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CARL ROGER’S SELFACTUALIZATION THEORY Mariana Coutinho, PhD OUTLINE Carl Rogers- Self-Actualization Theory Self-insight Positive Regard Unconditional Positive Regard Incongruence Characteristics of fully functioning persons Presentation title 3 Presentation title 4 Abraham Maslow Carl Rog...

CARL ROGER’S SELFACTUALIZATION THEORY Mariana Coutinho, PhD OUTLINE Carl Rogers- Self-Actualization Theory Self-insight Positive Regard Unconditional Positive Regard Incongruence Characteristics of fully functioning persons Presentation title 3 Presentation title 4 Abraham Maslow Carl Rogers: Presentation title 5 Hierarchy of needs theory Presentation title 6 SELF-ACTUALIZATION THEORY THE LIFE OF CARL ROGERS (1902–1987) Rogers was born in 1902 in Oak Park, Illinois, a suburb of Chicago. The fourth child in a family of six. Very strict religious atmosphere at home: THE LIFE OF CARL ROGERS (1902–1987) Very strict religious atmosphere at home: It was understood by all the children that they must never “dance, play cards, attend movies, smoke, drink…etc.” (Rogers, 1967, p. 344) Rogers described himself as shy, solitary, dreamy, and often lost in fantasy. Presentation title 9 TRIP TO CHINA • Trip to China: In his junior year at University of Wisconsin–Madison, Rogers was selected to attend an international Christian student conference in Beijing, China. • During this trip, he realized, he later wrote, that he could “think my own thoughts, come to my own conclusions, and take the stands I believed in” (1967, p. 351). • He experienced autonomy. Presentation title 10 TRIP TO CHINA • This experience reinforced his opinion that all human beings must learn to rely on their own experiences, ideas, and beliefs. • He recognize the importance of an autonomous self as a factor in his own development. Presentation title 11 RESEARCH IN DELINQUENCY • Rogers looked at the factors could foster or hinder delinquency. • Influence of external factors: family environment, health, intellectual development, economic circumstances, cultural influences, social interactions, and level of education • Internal Factors: self-insight Self-insight: an acceptance of self and reality, and a sense of responsibility for the self. • Rogers found that self-insight was a protective factor against delinquent behavior Presentation title 12 CARL’S ROGERS “This experience helped me decide to focus my career on the development of a psychotherapy that would bring about • greater awareness of self-understanding • self-direction • and personal responsibility. • It led me to place greater emphasis on the study of the self and how it changes. (Rogers, 1987, p. 119).” • The idea of the self became the core of Rogers’s theory of personality, as it had become the core of his own life. Presentation title 13 CARL ROGERS- SELF-ACTUALIZATION THEORY • The central concept in Rogers’s theory of personality is the self, or self-concept. The self consists of all the ideas, perceptions, and values that characterize ‘I’ . It includes the awareness of ‘what I am’ and ‘what I can do’. Presentation title 14 SELF-CONCEPT The self-concept is also our image of what we are, what we should be, and what we would like to be. Presentation title 15 SELF-CONCEPT • This perceived self influences the person’s perception of the world and his or her behavior. Presentation title 16 FOR EXAMPLE: • For example, a woman who perceives herself as strong and competent perceives and acts upon the world quite differently from a woman who considers herself weak and ineffectual. Presentation title 17 SELF-CONCEPT • According to Rogers, the individual evaluates every experience in relation to his or her self-concept. Presentation title 18 ACTUALIZING TENDENCY • Rogers believed people are motivated by an innate tendency to actualize, maintain, and enhance the self. • Actualizing Tendency = the desire to grow as a person and reach your full potential. Presentation title 19 ACTUALIZING TENDENCY He proposed that we judge experiences in terms of their value for fostering or hindering our actualization and growth. • This process is called organismic valuing process Presentation title THE IMPACT OF THE EXPERIENTIAL WORLD • Our experiences influence our growth. • But not the event per se, instead our interpretation of the events. • The reality of our environment depends on our perception of it. 20 Presentation title 21 THE DEVELOPMENT OF THE SELF IN CHILDHOOD • As the self emerges, infants develop a need for what Rogers called positive regard. • Positive Regard: It includes acceptance, love, and approval from other people, most notably from the mother during infancy. Presentation title 22 THE DEVELOPMENT OF THE SELF IN CHILDHOOD • Positive regard is crucial to personality development. • Infant behavior is guided by the amount of affection and love bestowed. • If the mother does not offer positive regard, then the infant’s innate tendency toward actualization and development of the self-concept may be hampered. Presentation title 23 THE DEVELOPMENT OF THE SELF IN CHILDHOOD Infants perceive parental disapproval of their behavior as disapproval of their newly developing self. If this occurs frequently, infants will cease to strive for actualization and development. Instead, they will act in ways that will bring positive regard from others, even if these actions are inconsistent with their self-concept. Presentation title 24 THE DEVELOPMENT OF THE SELF IN CHILDHOOD Rogers proposed a relationship between the type of positive regard received during childhood and our beliefs and acceptance of ourself. Two forms of positive regard: • Unconditional positive regard • Conditional positive regard Presentation title 25 UNCONDITIONAL POSITIVE REGARD Unconditional positive regard: loving and accepting the person for who he/or she is and not based on what he or she does. Presentation title 26 CONDITIONAL POSITIVE REGARD • Conditional positive regard: loving and accepting the person based on what he or she does. • Positive regard is conditional to the person’s behavior. For example: Showing love when the child does what you want, and withholding love when the child does not behave properly. Presentation title 27 CONDITIONAL POSITIVE REGARD • According to Rogers, most of us grown up in an atmosphere of conditional positive regard. Presentation title 28 What is the relationship between the type of positive regard received during childhood and our beliefs and acceptance of ourself? Presentation title 29 Unconditional Positive Regard Approval granted regardless of a person’s