PROF. RICHARD M.

CAMPOS, RPm, BSED

I CAN DO IT, I CAN MAKE IT, I
WILL TOP THE BOARD EXAM
AND BE THE NUMBER ONE!
a. Reaction Formation

b. Compensation

c. Projection

d. Identification
a. Reaction Formation

b. Compensation

c. Projection

d. Identification
 Defense mechanisms are psychological strategies that are

unconsciously used to protect a person from anxiety arising

from unacceptable thoughts or feelings.
 REPRESSION
“What you don’t know won’t hurt you.”
Pushing conscious unpleasant thoughts to the unconscious

DENIAL
“ You’ve gotta be kiddin’ me!”
Refusing to accept a painful reality (truth hurts)

REACTION FORMATION
 “The more you hate, the more you love.”
Doing consciously the opposite of what the unconscious feels

PROJECTION
“Look who’s talking!”
Transferring unacceptable thoughts to others
REGRESSION
“Childhood is good place to hide from danger!”
Going back to childhood behaviors when faced with anxiety

DISPLACEMENT
“Pick someone with your own size!”
Redirection of emotion from a higher status to a lower status

SUBLIMATION
“This is not a sin! This is an art!”
Expressing sexual or aggressive urges in a more socially acceptable way

RATIONALIZATION
“When it comes to feelings, even the wisest man may give the dumbest
reason.”
Sour-Graping vs. Sweet Lemoning
a. Oral

b. Genital

c. Latency

d. Phallic
a. Oral

b. Genital

c. Latency

d. Phallic
 Oral Stage - birth – 1.5 years old

( Attention, Affection, Attachment)

“THE GETTING PERSONALITY”

Erogenous Zone: Mouth

Gratifying Activities: Nursing- sucking, gumming, swallowing

Oral Dependent- too much stimulation; very dependent and submissive

Oral Aggressive- too little gratification; gets what he wants through power

e.g. Smoking, nail biting, sarcasm, and verbal hostility, over-eating, drinking
 Anal Stage- 1.5- 3 years old

( Orderliness & Handling relationships)

“ THE CONTROLLING PERSONALITY”

Erogenous Zone: Anus

Gratifying Activities: Toilet Control and Control of oneself

Anal Expulsive- spontaneous and sloppy; too lenient; child will get pleasure and
success from expulsion

e.g. reckless, careless

Anal Retentive- excessive pressure; takes pleasure in being able to withhold.

e.g. obsessively clean and orderly, stingy, meticulous, organized

1. Orderliness

2. Stinginess

3. Obstinacy
 Phallic Stage- 4- 5 years old

Erogenous Zone: Genitals

Gratifying Activities: Masturbation and Genital fondling; Awakening of sexual

urges

Fixation for Men: Anxiety and guilt feelings about sex, narcissistic personality

- Need to protect the macho image

Fixation for Women: Seduces and flirts men but will not commit (they make men

fell in love with them but eventually leaves them)

 Latency Stage- 7 years old

Erogenous Zone: None

Gratifying Activities

- Period of dormancy

- Time of learning, adjusting to social environment

- Formation of beliefs and values

- Sublimation period
 Genital Stage- Puberty

Erogenous Zone: Genital

Gratifying Activities: Masturbation and heterosexual relationships

Reawakening of sexual desires

- Pursuit of relationship
a. Ectomorph

b. Mesomorph

c. Endomorph

d. Polymorph
a. Ectomorph

b. Mesomorph

c. Endomorph

d. Polymorph
 He used to derived these three types by using the three layers of cells
 Endoderm
 Mesoderm
 Ectoderm

 ENDOMORPH : Prominence of the intestines and other visceral organs; the person of this
type tends to be fat in proportion to height ( Sociable, comfort-loving, loves fine food,
and tends to eat too much)

 MESOMORPH : Refers to bones and muscles; this person is strong, tough and athletic and
tends to be well-proportioned (Energetic, active)

 ECTOMORPH : Thin small bones, thin chest, and prominent ribs, flat stomach, and small
buttocks , tend to be skinny (Restraint, inhibited, avoids social contact)
a. Phenomenal Field Theory

b. Organismic Theory

c. Needs Theory

d. Psychoanalytic Theory
a. Phenomenal Field Theory

b. Organismic Theory

c. Needs Theory

d. Psychoanalytic Theory
a. Nomothetic Approach

b. Idiographic Approach

c. Narrative Approach

d. All of the Above

a. Nomothetic Approach

b. Idiographic Approach

c. Narrative Approach

d. All of the Above

1. IDIOGRAPHIC APPROACH : It is concerned with the aspects of
personality that are unique to the individual and the characteristic that
people share with others of their group or with all human beings. The focus
of this approach is the interaction of the traits tat make an individual
unique
1. The focuses are:
i. Like all other people
ii. Like some other people
iii. Like no other person

2. NOMOTHETIC APPROACH : It Attempts to describe psychological

elements presumed to be common to all individuals. The uniqueness of an
individual lies on the particular patterning of the elements which are
present in each person in some degree and combination.
a. Guilt

b. Neurotic Anxiety

c. Normal Anxiety

d. Intentionality
a. Guilt

b. Neurotic Anxiety

c. Normal Anxiety

d. Intentionality
 Existence over essence (being > substance)
 People search for meaning in their lives
 We are ultimately responsible for who we are and who we become
 BASIC CONCEPTS
 Being-in-the-world, a basic unity exists between people and their
environment; Dasein
3 simultaneous modes:
Umwelt- the environment around us (world around)
Mitwelt- world with other people (with the world)
Eigenwelt- our relationship with one self (own world)
 NON-BEING ( DREAD OF NOTHINGNESS)
 Fear of Death

 Living defensively

 Not making active choices

 GUILT
 It arises when people deny their potential to accurately perceive the needs of fellow human or remain oblivious
to their dependence on the natural world

 INTENTIONALITY
 People act with intention. Intention and action are woven together.

 FREEDOM
 2 TYPES OF FREEDOM (Assertion of one’s freedom requires confronting one’s destiny!)

 EXISTENTIAL FREEDOM

- Freedom of doing/action

 ESSENTIAL FREEDOM

- Freedom of Being
a. To make individuals self-analyzed

b. To help individuals self-regulate

c. To help individuals to be more aware individuals

d. To help individuals make their unconscious be conscious

a. To make individuals self-analyzed

b. To help individuals self-regulate

c. To help individuals to be more aware individuals

d. To help individuals make their unconscious be conscious

 The goal of May’s psychotherapy is to make people more fully human

(expand their consciousness)

 The purpose of this psychotherapy is to set people free

 Existential psychotherapy de-emphasizes techniques while stressing

the qualities of the therapist

a. The three concepts are separate ideas, thus not interrelated

b. Love is the source of care

c. Love requires knowing how to care for someone

d. Love organizes one into action toward a goal.

a. The three concepts are separate ideas, thus not interrelated

b. Love is the source of care

c. Love requires knowing how to care for someone

d. Love organizes one into action toward a goal.

