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Understanding Psychology, Ninth Edition, by Charles G 10 Personality OVERVIEW Enduring Issues in • A Psychodynamic View of • Evaluating Humanistic • A Cognitive–Social Learning Personality Jaylene Smith Theories View of Jaylene Smith Studying Personality • Evaluating Psychodynamic Trait Theories • Evaluating Cognitive–Social Theories Learning Theories Psychodynamic Theories • The Big Five • Sigmund Freud Humanistic Personality • A Trait View of Jaylene Smith Personality Assessment • Carl Jung Theories • Evaluating Trait Theories • The Personal Interview • Alfred Adler • Carl Rogers Cognitive–Social Learning • Direct Observation ISBN 1-256-37427-X • Karen Horney • A Humanistic View of Theories • Objective Tests • Erik Erikson Jaylene Smith • Expectancies, Self-Efficacy, • Projective Tests and Locus of Control Understanding Psychology, Ninth Edition, by Charles G. Morris and Albert A. Maisto. Published by Prentice Hall. Copyright © 2010 by Pearson Education, Inc. hirty-year-old Jaylene Smith is a talented physician who temper tantrums when the new infant demanded and received a meets with a psychologist because she is troubled by cer- lot of attention (especially from Mrs. Smith). The temper Ttain aspects of her social life. Acquaintances describe Jay tantrums intensified when Jay’s second brother was born, just 1 in glowing terms, saying she is highly motivated, intelligent, year later. As time passed, the brothers formed an alliance to try attractive, and charming. But Jay feels terribly insecure and to undermine Jay’s supreme position with their father. Jay only anxious. When the psychologist asked her to pick out some self- became closer to her father, and her relationships with her descriptive adjectives, she selected “introverted,” “shy,” “inad- brothers were marked by greater-than-average jealousy and equate,” and “unhappy.” rivalry from early childhood to the present. Jay was the firstborn in a family of two boys and one girl. Her Throughout elementary, junior high, and high school, Jay father is a quiet, gentle medical researcher. His work often allowed was popular and did well academically. Early on, she decided on him to study at home, so he had extensive contact with his children a career in medicine. Yet, off and on between the ages of 8 and when they were young. He loved all his children, but clearly 17, she had strong feelings of loneliness, depression, insecurity, favored Jay. His ambitions and goals for her were extremely high; and confusion—feelings common enough during this age period, and as she matured, he responded to her every need and demand but stronger than in most youngsters and very distressing to Jay. almost immediately and with full conviction. Their relationship Jay’s college days were a period of great personal growth, remains as close today as it was during Jay’s childhood. but several unsuccessful romantic involvements caused her Jay’s mother worked long hours away from home as a store much pain. The failure to achieve a stable and long-lasting rela- manager and consequently saw her children primarily at night tionship persisted after college and troubled Jay greatly. and on an occasional free weekend. When she came home, Although even-tempered in most circumstances, Jay often had Mrs. Smith was tired and had little energy for “nonessential” an explosive fit of anger that ended each important romantic interactions with her children. She had always been career ori- relationship that she had. “What is wrong with me?” she would ented, but she experienced considerable conflict and frustration ask herself. “Why do I find it impossible to maintain a serious trying to reconcile her roles as mother, housekeeper, and finan- relationship for any length of time?” cial provider. Mrs. Smith was usually amiable toward all her In medical school, her conflicts crept into her conscious- children but tended to argue more with Jay, until the bickering ness periodically: “I don’t deserve to be a doctor”; “I won’t pass subsided when Jay was about 6 or 7 years of age. Today, their my exams”; “Who am I, and what do I want from life?” relationship is cordial but lacks the closeness apparent How can we describe and understand Jaylene Smith’s person- between Jay and Dr. Smith. Interactions between Dr. and Mrs. ality? How did she become who she is? Why does she feel insecure Smith were sometimes marred by stormy outbursts over seem- and uncertain despite her obvious success? Why do her friends ingly trivial matters. These episodes were always followed by see her as charming and attractive, though she describes herself periods of mutual silence lasting for days. as introverted and inadequate? These are the kinds of questions Jay was very jealous of her first brother, born when she that personality psychologists are likely to ask about