Personality, 9e
Jerry M. Burger
© 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
The Psychoanalytic Approach: Neo-Freudian
Theory, Application, and Assessment
Chapter 5
© 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
Chapter Outline
 Limits and liabilities of Freudian theory
 Alfred Adler
 Carl Jung
 Erik Erikson
 Karen Horney
© 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
5-3
Chapter Outline
 Application: Psychoanalytic theory and
religion
 Assessment: Personal narratives
 Strengths and criticisms of Neo-Freudian
theories
© 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
5-4
Limits and Liabilities of
Freudian Theory
 Theorists rejected the idea that personality
is formed by experiences in the initial years
of life
 Neo-Freudians argued that later experiences
are important in shaping personality
 Freud failed to recognize the importance of
social and cultural forces in shaping
individual personality
© 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
5-5
Limits and Liabilities of
Freudian Theory
 Freudian theories have negative tone and
painted a pessimistic and in some ways
degrading picture of human nature
 Propagated that humans are largely controlled
by instincts and unconscious forces
© 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
5-6
Alfred Adler
 Developed the approach of individual
psychology
 Contributions to understanding of
personality
 Notion of striving for superiority
 Role of parental influence on personality
development
 Effects of birth order
© 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
5-7
Striving for Superiority
 Single motivating force that can subsume all
other motives
 Individual’s begin life with feelings of inferiority
 All individual actions aim to establish a sense of
superiority over life’s obstacles
 Excessive feelings of inferiority lead to
inferiority complex
 Social interest combined with superiority
striving indicates mental health of a person
© 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
5-8
Parental Influence on
Personality Development
 Parental behaviors that lead to problems in
children’s life
 Pampering
 Robs the child of independence and adds to feelings
of inferiority
 Neglect - Children who receive little attention
from their parents:
 Grow up cold and suspicious
 Are incapable of warm personal relationships
© 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
5-9
Birth Order
Firstborn children
• Subjected to excessive attention from parents
• Arrival of second child ends the pampering
• Strong perception of inferiority
Middle-born children
• Develop a strong superiority striving
• Highest achievers
• Try hard to catch up with their older siblings
Last-born children
• Pampered throughout their childhood
• Vulnerable to strong inferiority feelings
© 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
5 - 10
Carl Jung
 First president of the International
Psychoanalytic Association
 Disagreement with Freud’s theory, resulted
in resignation from the association in 1914
 Established analytic psychology
© 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
5 - 11
Collective Unconscious
 Part of unconscious mind
 Constitutes of t houghts, images, and
psychic characteristics that are difficult to
bring into awareness
 Never repressed out of consciousness
 People inherit unconscious psychic
characteristics
 Made up of primordial images
 Referred as archetypes
© 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
5 - 12
Archetypes
 Anima - Feminine side of the male
 Animus - Masculine side of the female
 Anima and animus guide the selection of a
romantic partner and the course of the
subsequent relationship
 Shadow - Negative side of personality
 Located partly in both personal and collective
unconscious
© 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
5 - 13
Evidence for the Collective
Unconscious
 Does not consist of hard data from rigorous
laboratory experiments
 Is based on examination of mythology,
cultural symbols, dreams, and the
statements of schizophrenics
 It is argued that collective unconscious is
same for everyone
© 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
5 - 14
Erik Erikson
 Believed that ego is a relatively powerful,
independent part of personality
 Ego psychology - Erikson’s approach to
personality
 Principal function of the ego is to establish and
maintain a sense of identity
 Identity crisis - Confusion and despair we feel
when we lack a strong sense of who we are
© 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
5 - 15
Personality Development
Throughout the Life Cycle
 Erikson’s stages of personality development
continue from infancy to old age
 Crises - Turning points encountered by
people in personality development
 Provides two directions in which to proceed
 How a person resolves a crisis determines the
direction of his/her personality development
© 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
5 - 16
Figure 5.1 - Erikson’s Eight
Stages of Development
© 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
5 - 17
Basic Trust Versus Mistrust
 Child whose needs are met develops a sense
of basic trust
 Infants who never receive the loving care
they need develops a sense of basic mistrust
© 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
5 - 18
Autonomy Versus Shame and
Doubt
 Autonomy - Allowing children to
manipulate and control what they encounter
 People with a sense of autonomy are confident
 Over protection of children hinders
development and lead to shame and doubt