 These three concepts are interrelated to one another

 LOVE requires knowing how to care for someone

 CARE is the source of LOVE

 WILL organizes one into action and toward a goal

1. Sex (Physical)

2. Eros (Psychological)

3. Philia (Intimacy between two people)

4. Agape (Concern for other, brotherly love, Divine love)

a. Humanistic Psychology

b. Person-Centered Theory

c. Logotherapy

d. Needs Theory
a. Humanistic Psychology

b. Person-Centered Theory

c. Logotherapy

d. Needs Theory
BASIC TENETS:

1.FREEDOM AND RESPONSIBILITY :humans are essentially free and he must accept the
responsibilities for directing his own life. Although man’s freedom is basically bound by
certain limitations because he is not free from circumstances and conflicts.

2. THE WILL TO MEANING : The striving to find meaning in one’s life, the primary
motivational force of man.

3. EXISTENTIAL VACUUM : When aa man experiences a loss of meaning in life; he remains

in a state of experiential crisis

4. NOOGENIC NEUROSIS : Neurosis due to meaningless life

a. Surface Traits

b. Source Traits

c. Temperament

d. Ability
a. Surface Traits

b. Source Traits

c. Temperament

d. Ability
 CATEGORIES OF TRAITS

 SURFACE TRAITS- clusters of behavior (overt) responses that appear together. E.g.

integrity, honesty, thoughtfulness ** 32 Traits

 SOURCE TRAITS- the underlying variables that seem to determine the surface

manifestations

- “the building blocks of personality”

** 16 Traits
 TYPES OF TRAITS

1. ABILITY- Traits pertaining to skills and talents like intelligence, artistry

2. TEMPERAMENT- Traits pertaining to emotions and behavior like calmness,

impulsiveness

3. DYNAMIC- Traits pertaining to the motivational elements of human

behavior like ambitious, determined and power-oriented

a. Conventional

b. Post Conventional

c. Autonomous

d. Heteronoromous
a. Conventional

b. Post Conventional

c. Autonomous

d. Heteronoromous
1. Heteronormous Morality (4-7 years old)

- Sees the world as an unchangeable collection of rules and laws that are

not under the control of any person. Only thinks the consequences of
the actions.

2. Autonomous Morality (10 years old and above)

- Child’s understanding that rules are made by people for the people;

should consider the concept of free will.

a. Heteronormous

b. Conventional

c. Pre-conventional

d. Autonomous
a. Heteronormous

b. Conventional

c. Pre-conventional

d. Autonomous
1. The PRE-CONVENTIONAL LEVEL of moral reasoning. The morality
of an action by its direct consequences and is solely concerned with
the self in an egocentric manner; has not yet adopted or internalized
society's conventions regarding what is right or wrong but instead
focuses largely on external consequences that certain actions may
bring.

Stage 1. Obedience and Punishment Orientation

Stage 2. Individualism and Exchange

2. The CONVENTIONAL LEVEL of moral reasoning. To reason in a
conventional way is to judge the morality of actions by comparing
them to society's views and expectations. It is characterized by an
acceptance of society's conventions concerning right and wrong

Stage 3. Good Interpersonal Relationships.

Stage 4. Maintaining the Social Order

3. The POST- CONVENTIONAL LEVEL of moral reasoning known as
the principled level, is marked by a growing realization that
individuals are separate entities from society, and that the
individual's own perspective may take precedence over society's
view; individuals may disobey rules inconsistent with their own
principles.

Stage 5. Social Contract and Individual

Stage 6. Universal Principles

a. Isolation and Confusion

b. Assimilation and Socialization

c. Love and Lust

d. Emptiness and Loneliness

a. Isolation and Confusion

b. Assimilation and Socialization

c. Love and Lust

d. Emptiness and Loneliness

a. Innocence

b. Creative

c. Rebellion

d. Ordinary
a. Innocence

b. Creative

c. Rebellion

d. Ordinary
STAGE OF INNOCENCE : before consciousness is born, this is the stage of
infants

STAGE OF REBELLION : The individual seeks to establish some inner strength;

The “NO” of the toddler, and the “ NO WAY” of the adolescents

STAGE OF ORDINARY CONSCIOUSNESS : Stage most people prefer when they

speak of a healthy relationship; it is when the person learns from his mistakes
and lives responsibly

STAGE OF CREATIVITY : involves the ability to see something outside one’s

own view and limited viewpoint. It gains a glimpse of ultimate truth and it
exists in reality
a. Situationism

b. Transactional Analysis

c. Dispositional Theory

d. Five-factor model
a. Situationism

b. Transactional Analysis

c. Dispositional Theory

d. Five-factor model
 It is a description of what people do and say to themselves and to each other

 It is a theory that emphasizes the description of what people do and say to

themselves and to each other. It emphasizes the thinking, feeling and behavior
aspects of personality and is oriented toward increasing awareness of an
individual

 In a transaction, the 1st person sends a message stimulus from one of his/her

ego states and receives a stimulus

a. Adult

b. Child

c. Parent

d. Baby
a. Adult

b. Child

c. Parent

d. Baby
 An ego state is a set of consistent and coherent patterns of thinking, feeling and behaving.

1. PARENT : Part of the personality that is an introject of the parents and parental
substitutes
a. Nurturing Parent : provides love and care
b. Controlling Parent : provides do’s and don’ts, right or wrong, good or bad
2. ADULT : The objective part of the person which gathers information about what is going
on; not emotional and judgmental; the “computer”; works with facts, very rational
3. CHILD : Consists of feelings, impulses, and spontaneous acts
a. Natural Child : impulsive, untrained, spontaneous, expressive part of the person
b. Little Professor : Unschooled wisdom of a child; manipulative, egocentric,
creative, intuitive
c. Adapted Child: Wants to survive in what may appear to be dangerous situation
a. I’m OKAY, You’re OKAY

b. I’m OKAY, You’re not OKAY

c. I’m not OKAY, You’re OKAY

d. I’m not OKAY, You’re not OKAY

a. I’m OKAY, You’re OKAY

b. I’m OKAY, You’re not OKAY

c. I’m not OKAY, You’re OKAY

d. I’m not OKAY, You’re not OKAY

1. I’m Okay, You’re Okay : Mentally healthy position; can solve
problems constructively; accepts the significance of other people; “Life
is worth living.”
2. I’m Okay, You’re not Okay : feels victimized or persecuted so in
return he also victimizes and persecutes others; blames others for their
miseries; “Your life is not worth living.”
3. I’m not Okay, You’re Okay : feels powerless compared to others;
withdrawn; depressed and even suicidal at times; “My life is not worth
much.”
4. I’m not Okay, You’re not Okay : lose interest in living; exhibit
schizoid behavior; may commit suicide or homicide; “Life is not worth
anything at all.”
a. Complementary