behavior. Positive Self-regard The condition under which we grant ourselves acceptance and approval. Presentation title 30 Conditional Positive Regard Approval, love, or acceptance granted only when a person expresses desirable behaviors and attitudes. Conditions of Worth a belief that we are worthy of approval only when we express desirable behaviors and attitudes and refrain from expressing those that bring disapproval from others Presentation title PROBLEMS WITH CONDITIONS OF WORTH 31 • People evaluate experiences not in terms of how they contribute to our overall actualization tendency. • But in terms of whether they bring positive regard from others. • This leads to incongruence between the self-concept and the experiential world, the environment as we perceive it. Presentation title 32 FULLY FUNCTIONING PERSON • Rogers believed that we naturally strive to reach an optimal sense of satisfaction with our lives. • He called people who reach this goal as a fully functioning person. Presentation title 33 FULLY FUNCTIONING PERSON • Rogers believed that we naturally strive to reach an optimal sense of satisfaction with our lives. • He called people who reach this goal as a fully functioning person. • He proposed that positive regard influences whether we reach this goal, but is not a necessary factor. Presentation title 34 INCONGRUENCE VS CONGRUENCE • Incongruence: A lack of alignment between a person’s self-concept and aspects of his or her experience. • Congruence: There is an alignment between a person’s self-concept and aspects of his or her experience. Presentation title 35 Conditional Positive Regard Conditions of Worth Incongruence Presentation title 36 EXAMPLE OF INCONGRUENCE For example: • If our self-concept includes the belief that we love all humanity, once we meet someone toward whom we feel hatred, we are likely to develop anxiety. • Hating is not congruent with our image of us as loving persons. • To maintain our self-concept, we must deny or distort what we are feeling. • We defend ourselves against the anxiety that accompanies the threat by distorting or denying it, thus closing off a portion of our experiential field. Presentation title 37 Unconditional Positive Regard Positive Self-regard Congruence Presentation title 38 CONGRUENCE • There is an alignment between a person’s self-concept and aspects of his or her experience. • They have no need to deny or distort their perceptions. • Psychologically healthy people are able to perceive themselves, other people, and events in their world much as they really are. Presentation title 39 CONGRUENCE AND EMOTIONAL HEALTH • Our level of psychological adjustment and emotional health is a function of the degree of congruence between our self-concept and our experiences. Presentation title CHARACTERISTICS OF FULLY FUNCTIONING PERSONS 1. 2. 3. 4. 5. 6. 7. 8. Awareness of experiences Open to positive as well as negative feelings Freshness of appreciation for all experiences Trust in one’s own behavior and feelings Freedom of choice, without inhibitions Creativity and spontaneity Continual need to grow, to strive to maximize one’s potential In a state of actualizing 40 Presentation title 41 Thank you! Karen Horney (1885 - 1952) • She was German of Jewish origin. • She studied medicine at the universities of Freiburg, Göttingen, and Berlin. • In 1909, she married Oscar Horney. She was 24 years old. • After a period of medical practice, she became interested in psychoanalysis. • She studied psychoanalysis with a disciple of Freud. Karen Horney (1885 - 1952) After World War I, she divorced her husband Oscar Horney and moved to the United States. In 1932, she became the director of Institute for Psychoanalysis in United States. Karen Horney (1885 - 1952) She wrote several books including: • The Neurotic Personality of Our Time (1937) • New Ways in Psychoanalysis (1939) Karen Horney (1885 to 1952) • She argued that environmental and social factors, rather than instinctual or biological drives determine much of individual personality and are the main causes of neuroses and personality disorders. Theory of Neurotic Needs and Trends One of the factors that influenced her theory in particular was … Her practice as a psychoanalyst in United States. • Horney found that her American patients were so unlike her earlier German patients, both in their neuroses and their normal personalities. • She then believed only the social forces to which they had been exposed could account for such a difference. • She concluded that personality does not depend entirely on biological forces. • If it did, she said, we would not see such major differences from one culture to another. Horney placed greater emphasis on social relationships and interactions as significant factors in the formation of personality. To Horney, people are motivated by the needs for security and love (and not by sexual or aggressive forces/instincts) • According to Horney’s theory, an important decisive factor in determining the normality of personality is the fulfillment of the safety need. • According to Horney’s theory, an important decisive factor in determining the normality of personality is fulfilment of the safety need. Safety need: A higher level need for security and freedom from fear • According to Horney’s theory, an important decisive factor in determining the normality of personality is the experience of a feeling of security and an absence of fear by children. • A child’s security depends primarily on how the parents treat the child. • The major way parents weaken or prevent security is by displaying a lack of warmth and affection. • Lack of Warmth Children develop hostility towards their parents Children suppress such hostility because they know they need their parents. Children develops basic anxiety Basic Anxiety • A pervasive feeling of loneliness and helplessness • Basic Anxiety: the foundation of neurosis (mental disorders without losing touch with reality) Basic Anxiety Children attempt to prevent basic anxiety (feeling of loneliness and helpless) by using self-protective mechanisms, such as: 1. securing affection and love 2. being submissive 3. attaining power 4. withdrawing Self-protective mechanisms • Their main goal of these mechanisms is to defend against basic anxiety. • They motivate the person to seek security and reassurance from others rather than happiness or pleasure. • They are a defense against pain, not a pursuit of well-being or happiness. Self-protective mechanisms • Another characteristic of these self-protective mechanisms is their power and