising you for something you did well  Emotional memory Memorizing and recalling positive words forces your brain to activate the regions associated with these words. So memorizing positive words can help strengthen the brain regions responsible for positive concepts, memories, and ideas. ​Adorable Radiant Charming Beautiful Cute  Self-distancing Another way to regulate your emotions is to look at your situation as if you were “a fly on the wall” or as if you were someone else who is witnessing your situation from afar What we feel What we eat What we think What we did  Make it hard to lose self-control Waking up Studying early Make a bet with your Unreachable snooze friend button Smoking Exercising Go to places where it Give yourself an is not allowed incentive  Self-regulation methods This chart is designed for you to fill it out themselves. It includes five columns with the following questions: What happened? How did I react? How did others react? What was your reason? What else could you have done? Thank you for your attention!