b. Supplementary

c. Crossed

d. Ulterior
a. Complementary

b. Supplementary

c. Crossed

d. Ulterior
a. I’m OKAY, You’re OKAY

b. I’m OKAY, You’re not OKAY

c. I’m not OKAY, You’re OKAY

d. I’m not OKAY, You’re not OKAY

a. I’m OKAY, You’re OKAY

b. I’m OKAY, You’re not OKAY

c. I’m not OKAY, You’re OKAY

d. I’m not OKAY, You’re not OKAY

a. Factor Analytic Theory

b. Dispositional Theory

c. Personology

d. Five-Factor Model
a. Factor Analytic Theory

b. Dispositional Theory

c. Personology

d. Five-Factor Model
 Personality: is defined as a “ dynamic organization within the individual of those
psychophysical systems that determine his characteristics, behavior and
thought.”

 Dynamic- moving and changing

 Organized- structured

 Psychophysical- involving both mind and body

 Determined- structured of the past and predisposing of the future

 Characteristic- unique for each individual

 These are bonafide structures within a person that influence behavior,
not as simple labels but used to describe and classify behavior
 A determining consistent and enduring tendency or predisposition to
respond in the world in certain ways.

 Common Traits
- A hypothetical construct that enables us to be compared in a certain
culture.
Personal Dispositions
- A general determining characteristic but it is unique to the individual
who has it.
 Central experiences of the self-awareness that people have as they grow and
move forward. It includes all aspects of the personality that make unity.
Propriate Functions:
1. Bodily Self- awareness of inner sameness and continuity
2. Self-esteem- pride in the ability to do things
3. Self-extension- sense of possession and valuing of others
4. Self-image- sense of measuring up to the expectation of others.
5. Self as rational coper- sense of self as active problem solving agent
6. Propriate Striving- dependent on the long term purposes and goals; motive
that propels the individual to the attainment of goals.
a. Traits

b. Functional Autonomy

c. Perseverative Functional Autonomy

d. Propriate Functional Autonomy

a. Traits

b. Functional Autonomy

c. Perseverative Functional Autonomy

d. Propriate Functional Autonomy

 This means that humans are motivated by present drives rather than by

past events and are aware and know the understanding of their actions;
also it explains that actions are not accounted for tension reduction.

2 types:

 Perseverative Functional Autonomy- It refers to acts or behaviors that

are repeated even though they may lost their original function.

 Propriate Functional Autonomy- refers to those acquired interests,

values, attitudes that are directed for the proprium.

a. Cardinal

b. Central

c. Surface

d. Source
a. Cardinal

b. Central

c. Surface

d. Source
1. Cardinal Disposition- master motives, ruling passion; a pervasive
behavior that almost every behavior has manifestations of it. **
Prominent to a person

2. Central Dispositions- the building blocks of personality; highly

characteristic tendencies of an individual. They provide adjectives or
phrases a person might use in describing the essential characteristics. 5-
10 characteristics/ person
a. Guilt

b. Pain

c. Death

d. Will to Meaning
a. Guilt

b. Pain

c. Death

d. Will to Meaning
FIRST TRIAD (Composition of Logotherapy)

1. Freedom of Will- man has freedom despite of his limitations

2. Will to Meaning- find purpose of life

3. Meaning of Life- understand life from moment to moment

SECOND TRIAD (Composition and Meaning of Life)

1. Creative Values- finding beauty even in the simplest activity)

2. Experiential Values- celebrating human experiences

3. Attitudinal Values- choose our fate despite of hopelessness

THIRD TRIAD (Composition of Attitudinal Values)

1. Guilt- we have the right to feel guilt and also the responsibility to overcome it

2. Pain- find meaning in suffering (willingness to suffer for a purpose)

3. Death- makes us realize that we must live each day as if it is the last
a. Creativity

b. Experiential freedom

c. Existential Living

d. Organismic Trust
a. Creativity

b. Experiential freedom

c. Existential Living

d. Organismic Trust
1. Openness to Experience- Open to possibilities, embraces human
experience; aware of all human experiences without a need to deny or
distort them.
2. Existential Living- Able to live in the moment without preconceived
matters.
3. Organismic Trust-trusting one’s own experience; not bound by other’s
opinions
4. Creativity- Able to adjust creatively to changes and seek new
experience.
5. Experiential Freedom- capacity to choose and be free; assumes the
responsibility
a. Organismic Valuing Process

b. Phenomenological Perspective

c. Formative Tendencies

d. Actualizing Tendency
a. Organismic Valuing Process

b. Phenomenological Perspective

c. Formative Tendencies

d. Actualizing Tendency
View of Human Nature

Rogers believed that the ultimate goal of each individual is to

be fully functioning person. It is a process in which the
individual constantly pursues his or her actualizing tendency and
at the same time, behaves in a manner that is true to the self.
 Formative Tendency / Maintenance- the tendency for all
matter, both organic and inorganic to evolve from simple to a
complex matter.

 Actualizing Tendency/ Enhancement- tendency for all humans

to move toward completion of fulfillment of potentials; concept
of human motivation to actualize, maintain and enhance self.
- Evaluates experience as good or bad
 2 Basic Needs:
1. Need for Positive regard by others
2. Need for Positive self-regard

 POSITIVE REGARD
- Refers to being loved ad accepted for who one is.
2 Types:
- CPR (Conditional Positive Regard)
- UPR(Unconditional Positive Regard)
a. Lower needs are not important; higher needs must be satisfied and

must be given emphasis

b. Higher needs are not important; lower needs are only the important

needs

c. Lower needs are prepotent over higher needs

d. Higher needs are prepotent over lower needs

a. Lower needs are not important; higher needs must be satisfied and

must be given emphasis

b. Higher needs are not important; lower needs are only the important

needs

c. Lower needs are prepotent over higher needs

d. Higher needs are prepotent over lower needs

a. Alpha Press

b. Beta Press

c. Theta Press

d. Delta Press
a. Alpha Press

b. Beta Press

c. Theta Press

d. Delta Press
 Murray described a needs as a "potentiality or readiness to respond in a
certain way under certain given circumstances.”