intensity. • Horney believed that they could be more compelling than sexual or other physiological needs. • These mechanisms may reduce anxiety, but the cost to the individual is usually an impoverished personality. Securing Affection • They do what they can to secure affection. • When they get affection, they feel less anxious. Being submissive ‫مطيع‬ • Being submissive as a means of self-protection involves complying with the wishes of either one particular person or of everyone in our social environment. • Submissive people avoid doing anything that might antagonize others. Attaining power • By attaining power over others, a person can compensate for helplessness and achieve security through success or through a sense of superiority. Withdrawing • Withdrawing from other people psychologically. • Such a person attempts to become independent of others, not relying on anyone else for the satisfaction of psychological needs. • Horney proposed that these self-protective mechanisms can turn into needs, more specifically neurotic needs. • Neurotic needs: irrational defenses against anxiety that are a permanent part of personality and that affect behavior. irrational solutions to problems. 10 Neurotic Needs • Affection and approval • A dominant partner • Power • Exploitation • Prestige • Admiration • Achievement or ambition • Self-sufficiency • Perfection • Narrow limits to life Important What makes these needs neurotic needs is the person’s intensive and compulsive pursuit of their satisfaction as the “only” way to resolve basic anxiety. Important What makes these needs neurotic needs is the person’s intensive and compulsive pursuit of their satisfaction as the “only” way to resolve basic anxiety. In other words, they need to satisfy these needs to feel good. Important If the need is not intensive or compulsive, it is simply a need but not a neurotic need. For example: at one time or another, everyone seeks affection or pursues achievement. We are social beings; we desire to be with other people. We have a need for autonomy, so we may strive for self-sufficient Grouping Neurotic Needs From her work with patients, she noticed that certain needs go together leading to behavioral patterns. Power Movement Affection and approval against other people Exploitation A dominant partner Prestige Admiration Achievement Self-sufficiency Perfection Narrow limits to life Neurotic Trends Moving toward other people Moving against other people Power Movement against other people Affection and approval Exploitation A dominant partner Prestige Admiration Achievement Moving away from other people Self-sufficiency Perfection Narrow limits to life Neurotic Trends Moving toward other people Moving against other people Moving away from other people Power Movement against other people Affection and approval Exploitation A dominant partner Prestige Admiration Compliant Personality Achievement Aggressive Personality Self-sufficiency Perfection Narrow limits to life Detached Personality Class Activity Characteristics of the compliant personality Characteristics of the aggressive personality Characteristics of the detached personality Compliant personality • The compliant personality displays attitudes and behaviors that reflect a desire to move toward other people. • Such a person has an intense and continuous need for affection and approval, an urge to be loved, wanted, and protected. • Compliant personalities display these needs toward everyone, although they have a need for one dominant person, such as a friend or spouse, who will take charge of their lives and offer protection and guidance. Aggressive personality • Aggressive personalities move against other people. • In their world, everyone is hostile, and only the fittest and most cunning survive. • They act tough and domineering and have no regard for others. • To achieve the control and superiority so vital to their lives, they must consistently perform at a high level. • By excelling and receiving recognition, they find satisfaction in having their superiority affirmed by others. Detached personality • People described as detached personalities are driven to move away from other people and to maintain an emotional distance. • They must not love, hate, or cooperate with others or become involved in any way. • To achieve this total detachment, they strive to become selfsufficient. • If they are to function as detached personalities, they must rely on their own resources, which must be well developed. Thank you! Individual Psychology Alfred Adler Have you heard about Alfred Adler? Do you know anything about him and/or his theory? For use with Research Methods for the Behavioural Sciences by Gravetter, Forzano and Rakow. © 2021 Cengage Learning. ISBN: 9781473774032 Individual Psychology For use with Research Methods for the Behavioural Sciences by Gravetter, Forzano and Rakow. © 2021 Cengage Learning. ISBN: 9781473774032 Adler’s Life • Born in February 7, 1870 in Austria., • Early childhood was marked by illness, an awareness of death, and intense jealousy of his older brother. • He suffered from rickets (a vitamin D deficiency characterized by softening of the bones), which kept him from playing with other children. For use with Research Methods for the Behavioural Sciences by Gravetter, Forzano and Rakow. © 2021 Cengage Learning. ISBN: 9781473774032 Adler’s Life • Early childhood experienced illness, death of a brother, jealousy of older brother • Worked hard to overcome feelings of inferiority and compensate for physical limitations • Despite poor results in schools, he persisted and became a doctor For use with Research Methods for the Behavioural Sciences by Gravetter, Forzano and Rakow. © 2021 Cengage Learning. ISBN: 9781473774032 Adler’s life • Adler studied medicine at the University of Vienna. • He specialized in neurology and psychiatry For use with Research Methods for the Behavioural Sciences by Gravetter, Forzano and Rakow. © 2021 Cengage Learning. ISBN: 9781473774032 The association with Sigmund Freud Adler was never a student or disciple of Freud’s and was not psychoanalyzed by him By 1910, although Adler was president of the Vienna Psychoanalytical Society, he was also an increasingly vocal critic of the Freudian theory. He soon severed all connection with psychoanalysis and went on to develop his own approach to personality. For use with Research Methods for the Behavioural Sciences by Gravetter, Forzano and Rakow. © 2021 Cengage Learning. ISBN: 9781473774032 Alfred Adler’s own words Those who are familiar with my life work will clearly see the accord existing