 Children become dependent on others
© 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
5 - 19
Initiative Versus Guilt
 Children who:
 Organize and participate in social activities
develop a sense of initiative
 Lack initiative feel guilt and resignation
© 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
5 - 20
Industry Versus Inferiority
 Industry - Belief in one’s strengths and
abilities
 Develops when children experience success
 Inferiority - Lack of appreciation for one’s
talents and skills
 Develops when children encounter failure
© 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
5 - 21
Identity Versus Role
Confusion
 People with a sense of identity make
decisions about personal values and
religious questions
 Failing to develop a strong sense of identity
leads to role confusion
© 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
5 - 22
Intimacy Versus Isolation
 Young people search for special relationship
to develop intimacy and grow emotionally
 People who fail to develop intimacy face
emotional isolation
© 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
5 - 23
Generativity Versus
Stagnation
 Middle aged individuals develop a concern
for guiding the next generation
 Parents raise their children
 Adults without children play an active role in
raising nieces and nephews
 Adults who fail to develop sense of
generativity suffer from a sense of
stagnation
© 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
5 - 24
Ego Integrity Versus Despair
 People who:
 Look back on their lives with satisfaction
develop a sense of integrity
 Fail to develop a sense of integrity fall into
despair and express contempt for others
© 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
5 - 25
Karen Horney
 Studied Freud’s work and taught
psychoanalysis
 Founded American Institute for
Psychoanalysis
 Important contributions
 Neurosis and feminine psychology
© 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
5 - 26
Neurosis
 Neurotic - People who are trapped in a self-
defeating interpersonal style
 Prevents people from developing the social
contact they unconsciously crave
 Destructive interpersonal style is a defense
mechanism to ward off feelings of anxiety
 Arises due to disturbed interpersonal
relationships during childhood
© 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
5 - 27
Neurosis
 Interaction styles adopted by neurotics to
avoid anxiety-provoking experiences
 Moving toward people
 Moving against people
 Moving away from people
© 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
5 - 28
Feminine Psychology
 Introduced the concept of womb envy
 Men envy women’s ability to bear and nurse
children
 Men compensate their inability to have children
through achievement in other domains
 In a society where men and women are free
to become whatever they desire girls would
not want to be boys, or vice versa
© 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
5 - 29
Application: Psychoanalytic
Theory and Religion
 Freud’s perspective
 Religious behavior represents a form of
neurosis
 Religion is a type of collective wish fulfilment
 God is an unconscious father figure generated
to provide feelings of security
© 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
5 - 30
Application: Psychoanalytic
Theory and Religion
 Jung’s perspective
 Religion provides sense of purpose and security
 People across cultures inherit a God archetype
in collective unconscious
 People seek psychotherapy when religion fails
to provide reassurance
 Modern religions have developed practices to
provide assurance
 Confession, absolution, and forgiveness
© 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
5 - 31
Application: Psychoanalytic
Theory and Religion
 Erich Fromm’s perspective
 People turn to the powerful authority of church
to escape a sense of powerlessness and
loneliness
 Authoritarian religions - People are under the
control of a powerful God
 Deny people their personal identity
 Humanistic religions - God is a symbol of our
own power
 Provide an opportunity for personal growth
© 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
5 - 32
Personality Assessment
 Personal narratives: Narration of one’s
own life story, that requires describing
turning point scenes from one’s life
 Interviews are recorded and transcribed
 Judges code stories according to preset criteria
 Scores tend to be consistent over time
 Accuracy of the story and selective
remembering of scenes by participants draws
criticism
© 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
5 - 33
Personality Assessment
 Generativity and life stories
 Personal narratives are useful for studying Erik
Erikson’s stages of personality development
 Research indicates that number of stories
reflecting generativity theme increased during
the midlife decades
 Stories from highly generative adults contain:
 Increased themes about friendship, sharing,
affiliation, and nurturance
© 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
5 - 34
Strengths and Criticisms of
Neo-Freudian Theories
Strengths
• Elaboration of vital concepts ignored by Freud
• Identification of social factors that influence the formation and
change of personality
• Optimistic and flattering picture of humankind
• Introduction of new concepts like identity crises, introverts, and
inferiority complexes
Criticisms
• Neo-Freudian theories are supported with questionable evidence
• Oversimplified or ignored important concepts
© 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
5 - 35