Murray identified needs as one of two types:

 Primary Needs
Primary needs are basic needs that are based upon biological demands, such
as the need for oxygen, food and water.
 Secondary Needs
Secondary needs are generally psychological, such as the need for nurturing,
independence and achievement. While these needs might not be fundamental for
basic survival, they are essential for psychological well-being.
 Forces from objects or persons within the environment that

help/hinder an individual in reaching goals.

2 Types of Press:

1. Alpha Press- the actual properties or attributes of the

environment

2. Beta Press- the individual’s subjective perception of the

environment
 According to Murray, all people have these needs, but each individual
tends to have a certain level of each need. Each person's unique levels of
needs plays a role in shaping his or her individual personality.

List of Psychogenic Needs

1. Ambition Needs
 achievement and recognition, exhibition

2. Materialistic Needs
 acquisition, construction, order and retention
3. Power Needs
 Autonomy, abasement (confessing and apologizing), aggression (attacking
or ridiculing others), blame avoidance (following the rules and avoiding
blame), deference (obeying and cooperating with others) and dominance
(controlling others)

4. Affection Needs
 Nurturance, succorance, rejection

5. Information Needs
 Cognizance, exposition
a. Agreeableness

b. Conscientiousness

c. Extroversion

d. Neuroticism
a. Agreeableness

b. Conscientiousness

c. Extroversion

d. Neuroticism
a. P technique

b. R technique

c. dR technique

d. Q technique
a. P technique

b. R technique

c. dR technique

d. Q technique
dR Technique : correlates the scores of many persons on all variables at 2
different occasions

P Technique : designed to discuss the unique trait structure of a single

individual

R Technique : most commonly used and involves large groups of people in

the study to participate and then understanding their scores
a. Cognitively Complex Person

b. Cognitively Simple Person

c. Constellatory Construct

d. Preemptive Construct
a. Cognitively Complex Person

b. Cognitively Simple Person

c. Constellatory Construct

d. Preemptive Construct
COGNITIVELY COMPLEX PERSON (Healthy Personality)
- Has a construction system containing constructs that are clearly differentiated

- Can draw sharp distinctions between self and others

- Has skill in predicting the behavior of others

- Views others in terms of many different categories

- Constructs are very permeable

COGNITIVELY SIMPLE PERSON (Unhealthy Personality)

- Construction system has distinctions which are blurred

- Has difficulty in predicting behavior of others

- Views others in terms of few categories

a. Circumspection-Preemptive-Control

b. Control-Preemptive-Circumspection

c. Preemptive-Control-Circumspection

d. Preemptive-Circumspection-Control
a. Circumspection-Preemptive-Control

b. Control-Preemptive-Circumspection

c. Preemptive-Control-Circumspection

d. Preemptive-Circumspection-Control
“ Personality is consists of an organized system of constructs that may be ranked
as to importance.”
- This theory assumes that each person use different constructs or templates to understand
people, events, places- anything.

Basic Concepts:

1. Constructs : ways of construing events or “seeing the world” so that the future is
anticipated; templates we use to interpret people, events, etc.

2. Construction System : organization of constructs (the personality); compilation of all our

constructs
1. Superordinate : more important constructs, those that are on top of the

construction system; the primary constructs

2. Subordinate : less important constructs; those that are at the bottom;

alternative constructs

3. Poles : dichotomous and bipolar

i. Emergent Pole/ Construct Pole : primary and principle end

ii. Implicit Pole/ Contrast Pole : Contrasting end

1. CIRCUMSPECTION PHASE : Person considers several constructs to

sue in interpreting a situation

2. PREEMPTIVE PHASE : Person reduces the number of alternative

constructs to be used

3. CONTROL/ CHOICE PHASE : Person decided what construct to use

then plan a course of action

a. Overgeneralization

b. Dichotomous Reasoning

c. Arbitrary Inference

d. Magnification
a. Overgeneralization

b. Dichotomous Reasoning

c. Arbitrary Inference

d. Magnification
a. Overgeneralization

b. Dichotomous Reasoning

c. Arbitrary Inference

d. Magnification
a. Overgeneralization

b. Dichotomous Reasoning

c. Arbitrary Inference

d. Magnification
a. Magnification

b. Excessive Responsibility

c. Selective Abstraction

d. Overgeneralization
a. Magnification

b. Excessive Responsibility

c. Selective Abstraction

d. Overgeneralization
1. DICHOTOMOUS REASONING : Everything is black and white; polarities

2. OVERGENERALIZATION : All sides of the square look alike

3. MAGNIFICATION : The tiny seed will grow in a big tree

4. ARBITRARY INFERENCE : One evidence is enough to make a judgement

5. SELECTIVE ABSTRACTION : If it happens to you, it’s nothing. If it

happened to me, it’s a big thing!

6. EXCESSIVE RESPONSIBILITY : I am responsible for all bad things
that is happening

7. SELF- REFERENCES : I am the center of everyone’s attention

a. Sociotropic Dimension

b. Autonomous Dimension

c. Tropic Dimension

d. Atopic Dimension
a. Sociotropic Dimension

b. Autonomous Dimension

c. Tropic Dimension

d. Atopic Dimension
a. Oneself

b. World

c. Past Experiences

d. Future
a. Oneself

b. World

c. Past Experiences

d. Future
 SOCIOTROPIC DIMENSION : A type of dimension that is

characterized by dependence on interpersonal relationships

and a need for closeness and nurturance

 AUTONOMOUS DIMENSION : Independence and organized

around goal setting, self-determination, self-imposed,
obligations
a. It overemphasized neurotic trends

b. It overemphasized learning and rewards

c. It is purely objective and dualistic

d. it is purely subjective and dualistic

a. It overemphasized neurotic trends

b. It overemphasized learning and rewards

c. It is purely objective and dualistic

d. it is purely subjective and dualistic

a. Parsimonious

b. Heuristic

c. Verifiable

d. Functionally Significant
a. Parsimonious

b. Heuristic

c. Verifiable

d. Functionally Significant
1. Verifiability- the theory has clear concepts which are logically related to one
another.