between the facts of my childhood and the views I expressed” (quoted in Bottome, 1939, p. 9). For use with Research Methods for the Behavioural Sciences by Gravetter, Forzano and Rakow. © 2021 Cengage Learning. ISBN: 9781473774032 Individual Psychology • He called his approach individual psychology because it focused on the uniqueness of each person. • And denied the universality of biological motives and goals ascribed to us by Sigmund Freud For use with Research Methods for the Behavioural Sciences by Gravetter, Forzano and Rakow. © 2021 Cengage Learning. ISBN: 9781473774032 Individual Psychology • Our personalities shaped by our unique social environments and interactions, not by efforts to satisfy biological needs. • The conscious, not the unconscious, is core of personality. • We are actively involved in creating ourselves and directing our future. For use with Research Methods for the Behavioural Sciences by Gravetter, Forzano and Rakow. © 2021 Cengage Learning. ISBN: 9781473774032 Inferiority Feelings: The source of human striving • Alder believed ‘inferiority feelings’ always present as motivating forces in behavior • It is the source of all human striving • Common to all humans, so, not a sign of weakness or abnormality. For use with Research Methods for the Behavioural Sciences by Gravetter, Forzano and Rakow. © 2021 Cengage Learning. ISBN: 9781473774032 Inferiority Feelings: The source of human striving • Growth results from ‘compensation’: attempts to overcome inferior real/imagined feelings. • Process of compensation begins in infancy. • Infant develops feeling of inferiority relative to stronger/larger people. For use with Research Methods for the Behavioural Sciences by Gravetter, Forzano and Rakow. © 2021 Cengage Learning. ISBN: 9781473774032 • Although feelings of inferiority applies to everyone in infancy, it is not genetically determined. • It is a function of the environment, which is the same for all infants, a climate of helplessness and dependence on adults. For use with Research Methods for the Behavioural Sciences by Gravetter, Forzano and Rakow. © 2021 Cengage Learning. ISBN: 9781473774032 • Inferiority feelings are inescapable, but more important they are necessary because they provide the motivation for us to strive and grow. For use with Research Methods for the Behavioural Sciences by Gravetter, Forzano and Rakow. © 2021 Cengage Learning. ISBN: 9781473774032 The Inferiority Complex • Inferiority complex involves poor opinion of self, felling helpless, and inability to cope with life demands. • Inability to overcome inferiority feelings leads to inferiority complex. For use with Research Methods for the Behavioural Sciences by Gravetter, Forzano and Rakow. © 2021 Cengage Learning. ISBN: 9781473774032 The Inferiority Complex Inferiority complex rises from 3 Sources in childhood: • Organic inferiority: Physical deficits • Spoiling: Immediate gratification (inability to wait); little regard for needs of others. • Neglect: Lack of love and security; develop feelings of worthlessness, anger, and distrust. For use with Research Methods for the Behavioural Sciences by Gravetter, Forzano and Rakow. © 2021 Cengage Learning. ISBN: 9781473774032 The Inferiority Complex • Adler found inferiority complex in the childhood of many adults who came to him for treatment. For use with Research Methods for the Behavioural Sciences by Gravetter, Forzano and Rakow. © 2021 Cengage Learning. ISBN: 9781473774032 The Superiority Complex • Involves exaggerated opinion of one’s abilities and accomplishments. • Overcompensate for feelings of inferiority by becoming very competitive and critical of others. For use with Research Methods for the Behavioural Sciences by Gravetter, Forzano and Rakow. © 2021 Cengage Learning. ISBN: 9781473774032 The Superiority Complex Individuals with superiority complex either: • A. Inwardly satisfied and superior; no need for achievement • B. Have need for accomplishment; work to become extremely successful. For use with Research Methods for the Behavioural Sciences by Gravetter, Forzano and Rakow. © 2021 Cengage Learning. ISBN: 9781473774032 The Style of Life For use with Research Methods for the Behavioural Sciences by Gravetter, Forzano and Rakow. © 2021 Cengage Learning. ISBN: 9781473774032 Style of Life • Adler stated that the ultimate goal for each of us is superiority or perfection. • We try to attain that goal in many different ways. • We develop a unique pattern of characteristics, behaviors, and habits, which Adler called style of life. For use with Research Methods for the Behavioural Sciences by Gravetter, Forzano and Rakow. © 2021 Cengage Learning. ISBN: 9781473774032 Style of Life Style of Life: An unique character structure or pattern of personal behaviors and characteristics by which each of us strives for perfection. Basic styles of life include the following: • Dominant type • Getting type • Avoiding type • Socially useful type For use with Research Methods for the Behavioural Sciences by Gravetter, Forzano and Rakow. © 2021 Cengage Learning. ISBN: 9781473774032 How does style of life develop? To understand how it develops, we must go back to the concepts of inferiority feelings and compensation. Infants are afflicted with inferiority feelings that motivate them to compensate for helplessness and dependency. In these attempts at compensation, they acquire a set of behaviors. These behaviors become part of the style of life, a pattern of behaviors designed to compensate for inferiority. For use with Research Methods for the Behavioural Sciences by Gravetter, Forzano and Rakow. © 2021 Cengage Learning. ISBN: 9781473774032 How does style of life develop? • The style of life is learned from social interactions. • The style of life thus becomes the guiding framework for all of our later behavior For use with Research Methods for the Behavioural Sciences by Gravetter, Forzano and Rakow. © 2021 Cengage Learning. ISBN: 9781473774032 Note that Adler argued that • We are not passively shaped by childhood experiences. • Those experiences themselves are not as important as our conscious attitude toward them. For use with Research Methods for the Behavioural Sciences by Gravetter, Forzano and Rakow. © 2021 Cengage Learning. ISBN: 9781473774032 Note that Adler argued that • Neither heredity nor environment provides a complete explanation for personality development. • Instead, the way we perceive and interpret these influences forms the basis for the creative construction of our attitude toward life. For use with Research Methods for the Behavioural