Jay—and the was 2 years old. Her parents recall that Jay sometimes staged kinds of questions we will try to answer in this chapter. ENDURING ISSUES IN PERSONALITY As we explore the topic of personality in this chapter, the enduring issues that interest psychologists emerge at several points. The very concept of personality implies that our behavior differs in significant ways from that of other people (diversity–universality) and that our behavior in part reflects our personality as opposed to the situations in which we LEARNING OBJECTIVE find ourselves (person–situation). We will also assess the extent to which personality is a • Define personality. Explain the result of inheritance, rather than a reflection of life experiences (nature–nurture). Finally, we difference between describing will consider the extent to which personality changes as we grow older (stability–change). personality (in particular trait theory) and understanding the causes of personality (psychodynamic, STUDYING PERSONALITY humanistic, and cognitive–social learning theories). What do psychologists mean when they talk about personality? Many psychologists define personality as an individual’s unique pattern of thoughts, feel- personality An individual’s unique pattern of ings, and behaviors that persists over time and across situations. There are two important thoughts, feelings, and behaviors that persists parts to this definition. On the one hand, personality refers to unique differences—those over time and across situations. 335 ISBN 1-256-37427-X Understanding Psychology, Ninth Edition, by Charles G. Morris and Albert A. Maisto. Published by Prentice Hall. Copyright © 2010 by Pearson Education, Inc. 336 Chapter 10 aspects that distinguish a person from everyone else. On the other hand, the definition asserts that personality is relatively stable and enduring—that these unique differences per- sist through time and across situations. Psychologists vary in their approach to the study of personality. Some set out to iden- tify the most important characteristics of personality, whereas others seek to understand LEARNING OBJECTIVES why there are differences in personality. Among the latter group, some consider the family to be the most important factor in personality development, whereas others emphasize the Describe the five propositions that • importance of influences outside the family. Still others see personality as the product of are central to all psychodynamic how we think about ourselves and our experiences. In this chapter, we explore representa- personality theories. tive theories of these various approaches. We see how each theoretical paradigm sheds light Describe Freud’s theory of personality, • on the personality of Jaylene Smith. Finally, we will evaluate the strengths and weaknesses including the concepts of sexual instinct, of each approach and will see how psychologists go about assessing personality. libido, id, ego, superego, and pleasure principle versus reality principle. Summarize Freud’s stages of development and the consequences of fixation at a PSYCHODYNAMIC THEORIES particular stage. What ideas do all psychodynamic theories have in common? • Compare and contrast Freud’s theory, Carl Jung’s theory, Adler’s theory, Horney’s Psychodynamic theories see behavior as the product of internal psychological forces that theory, and Erikson’s theory of personality. often operate outside our conscious awareness. Freud drew on the physics of his day to coin • Explain how contemporary psychologists the term psychodynamics: As thermodynamics is the study of heat and mechanical energy view the contributions and limitations of and the way that one may be transformed into the other, psychodynamics is the study of the psychodynamic perspective. psychic energy and the way that it is transformed and expressed in behavior. Although psy- chodynamic theorists disagree about the exact nature of this psychic energy, the following five propositions are central to all psychodynamic theories and have withstood the tests of time (Huprich & Keaschuk, 2006; Westen, 1998): 1. Much of mental life is unconscious; as a result, people may behave in ways that unconscious In Freud’s theory, all the ideas, they themselves do not understand. thoughts, and feelings of which we are not and 2. Mental processes (such as emotions, motivations, and thoughts) operate in paral- normally cannot become aware. lel and thus may lead to conflicting feelings. 3. Not only do stable personality patterns begin to form in childhood, but early expe- psychoanalysis The theory of personality riences also strongly affect personality development. Freud developed, as well as the form of therapy 4. Our mental representations of ourselves, of others, and of our relationships tend he invented. to guide our
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