2. Heuristic – the theory generates further research

3. Internal Consistency- free of internal contradiction

4. Parsimony- the theory has simple explanation, better understanding of the

concepts

5. Comprehensiveness- it has breadth and diversity of concepts and principles

6. Functional Significance- should help people understand human behavior

a. William James

b. Wilhelm Wundt

c. Rene Descartes

d. Immanuel Kant
a. William James

b. Wilhelm Wundt

c. Rene Descartes

d. Immanuel Kant
a. Humanistic

b. Learning

c. Psychodynamic

d. Cognitive
a. Humanistic

b. Learning

c. Psychodynamic

d. Cognitive
Psychodynamic – 1st force in Psychology

Behaviorism- 2nd force in Psychology

Humanistic- 3rd force in Psychology

Cognitive- 4th force in Psychology

a. It is easy for everyone to have self-realization

b. It cannot be attained by young people

c. It can be achieved by those only people under 35 years old

d. It can never be attained by young people

a. It is easy for everyone to have self-realization

b. It cannot be attained by young people

c. It can be achieved by those only people under 35 years old

d. It can never be attained by young people

View of Human Nature

The human psyche is imbedded in the past, present and future. It

consists of conscious and unconscious, masculine and feminine
traits, rational and irrational, spiritualistic and animalistic
behaviors. Self-actualization will exist when there’s harmony among
the opposites.
 Three (3) components of the
Psyche
Ego
Everything of which we are conscious. It is concerned with thinking,
feeling, remembering and perceiving. It is also responsible for carrying
out of functions of everyday life and of our sense of identity and
continuity in time.
 Personal Unconscious
 A land that is not always covered by sea and thus can be reclaimed.

 It includes those that are repressed, forgotten or subliminally perceived

experiences by the individual.

 Similar to Freud’s unconscious

 It contains the: Complexes

Complexes
 These are organized group of thoughts, feelings and memories

 Emotionally toned conglomeration of associated ideas.

 e.g. mother complex

 It consists of certain potentialities that we all should have because
we are humans.

 “transpersonal”

 It contains the whole spiritual heritage of mankind.

 It connects us from our ancestors

 It contains the : Archetypes

- Primordial images; universal thoughts or predispositions to respond to the world

in certain ways.

1. Persona- the social role that one assumes in society; the acceptable one

2. Shadow- it encompasses those unsociably accepted thoughts and feelings

- also the source of creativity and defense

3. Self- it represents the striving unity for all parts

** Mandala
4. Anima- the representation of woman in a man

5. Animus- the representation of man in a woman

** Androgyny

6. Wise old man- the spiritual father; archetype of wisdom

7. Great Mother- ultimate good and bad mother; the ancestral experience
being raised by mother

8. Hero- the conqueror; a frightened person who overcomes fear to save

another person
 1. Childhood- doesn’t determine our future

- Concerned with eating, emptying bowels and sleeping

- Problem free Age

- ** Period of Innocence

1.1 Anarchic- characterized by chaotic and sporadic conscious sporadic images; unable to
verbalize

1.2 Monarchic- start of the development of ego and beginning of logical thinking

1.3 Dualistic- the ego is divided into 2; the subjective and objective. Children are already aware
individuals.
2. Youth
3. Middle life (35 years old- onwards)
- The birth of the Psyche (EGO)
- Interaction with people
- Towards individuation
- Ego has definite forms and content
- Extraversion period
- Introversion period
- Consciousness of “I”
- Stage of realization

- ** Period of Transition

- the need for meaning and purpose in life

4. Old Age
- Return to the unconscious

- Completion of the psyche (ego)

- Death is the ultimate goal

- Diminution of the unconsciousness

a. Phallic

b. Latency

c. Genital

d. Oral
a. Phallic

b. Latency

c. Genital

d. Oral
a. Humans are innately alone but cannot tolerate isolation

b. People are weak, and they develop the feeling of inferiority

c. Culture, not anatomy, is the reason for gender differences

d. One should never lose sight of the biological aspects of development

a. Humans are innately alone but cannot tolerate isolation

b. People are weak, and they develop the feeling of inferiority

c. Culture, not anatomy, is the reason for gender differences

d. One should never lose sight of the biological aspects of development

a. 50 % inherited, 5o % due to environmental factors

b. 20 % inherited, 80% due to environmental factors

c. 80 % inherited, 20 % due to environmental factors

d. 100 % due to environmental factors

a. 50 % inherited, 5o % due to environmental factors

b. 20 % inherited, 80% due to environmental factors

c. 80 % inherited, 20 % due to environmental factors

d. 100 % due to environmental factors

a. Mature people continually seek to identify with and participate in events
outside of themselves

b. Mature personalities are characterized by a “warm relating of self to

others”

c. Mature individuals accept themselves for who they are and have emotional
poise

d. All of the above

a. Mature people continually seek to identify with and participate in events
outside of themselves

b. Mature personalities are characterized by a “warm relating of self to

others”

c. Mature individuals accept themselves for who they are and have emotional
poise

d. All of the above

 Extension of the sense of self

- Able to become involved in participation with others

 Warm relating of self to others

 Emotional security (self-acceptance)

 Realistic perception

- don’t live in fantasy

 Self- objectification

- Capacity to laugh at one’s mistake and criticize oneself

 Unifying Philosophy of Life

a. We are well-developed and has a sense of social interest

b. We are small, weak, incomplete, and has inferior bodies

c. We are superior intellects

d. We live in a private world of experience

a. We are well-developed and has a sense of social interest

b. We are small, weak, incomplete, and has inferior bodies

c. We are superior intellects

d. We live in a private world of experience

a. People use past events to construct a philosophy of life

b. People are predisposed with unconscious motives

c. People are self-actualizing individuals through satisfaction of needs

d. Peoples’ conclusions are subject to revision and change

a. People use past events to construct a philosophy of life

b. People are predisposed with unconscious motives

c. People are self-actualizing individuals through satisfaction of needs

d. Peoples’ conclusions are subject to revision and change

a. Introversion, Conscientiousness, Openness

b. Extroversion, Introversion, Agreeableness

c. Extroversion, Neuroticism, Psychoticism

d. Openness, Psychoticism, Extroversion

a. Introversion, Conscientiousness, Openness

b. Extroversion, Introversion, Agreeableness

c. Extroversion, Neuroticism, Psychoticism

d. Openness, Psychoticism, Extroversion

a. Androgynous

b. Feminine

c. Sexist

d. Masculine
a. Androgynous

b. Feminine

c. Sexist

d. Masculine
a. 1-5

b. 3-5

c. 5-10

d. Infinite
a. 1-5

b. 3-5

c. 5-10

d. Infinite
a. Unconditioned Stimulus
b. Unconditioned Response
c. Conditioned Stimulus
d. Conditioned Response
a. Unconditioned Stimulus
b. Unconditioned Response
c. Conditioned Stimulus
d. Conditioned Response
a. Unconditioned Stimulus

b. Unconditioned Response

c. Conditioned Stimulus

d. Conditioned Response
a. Unconditioned Stimulus

b. Unconditioned Response

c. Conditioned Stimulus

d. Conditioned Response
a. Positive Punishment

b. Positive Reinforcement

c. Negative Punishment

d. Negative Reinforcement
a. Positive Punishment

b. Positive Reinforcement

c. Negative Punishment

d. Negative Reinforcement
a. Variable Interval

b. Variable Ratio

c. Fixed Interval

d. Fixed Ratio
a. Variable Interval

b. Variable Ratio

c. Fixed Interval

d. Fixed Ratio
 UNCONDITIONED STIMULUS : Stimulus that produces a response without a
prior learning

 UNCONDITIONED RESPONSE : Response that is automatically elicited

 CONDITIONED STIMULUS : Previously neutral stimulus that elicits a response

after learning

 CONDITIONED RESPONSE : Response that is automatically elicited without

prior learning
PAVLOV’S FOUR THINGS
I. UNCONDITIONED STIMULUS

• The unconditioned stimulus (UCS) is any

stimulus that consistently produces a
particular, naturally occurring, automatic
response.