Sciences by Gravetter, Forzano and Rakow. © 2021 Cengage Learning. ISBN: 9781473774032 Adler believed in • He believed in the existence of individual free will. • Each of us are free to create an appropriate style of life from the abilities and experiences given us by both our genetic endowment and our social environment. For use with Research Methods for the Behavioural Sciences by Gravetter, Forzano and Rakow. © 2021 Cengage Learning. ISBN: 9781473774032 • We are free to choose and create our life style to ourselves. • Once created, however, the style of life remains constant throughout life. For use with Research Methods for the Behavioural Sciences by Gravetter, Forzano and Rakow. © 2021 Cengage Learning. ISBN: 9781473774032 • The ability to create an appropriate style of life is referred as CREATIVE POWER OF THE SELF For use with Research Methods for the Behavioural Sciences by Gravetter, Forzano and Rakow. © 2021 Cengage Learning. ISBN: 9781473774032 Four Basic Styles of Life Adler proposed that there are four basic styles of life: • • • • Dominant type Getting type Avoiding type Socially useful type For use with Research Methods for the Behavioural Sciences by Gravetter, Forzano and Rakow. © 2021 Cengage Learning. ISBN: 9781473774032 Dominant Type • It displays a dominant or ruling attitude with little social awareness. • Such a person behaves without any regard for other people. The more extreme of this type attack others and become sadists, delinquents, or sociopaths. • • The less virulent become alcoholics, drug addicts. For use with Research Methods for the Behavioural Sciences by Gravetter, Forzano and Rakow. © 2021 Cengage Learning. ISBN: 9781473774032 Getting type • This is considered by Adler the most common type • It expects to receive satisfaction from other people and so becomes dependent on them. For use with Research Methods for the Behavioural Sciences by Gravetter, Forzano and Rakow. © 2021 Cengage Learning. ISBN: 9781473774032 Avoiding type • It makes no attempt to face life’s problems. • By avoiding difficulties, the person avoids any possibility of failure. For use with Research Methods for the Behavioural Sciences by Gravetter, Forzano and Rakow. © 2021 Cengage Learning. ISBN: 9781473774032 Socially useful type • It cooperates with others and acts in accordance with their needs. • Such persons cope with problems within a welldeveloped framework of social interest. For use with Research Methods for the Behavioural Sciences by Gravetter, Forzano and Rakow. © 2021 Cengage Learning. ISBN: 9781473774032 Social Interest Social Interest: Our innate potential to cooperate with other people to achieve personal and societal goals. For use with Research Methods for the Behavioural Sciences by Gravetter, Forzano and Rakow. © 2021 Cengage Learning. ISBN: 9781473774032 • This tendency is very important for normal personality development. • Because we have a need to belong. For use with Research Methods for the Behavioural Sciences by Gravetter, Forzano and Rakow. © 2021 Cengage Learning. ISBN: 9781473774032 • The potential for social interest is innate. • However, the extent to which our innate potential for social interest is developed depends on our early social experiences, particularly with the mother. For use with Research Methods for the Behavioural Sciences by Gravetter, Forzano and Rakow. © 2021 Cengage Learning. ISBN: 9781473774032 The Role of the Mother in Developing Social Interest • Through the mother behavior toward the child, the mother can either foster social interest or thwart its development. • Adler believed that the mother’s role was vital in developing the child’s social interest as well as all other aspects of the personality. For use with Research Methods for the Behavioural Sciences by Gravetter, Forzano and Rakow. © 2021 Cengage Learning. ISBN: 9781473774032 In Adler’s words “This connection [between mother and child] is so intimate and far reaching that we are never able in later years to point to any characteristic as the effect of heredity. Every tendency which might be inherited has been adapted, trained, educated and made over again by the mother. Her skill or lack of skill will influence all the child’s potentiality. (Adler quoted in Grey, 1998, p. 71)” For use with Research Methods for the Behavioural Sciences by Gravetter, Forzano and Rakow. © 2021 Cengage Learning. ISBN: 9781473774032 Birth Order • According to Adler, birth order influenced style of life. • Even though siblings have the same parents and live in the same house, they do not have identical social environments. • Being older or younger than one’s siblings and being exposed to differing parental attitudes create different childhood conditions that help determine different kinds of personalities. For use with Research Methods for the Behavioural Sciences by Gravetter, Forzano and Rakow. © 2021 Cengage Learning. ISBN: 9781473774032 Birth Order • Link between birth order and personality characteristic. First born Middle child Youngest child Only child For use with Research Methods for the Behavioural Sciences by Gravetter, Forzano and Rakow. © 2021 Cengage Learning. ISBN: 9781473774032 Birth Order • Link between birth order and personality characteristic. First born Middle child Youngest child Only child How do they differ? For use with Research Methods for the Behavioural Sciences by Gravetter, Forzano and Rakow. © 2021 Cengage Learning. ISBN: 9781473774032 The first born child • • • • Receives parents’ instant and undivided attention. Have happy, secure existence---until the second born appears. Suddenly dethroned: no longer focus of attention, no longer constant love and care. All first-born feel shocked of their changed status in family. For use with Research Methods for the Behavioural Sciences by Gravetter, Forzano and Rakow. © 2021 Cengage Learning. ISBN: 9781473774032 The first born child Adler found that first-borns are often oriented toward the past, locked in nostalgia, and pessimistic about the future. Having once learned the advantages of power, they remain concerned with it throughout life. They can exercise power over younger siblings, but at the same time they are more subject to the power of their parents because more is expected of them. For use with Research Methods for the Behavioural Sciences by Gravetter, Forzano and Rakow. © 2021 Cengage Learning. ISBN: 9781473774032 The first born child Advantages • As the children age, the first-born often has to play the role of teacher, tutor, leader, and disciplinarian, expected by parents to help care for younger siblings. • These