• In Pavlov’s experiment, the UCS was the

food.
II. UNCONDITIONED RESPONSE

• The unconditioned response (UCR) is the

response that occurs automatically when
the UCS is presented.

• An unconditioned response is the

ignorance of the bell.
III. CONDITIONED STIMULUS

• The conditioned stimulus (CS) is the stimulus that is

neutral at the start of the conditioning process and
does not normally produce the unconditioned
response.

• Yet, through repeated association with the UCS, the

CS triggers a very similar response to that caused by
the UCS.
• Association refers to the pairing or linking of
1 stimulus with another stimulus.

• In Pavlov’s experiments, the bell and

subsequently other stimuli were initially
neutral, but each became associated with the
meat.

• Once conditioning has occurred and the

originally neutral stimulus produces the
response of salivating, then it is called the
CS.
IV. CONDITIONED RESPONSE

• Pavlov’s dogs displayed a conditioned

response (salivation) only when they
began to salivate to a CS.
 Shaping- gradual molding of one's organisms behavior in order to achieve the

desired behavior

 Discrimination- ability to tell the difference between stimuli that are not

reinforcing.

 Generalization- the application of a response learned in one situation to a

different but similar situation.

 Reinforcement- anything that will increase the likelihood of occurrence of

behavior
* Positive
* Negative
 Punishment- the showing of aversive stimulus as behavior to eliminate the
undesirable situation.
Continuous Reinforcement- the desired behavior is reinforced every time it occurs. *

best in strengthening the behavior but prone to extinction

Interval Reinforcement- the individual is reinforced after a certain TIME period

regardless of the response rate.

Fixed- same time period elapses every time

Variable- the time varies time to time

Ratio reinforcement- the rate of the reinforcement depends on the appropriate

response rate.
Fixed- the number of responses required prior to reinforcement is stable and unchanging.

Variable- the time varies time to time

a. Personality is primarily unconscious and develops in stages

b. Personality is primarily conscious and develops since birth

c. Personality is primarily unconscious and develops at 3 yrs. old.

d. Personality is primarily unconscious and develops at 5 yrs. old.

a. Personality is primarily unconscious and develops in stages

b. Personality is primarily conscious and develops since birth

c. Personality is primarily unconscious and develops at 3 yrs. old.

d. Personality is primarily unconscious and develops at 5 yrs. old.

a. Conservative Principle

b. Identity crisis

c. Actualization principle

d. Epigenetic principle
a. Conservative Principle

b. Identity crisis

c. Actualization principle

d. Epigenetic principle
a. Neurotics only use one neurotic trend

b. Neurotics use two neurotic trends

c. Neurotics use all neurotic trends

d. Neurotics never use neurotic trends

a. Neurotics only use one neurotic trend

b. Neurotics use two neurotic trends

c. Neurotics use all neurotic trends

d. Neurotics never use neurotic trends

a. Authoritarianism

b. Destructiveness

c. Automaton Conformity

d. Positive Freedom
a. Authoritarianism

b. Destructiveness

c. Automaton Conformity

d. Positive Freedom
 Authoritarianism- offers escape from the problem of freedom through

submitting to a new domination or dominating others.

- It is a form of escape mechanism wherein there is a tendency to give up the

independence of one’s self and to fuse with somebody.

(Sadism and Masochism)

 Destructiveness- escape from problems of freedom through elimination of

other unwanted in the outside world.

(Brutality, humiliation, vandalism and terrorism)

 Automaton Conformity- majority of the people; cease to be themselves
and adapt the personality preferred by the culture. (Acts like as social
chameleons)

*** POSITIVE FREEDOM***

- Achieved by the full expression of both rational and emotional
potentialities
- Successful solution to human dilemma
a. Syntaxic

b. Prototaxic

c. Sublimation

d. Parataxic
a. Syntaxic

b. Prototaxic

c. Sublimation

d. Parataxic
a. Object relations theory

b. Feminine Psychology

c. Interpersonal perspective

d. Humanistic Psychology
a. Object relations theory

b. Feminine Psychology

c. Interpersonal perspective

d. Humanistic Psychology
a. Anxiety

b. Love

c. Euphoria

d. Tenderness
a. Anxiety

b. Love

c. Euphoria

d. Tenderness
 An individual only exists if its contact of relations with other people.

Interpersonal relations as basis of personality.

 ANXIETY as any painful feeling or emotion that may arise from

organic needs or Social Insecurity.

 Sullivan introduced the concept of Security Operations.

View of Human Nature

People are socially created animals. He emphasized that society is the

actual creator of people’s personalities. The human being does not
exist as a simple personality; its personality can only exist in relation
to others.
 These are interpersonal devices that a person use to minimize anxiety;

are healthy if they increase our security without jeopardizing our

competitiveness in interpersonal relations.

Types:

1. Sublimation

2. Selective Inattention

3. Dissociation
 SUBLIMATION

- Expression and discharge of uncomfortable feelings in ways that are

interpersonally acceptable.

• SELECTIVE INATTENTION- the failure to observe some factor in an

interpersonal relationship that might cause anxiety. ; more accessible to
awareness

• DISSOCIATION- impulses and desires are refused in awareness.

 Prototaxic- processes at the lowest level; there is no distinction between

the self and the external world, the child directly perceives and senses but
doesn’t think about any conclusions.

 Parataxic- causal relations between events that happen together. It involves

making generalizations about experience on the basis of proximity; pre

logical thinking.

 Syntaxic- uses symbols and relies on consensual validation.; the highest form

of cognitive activity.
a. Projective Identification

b. Paranoid Schizoid

c. Pathological Organization

d. Depressive Position
a. Projective Identification

b. Paranoid Schizoid

c. Pathological Organization

d. Depressive Position
 Extended Freud’s developmental stages (4-6 months)

 Emphasis on interpersonal relationships

 Highlights the infant relationship with mother

 Motivated by human contact and not just pleasure

 Object relations – able to understand the interaction between intrapsychic dynamics and

interpersonal relationships.
 Object- denotes an inner mental and emotional image of an external object

 Phantasies- images of a good or bad breast; psychic representations of unconscious

instincts

 Positions-represent normal social growth and development

To reduce conflicts, objects are organized into positions.

1. Paranoid- Schizoid Position (4-5 mos.)

- “To bite or not to bite breast”

- Tendency to see the world as having both destructive and omnipotent qualities

- The self is disintegrated; splitting of both self and object as good or bad
2. Depressive Position (5-6 mos.)

- Losing mother or destroying mother

- Resolved by fantasizing that mother won’t abandon them.

- Children recognized that the loved object and the hated object are now the

same

- This position can be resolved through reparation from previous and

recognize that their mother won’t leave them.

a. Equivalence

b. Opposites

c. Synchronicity

d. Entropy
a. Equivalence

b. Opposites

c. Synchronicity

d. Entropy
1. OPPOSITES (Yin-Yang) : There is always a part of oneself that is opposite. So if you
consciously know that you’re rational, there is also an emotional side

2. ENTROPY : opposites (conscious and unconscious) will come closer but will never become
one. There will be also times that the conscious rational and unconscious emotional will
approach other but they will never be equal

3. EQUIVALENCE : What is on the other side is equivalent also on the other side ( in terms of
magnitude)

4. SYNCHRONICITY : Events are meaningfully related to us. There are no coincidences. So if you
meet someone and you thought is only chance- it’s not! It happens for a reason!

5. INDIVIDUATION : This is the goal of the psyche; the journey of what we should be.
a. Collective unconscious, complexes

b. Personal Unconscious, Archetypes

c. Complexes, personal unconscious

d. Personal unconscious, complexes

a. Collective unconscious, complexes

b. Personal Unconscious, Archetypes

c. Complexes, personal unconscious

d. Personal unconscious, complexes

a. Sensing

b. Thinking

c. Judging

d. Intuiting
a. Sensing

b. Thinking

c. Judging

d. Intuiting
Extraversion (E) & Introversion ( I)

- The way people prefer to interact with the world and receive stimulations and energy- from outside

world (E) or from within oneself (I)

Sensing (S) & Intuition (N)

- The way people prefer to gather information about the world in a literal and sequential way (S) or in

a random, figurative way (N)

Thinking (T) & Feeling (F)

- The way people prefer to make decisions-objective and impersonally (T) or subjectively and

interpersonally (F)

Judging (J ) & Perceiving (P)

- The way people prefer to live their day-to-day life as organized and structured (J) or in a flexible and
spontaneous way (P)
a. Understand our unconscious

b. Understand our fulfillment of purpose and meaning

c. Provides clues for our future goals

d. All of the above

a. Understand our unconscious

b. Understand our fulfillment of purpose and meaning

c. Provides clues for our future goals

d. All of the above

a. Exaggerated physical deficiencies

b. Pampered style of life

c. Neglected Style life

d. Indulgent parenting
a. Exaggerated physical deficiencies

b. Pampered style of life

c. Neglected Style life

d. Indulgent parenting
1. Exaggerated physical deficiencies- people develop exaggerated
feelings of inferiority because they overcompensate for their inadequacy.

2. Pampered style of life- people have weak social interest but a strong
desire to perpetuate the pampered, parasitic relationship with originally
had with one or both parents.
3. Neglected Style of life- child survived infancy is proof that

someone cared for the child and the seed of interest is there.
a. Work

b. Relationship with others

c. Self

d. Love
a. Work

b. Relationship with others

c. Self

d. Love
a. Late adolescence

b. Juvenile Era

c. Early Adolescence

d. Childhood
a. Late adolescence

b. Juvenile Era

c. Early Adolescence

d. Childhood
1. Infancy (birth- 2 years old) - interpersonal relationship that crystallize
around the family situation.
2. Childhood (2 -6 years old) – the development of a healthy relationship
with the parents.
3. Juvenile Era (6-8 years old) – the need to relate to playmates and
same sex peers; Play Age
4. Preadolescence (8-Adolescence) – a chum relationship, the beginning
of an intimate reciprocal human relationship; Start of capacity to love ;
single chum
5. Early Adolescence (Adolescence Stage) - the development of dynamism
of lust and a stable heterosexual pattern of sexual satisfaction; several
chums.

6. Late Adolescence (begins when people feel both lust and intimacy) –
integration of stabilization of culturally appropriate adult social, vocational,
and economic behavior.
a. Basic Anxiety

b. Basic Hostility

c. Neurotic trends

d. Hypercompetitivenes
a. Basic Anxiety

b. Basic Hostility

c. Neurotic trends

d. Hypercompetitivenes
 We are actively searching for “love”
 Feeling of alienation of women arises because of cultural privilege given to men

Basic Hostility Basic Anxiety

Basic Hostility- it is when parents do not satisfy the child’s needs; child develops
hostility towards parents.

Basic Anxiety- happens when external conditions obstruct natural psychological

growth. An insidiously, all pervading feeling of being lonely.
View of Human Nature

Horney maintained that neurosis is caused by disturbed human

relationships particularly that between parent and child.

SAFETY and SATISFACTION are the two (2) basic needs during
childhood.
 These are the results of the formative experience that
create basic anxiety.

3 Modes of Relating:

1. Moving Against (Hostility)

2. Moving Away (Detachment)
3. Moving Toward ( Compliance)
 Need to protect oneself against feelings of hopelessness.

Affection and Approval

Having a partner

Narrowly restricting one’s life

 Expression of self-sufficiency, independence and privacy

 Self- sufficiency and independence

Perfection and unassailability

 Appearing as tough or strong individual

Power

Exploiting others

Social recognition or prestige

Personal achievement

Personal Admiration
a. Indulgent

b. Authoritarian

c. Authoritative

d. Uninvolved
a. Indulgent

b. Authoritarian

c. Authoritative

d. Uninvolved
a. Receptive

b. Exploitative

c. Hoarding

d. Marketing
a. Receptive

b. Exploitative

c. Hoarding

d. Marketing
 Receptive Character- believe that the only way they can obtain something they

want is to receive something from the outside source. (peasants, beggars)

 Exploitative Character- take things they want through coercion as they exploit

others.

(Wealth is stolen, ideas are plagiarized, aggressive, seducing and conceited)

 Hoarding Character- hoard and save what they already have, they surround

themselves miserly relation to others.

(Lives in the past, materialistic)

 Marketing Character- experience themselves as commodities on the market,

described as opportunistic chameleons; changing their colors and virtues just to fit
in.

(Relationships are transactions)

 Productive Character- value themselves and others for who they are, they relate

to the world by accurately perceiving the world.