experiences often enable the firstborn to mature intellectually to a higher degree than the younger children. For use with Research Methods for the Behavioural Sciences by Gravetter, Forzano and Rakow. © 2021 Cengage Learning. ISBN: 9781473774032 • Adler believed that first-borns also take an unusual interest in maintaining order and authority. • They become good organizers, conscientious and scrupulous about detail, authoritarian and conservative in attitude. • Sigmund Freud was a first-born; Adler described him as a typical eldest son. For use with Research Methods for the Behavioural Sciences by Gravetter, Forzano and Rakow. © 2021 Cengage Learning. ISBN: 9781473774032 The second born child • • • Never experience powerful position once occupied by the first-born. Always has example of older child’s behavior as a model: a threat or source of competition. May strive to catch up to and surpass older sibling. • Characteristics: More optimistic, competitive, and ambitious. For use with Research Methods for the Behavioural Sciences by Gravetter, Forzano and Rakow. © 2021 Cengage Learning. ISBN: 9781473774032 The second born child • Competition with the first-born may serve to motivate the second-born, who may try to catch up to and surpass the older sibling, a goal that spurs language and motor development in the second-born. • Not having experienced power, second-borns are not as concerned with it. • They are more optimistic about the future and are likely to be competitive and ambitious, as Adler was. For use with Research Methods for the Behavioural Sciences by Gravetter, Forzano and Rakow. © 2021 Cengage Learning. ISBN: 9781473774032 The youngest child • • • Never face shock of dethronement Driven by need to surpass older siblings, they often develop faster. The opposite may occur; if they feel no need to do anything for themselves. • Characteristics: High achievers or helpless and dependent when grow up. For use with Research Methods for the Behavioural Sciences by Gravetter, Forzano and Rakow. © 2021 Cengage Learning. ISBN: 9781473774032 The only child • Never lose position of primacy, attention, and power in family. • Characteristics: Mature early and manifest adult behavior and attitude, more in company of adults. • Experience difficulty when they are not the center of attention (at school, etc.). • More likely to feel disappointed (not learned to share or compete). For use with Research Methods for the Behavioural Sciences by Gravetter, Forzano and Rakow. © 2021 Cengage Learning. ISBN: 9781473774032 Thank you! For use with Research Methods for the Behavioural Sciences by Gravetter, Forzano and Rakow. © 2021 Cengage Learning. ISBN: 9781473774032 Birth order Videos • • • https://www.youtube.com/watch?v=Lcs6LIOJr7c&ab_c hannel=LTTVonline https://www.youtube.com/watch?v=7zw8_SQLZ-A https://www.youtube.com/watch?v=Zj0DEebVqJA For use with Research Methods for the Behavioural Sciences by Gravetter, Forzano and Rakow. © 2021 Cengage Learning. ISBN: 9781473774032 BRIEF THEORY COMPARISON WHAT ARE THE MAIN FACTOR (S) THAT INFLUENCE THE DEVELOPMENT OF THINKING, EMOTIONAL, AND BEHAVIORAL PATTERNS? 20XX Pitch deck title 2 WHAT ARE THE MAIN FACTOR (S) THAT INFLUENCE THE DEVELOPMENT OF PERSONALITY? 20XX Pitch deck title 3 ACCORDING TO FREUD (PSYCHOANALYTIC THEORY OF PERSONALITY) The need to satisfy biological, sexual needs. 20XX Pitch deck title 4 ACCORDING TO KAREN HORNEY(NEUROTIC NEEDS AND TRENDS) The need for love and security. 20XX Pitch deck title 5 ACCORDING TO ALFRED ADLER (ADLERIAN THEORY) The need to compensate for feelings of inferiority. 20XX Pitch deck title 6 ACCORDING TO CARL ROGERS (HUMANISTIC APPROACH) Self-actualization tendency 20XX Pitch deck title 7 ACCORDING TO ABRAHAM MASLOW (HUMANISTIC APPROACH) The following needs: physiological, safety, love and belonging, esteem and self- actualization. 20XX Pitch deck title 8 ACCORDING TO B. F SKINNER (BEHAVIORISM) Operant Conditioning 20XX Pitch deck title 9 ACCORDING TO GEORGE KELLY (PERSONAL CONSTRUCT THEORY, COGNITIVE APPROACH) Personal Constructs 20XX Pitch deck title 10 Thank you! 20XX Pitch deck title 11 THANK YOU Behaviorist View of Personality Outline Classical Conditioning Operant Conditioning B. F. Skinner view of personality Question Are you familiar with little Albert experiment? Little Albert experiment https://www.youtube.com/watch?v=FMnhyGozLyE Little Albert experiment • An experiment conducted by John B. Watson in 1920. • 9-month-old whom they called “Albert B,” was exposed to a white rat and other furry objects, which the baby enjoyed playing with. • Later, as Albert played with the white rat, Watson would make a loud sound behind the baby's head. Little Albert experiment • An experiment conducted by John B. Watson in 1920. • After a number of conditioning trials, Watson reintroduced the animals and furry items without the scary noise. • Through the conditioning, the animals and objects that were once a source of joy and curiosity had become a trigger of fear. Is this an example of Classical or Operant Conditioning? Why? What is classical conditioning? Classical Conditioning • Classical conditioning • It is a type of learning that involves the association of a neutral stimulus with an unconditioned stimulus. For example: • Little Albert learned to fear white furry things. • This happened through pairing a neutral stimulus with an unconditioned stimulus. What is the unconditioned stimulus? Unconditioned stimulus • Unconditioned stimulus - any stimulus that causes a reflex or emotional response without any learning or conditioning required Examples of UCS • Loud sound triggers startle response • Puff of air triggers eye blink • Presence of food triggers salivation Examples of UCS • Loud sound triggers startle response • Puff of air triggers eye blink • Presence of food triggers salivation Unconditioned response • Unconditioned response - the reflex response triggered by a stimulus w/o any learning required What is the unconditioned stimulus? • Conditioned Stimulus (CS) - a previously neutral stimulus that, through conditioning now causes a classically conditioned response • Conditioned Response (CR) -the learned or acquired response to a conditioned stimulus. Could classical conditioning contribute to the development of one’s personality? In which way? Can you think of a real-life examples of classical conditioning? For example: • Father – no shame • Father makes fun of the child – shame • Associate father with being laugh at • Every time she sees her father, she feels shame For example: • Father – no shame • Father makes fun of the child – shame • Associate father with being laugh at • Every time she sees her father, she feels shame • Generalize that response to other men Operant Conditioning Operant Conditioning • Operant conditioning • It is a type of learning in which new behavior is acquired through the formation of an association between responses and their outcomes. Operant Conditioning • When a behavior is followed by a reinforcement (a desirable outcome), the behavior is strengthened. • When a behavior is followed by a punishment (an undesirable outcome), the behavior is weakened. Note that • Reinforcement can be POSITIVE or NEGATIVE. • Punishment can be POSITIVE or NEGATIVE. Operant Conditioning Could classical conditioning contribute to the development of one’s personality? In which way? Can you think of a real-life examples of classical conditioning? Behaviorist View of Personality How do you think behaviorist psychologists view personality? Personality: A Collection of Operant Behaviors Skinner conceived personality as a pattern or collection of operant behaviors. Personality: A Collection of Operant Behaviors • What other psychologists called neurotic or abnormal behavior was nothing more mysterious to Skinner than the continued performance of undesirable behaviors that somehow have been reinforced. Question • Please come up with an example of how operant conditioning or classical conditioning could contribute to the development of an eating disorder? The Life of Skinner (1904–1990) Early Childhood • A Strict Childhood B. F. Skinner was born in Susquehanna, Pennsylvania in the United States. He is the older of two sons, but his brother died at the age of 16. Early Childhood • A Strict Childhood His parents were hardworking people who constantly dictated to him clear rules of proper behavior – and did so in a strict manner “I was taught to fear God, the police, and what people will think” (Skinner, 1967, p. 407) Early Childhood Animals He made pets of turtles, snakes, toads, lizards, and chipmunks. A flock of performing pigeons at a county fair fascinated him. He watched the pigeons race onstage, pull a toy fire engine up to a burning building, and shove a ladder against the wall. Skinner would later train pigeons to play Ping-Pong and guide a missile to its target. University • Bachelor Degree Majored in English and wanted to be a novelist but after spending lots of times in his parents’ attic trying to get inspiration he failed miserably. He called the period his dark year University PhD Just when Skinner thought he had lost all hope, he discovered a new identity that suited him, to which he would cling for the rest of his life. He decided that since writing had failed him (rather than the other way around), he would study human behavior by the methods of science rather than the methods of fiction. University PhD He read Pavlov and Watson and committed himself to behaviorism in thought and deed. He entered Harvard in 1928 to study psychology. He had never taken a course in the field before, but he earned his Ph.D. in three years. Thank you! ABRAHAM MASLOW- NEEDSHIERARCHY THEORY OUTLINE Abraham Maslow Hierarchy of Needs Theory Presentation title 3 ABRAHAM MASLOW Presentation title LIFE OF ABRAHAM MASLOW • He was born on April 1, 1908, New York, New York, U.S. and grew up in Brooklyn, NY . • Maslow was the oldest of seven children. • His parents were Jewish immigrants from Kiev (Ukraine), then part of the Russian Empire. • His parents were poor and not intellectually focused, but they valued education. 4 Presentation title LIFE OF ABRAHAM MASLOW • He rarely got along with his mother, and eventually developed a strong revulsion towards her. • He is quoted as saying, "What I had reacted to was not only her physical appearance, but also her values and world view, her stinginess, her total selfishness, her lack of love for anyone else in the world—even her own husband and children—her narcissism, her Negro prejudice, her exploitation of everyone, her assumption that anyone was wrong who disagreed with her, her lack of friends, her sloppiness and dirtiness...". 5 Presentation title LIFE OF ABRAHAM MASLOW • He had a cold and lonely childhood. • He recalls “ I was a Jewish boy on a non-Jewish neighborhood.” • “I was isolated and unhappy” • “I grew up in libraries and among books with no friends.” 6 HIERARCHY OF NEEDS Presentation title Maslow proposed that human behavior is influenced by a hierarchy of needs. It ascends from the basic biological needs to the more complex psychological motivations. 8 Presentation title 9 Presentation title 10 HIERARCHY OF NEEDS • The needs at one level must be at least partially satisfied before those at the next level become important motivators of action. But there are exceptions to this rule. • When food and safety are difficult to obtain, efforts to satisfy those needs will dominate a person’s actions, and higher motives will have little significance. Presentation title 11 TWO BASIC NEEDS Two basic needs Physiological Needs Safety Needs Presentation title 12 TWO BASIC NEEDS Two basic biological needs Physiological Needs: hunger, thirst, air, and sleep. They are the most demanding ones. They must be satisfied before we can move to higher-level needs. Safety Needs: these include the need for security, stability, protection, structure, and order. Presentation title 13 BASIC NEEDS • Basic Needs are classified as deficiency needs. • This results from a lack of some needed objects. • Deficiency motives are satisfied once the needed object has been obtained. Presentation title • The other needs are referred as growth needs. • Satisfaction from this need come from expressing them. • For example: unselfish giving of love. 14 Presentation title 15 BELONGINGNESS AND LOVE NEED • The need for friendship and love. • Invest in friendship, in finding a partner, and in having children. Presentation title 16 ESTEEM NEED Maslow divided them into two basic types: 1. The need to perceive oneself as competent and achieving. 2. The need for admiration and respect from others. Presentation title NEED FOR SELF-ACTUALIZATION • The need to reach one’s full potential. • To be what you were meant to be.. • They do what they do not because of external rewards, but out of intrinsic motivation. They enjoy what they do. 17 Presentation title 18 What are the characteristics of self-actualizers? CHARACTERISTICS OF SELF ACTUALIZERS Presentation title • They accept themselves for what they are. • They admit their weakness, and work to improve it. • They don’t spend a lot of time feeling guilty about wrong things they did. They forgive themselves, have self-compassion. • They are not perfect, but they respect and feel good about themselves. 19 CENTRAL CHARACTERISTICS Presentation title 20 CENTRAL CHARACTERISTICS 21 Presentation title 22 Thank you! Cognitive View of Personality Personal Construct Theory Outline • Personal Construct theory • Personal Constructs Question: do you agree with the sentence? Differences among people result from the different ways that people interpret the world around them. Question: do you agree with the sentence? Differences in personality result from the different ways that people interpret the world around them. Question: do you agree with the sentence? • The reason why we interpret events and experiences differently is that we apply different personal constructs when judging them which lead to different theories about the world and people. • Different Personal Constructs lead to Different Interpretations of Events • These interpretations give rise to hypothesis and then theories about the world. • They all influence our behavior. For example: Let’s say Amna and Diana both met John in a coffee shop. For example: • Amna judged John using the following personal constructs: Friendlyunfriendly, intelligent-not intelligent, handsome, not handsome • Diana used the following: trustworthy-not trustworthy, Outgoing-introverted, respectful-not respectful For example: The image they form about him will be based on the constructs they selected to judge him on. Since these constructs vary between people. The image they end up forming will vary as well. For example: • This initial experience will give rise to hypothesis/predictions about the John. • For example: John is friendly, intelligent and caring. • They will then test this hypothesis as they spend more time interacting with John. • This will lead to a more stable mental representation of John (or theory) about John. For example: • The hypothesis and theories they created about John will influence how they behave towards John. • For example: whether they want to become friends, or to develop a romantic relationship with him. What does this example have to do with personality? Kelly propose each person have a system of personal constructs. These personal constructs influence how we interpret the world, which then influence how we feel, think and behave. In other words, they are the basis of our personality. Personal Construct Theory of Personality by George Kelly George Kelly (April 28, 1905 – March 6, 1967) George Kelly’s Life • Born in 1905 in Kansas, USA. • Worked as a clinical psychologist and a university professor during his career. • Developed personal construct theory, which was introduced in his 1955 book, "The Psychology of Personal Constructs." Personal Construct Theory • George Kelly proposed that we are like scientists. • Like scientists, we construct hypothesis about people and the world, and we test these hypothesis. 19 Personal Construct Theory • Personal constructs = cognitive frameworks or schemas that we use to interpret and predict the world. 20 Personal Constructs • Kelly described personal constructs as bipolar. • Bipolar: two opposing characteristics • For example: When you meet someone for the first time, you may use the personal construct friendly-unfriendly, tall-short, intelligentnonintelligent to construe an image of that person. • Constructs are bipolar. • But this does not mean that the world is viewed as black and white, with no shades of grey. • After applying the bipolar construct, we use other bipolar constructs to get a better picture of the person or event we are judging. • Let’s say you judged someone as intelligent, and then you meet the person again and you now apply other bipolar constructs like academically intelligent or common-sense intelligent. Example of a Personal Construct A Personal Construct of someone who you can trust vs someone you cannot trust a person who is humble who is spontaneous does not speak engage in gossip vs. vs. vs. arrogant overly planned engage in gossip 24 How does personal constructs explain personality? How does personal constructs explain personality? • Kelly maintained that differences in personality results largely from how people “construe/interpret the world”. How does personal constructs explain personality? • The interpretation depends on the personal constructs they applied to a situation. • Whether it was friendly-unfriendly, good-bad, safe-unsafe … • And about the characteristics of these personal constructs. The same construct such as friendly-unfriendly differ between people. How does personal constructs explain personality? • We all have a personal construct system that we use and that give rise hypothesis about events and people. How does personal constructs explain personality? • We apply these personal constructs to make sense of events and people. • The personal constructs enable us to judge and form a general picture of events and people. • We form a hypothesis and test it when we encounter similar events. How does personal constructs explain personality? • If the hypothesis is supported, then this contributes to the formation of theories about people and the world. How does personal constructs explain personality? Personal Constructs Hypothesis Theories Behavior Behavior Characteristics of Personal Constructs • Personal constructs differ between people • People use personal constructs differently • And they organize them differently Characteristics of Personal Constructs • Over the course of our lives, we develop many constructs. • We expand our inventory of constructs as we meet new people and face new situations. 33 Characteristics of Personal Constructs • Constructs are formed based on our own experiences • We may alter or discard constructs as situations change. • Revising our constructs is a necessary and continuous process. 34 Function of Constructs • Essential for organizing and making sense of the world. • We use them to interpret, predict and explain the behavior of others and themselves. The fundamental postulate • The fundamental postulate states: “A person’s processes are psychologically channelized by the ways in which they anticipate events”. • In other words, the way you think, feel and behave influenced by our interpretation of events through the use of our personal constructs. Corollaries of Personal Construct Theory • Kelly proposed 11 corollaries. • Corollaries are derived principles or consequences of Kelly’s theory that help us understand the complexity of personal constructs. 11 Corollaries 39 Thank you!