** Loving, Working and Reasoning

a. Loneliness and Isolation

b. Assimilation and Socialization

c. Safety and Security

d. Depression and Anxiety

a. Loneliness and Isolation

b. Assimilation and Socialization

c. Safety and Security

d. Depression and Anxiety

- Humans have been torn away from their prehistoric union with

nature and left with no powerful instincts to adapt in a changing

environment. But because humans have acquired the ability to
reason, they can think about their isolated condition, Human
Dilemma.

- - We are the “Freaks of the World”

 Basic Anxiety is the feeling of Loneliness and Isolation resulted
from the separation to the world.

 With our desire to achieve connectedness once again to the nature, we

should possess two characters:

1. Assimilation

2. Socialization
a. Competence

b. Purpose

c. Will

d. Love
a. Competence

b. Purpose

c. Will

d. Love
a. L-Data, Q-Data

b. L- Data, T- Data

c. Q- Data, T- Data

d. T- Data, Q- Data
a. L-Data, Q-Data

b. L- Data, T- Data

c. Q- Data, T- Data

d. T- Data, Q- Data
 L- data (Life data) are self- report data means information from

one’s own life’s record

 T-data (test data) are gathered through objective examinations

 Q-data (Questionnaires)
a. Aggressive behavior is learned more by boys than girls

b. Aggressive behavior can be learned more if the model is male

c. Aggressive behavior in cartoons cannot be replicated because characters

are not real

d. Aggressive behavior can be learned through modeling

a. Aggressive behavior is learned more by boys than girls

b. Aggressive behavior can be learned more if the model is male

c. Aggressive behavior in cartoons cannot be replicated because characters

are not real

d. Aggressive behavior can be learned through modeling

a. The maladaptive way of coping must be suppressed

b. The mother is the most important in resolving the crisis of the child

c. We must conform to the sexual and aggressive needs

d. Maladaptive and maladaptive ways of coping are incorporated into the ego
identity
a. The maladaptive way of coping must be suppressed

b. The mother is the most important in resolving the crisis of the child

c. We must conform to the sexual and aggressive needs

d. Maladaptive and maladaptive ways of coping are incorporated into the

ego identity
a. Humanists are overly optimistic about human nature

b. Humanists encourage excessive self-love and narcissism

c. Humanists are overly scientific in the experimentation that supports their

theories

d. Humanistic Psychology is not criticized

a. Humanists are overly optimistic about human nature

b. Humanists encourage excessive self-love and narcissism

c. Humanists are overly scientific in the experimentation that supports

their theories

d. Humanistic Psychology is not criticized

a. Psychoticism

b. Conscientiousness

c. Extraversion

d. Neuroticism
a. Psychoticism

b. Conscientiousness

c. Extraversion

d. Neuroticism
a. ID

b. Ego

c. Superego

d. All of the above

a. ID

b. Ego

c. Superego

d. All of the above

ID- the biological and instinctive drive

- operates on the pleasure principle

- Primary process

EGO- the realistic and socially accepted

-The moral arm between superego and ID

-Secondary process

SUPEREGO- it strives for perfection

-Ideals and morals

-Morality principle
 SUPEREGO

Ego Ideal- an ideal self-image consisting of approved and rewarded

behavior ; consists of pride

Conscience- it is the capacity for self-evaluation; criticisms and reproach

- Internalization of punishments and warnings
a. Attitude

b. Traits

c. Values

d. Character
a. Attitude

b. Traits

c. Values

d. Character
a. Carl Jung

b. Sigmund Freud

c. Kurt Lewin

d. John Watson
a. Carl Jung

b. Sigmund Freud

c. Kurt Lewin

d. John Watson
a. on the emphasis of reinforcements and punishments

b. on their emphasis on social needs

c. Sex and aggression has no total role in human personality

d. All of the above

a. on the emphasis of reinforcements and punishments

b. on their emphasis on social needs

c. Sex and aggression has no total role in human personality

d. All of the above

a. Attention, Reproduction, Retention, Motivation

b. Motivation, Attention, Retention, Reproduction

c. Attention, Motivation, Retention, Reproduction

d. Attention, Retention, Reproduction, Motivation

a. Attention, Reproduction, Retention, Motivation

b. Motivation, Attention, Retention, Reproduction

c. Attention, Motivation, Retention, Reproduction

d. Attention, Retention, Reproduction, Motivation

 Bandura has increasingly viewed people as agents of experience. Causal

influences don’t go only in one direction, people are more than reactive

organisms; shaped by the environment, and as the evolution goes by,

language and symbolization developed.

 Human Agency- ability to act and make things happen the essence of
humanness. “People are self-regulating, proactive, and self-reflective.”

Factors that influence Human Agency:

1. Intentionality- enables us to behave purposefully.

2. Forethought- permits us to anticipate outcomes

3. Self-reactiveness- allows us to motivate and regulate actions

4. Self-reflectiveness- gives us the ability to reflect on our thoughts and

behavior and make changes if needed.
 Learning that occurs through observation without any direct

reinforcement.

 Imitation- mimicking the model

 Modeling- modeling the structure and style of the behavior

3 factors that Influence Modeling

1. Characteristics of the Model

2. Attributes of the observer

3. Reward consequences associated with the behavior

1. Attention- the characteristics of the model, nature of activity, and
nature of the subject; people need to pay attention to their model

2. Retention- people need to conceptualize the action and take it into

the mind

3. Motor Reproduction- the individual has to act and perform the

symbolic representation of the appropriate actions.

4. Motivational- people need motivation to give a reason for behaving

purposefully; acquisition and performance
85. One of the four traditions of Sikolohiyang Pilipino that follows
the tradition of Wilhelm Wundt on 1876, and is essentially the
American-oriented Western Psychology being studies in the
Philippines.
a. Academic Philosophic Psychology

b. Academic Scientific Psychology

c. Ethnic Psychology

d. Psycho-medical Religious Psychology

85. One of the four traditions of Sikolohiyang Pilipino that follows
the tradition of Wilhelm Wundt on 1876, and is essentially the
American-oriented Western Psychology being studies in the
Philippines.
a. Academic Philosophic Psychology

b. Academic Scientific Psychology

c. Ethnic Psychology

d. Psycho-medical Religious Psychology

 In 1985, historian Zeus A. Salazar identified four traditions upon which Philippine psychology is rooted:

 Academic Scientific Psychology or Akademiko-Siyentipikal na Sikolohiya: Western Tradition: This follows the

tradition of Wilhelm Wundt in 1876 and is essentially the American-oriented Western psychology being studied in the

Philippines.

 Academic Philosophic Psychology or Akademiko-Pilosopiya na Sikolohiya: Western Tradition: This was

started by priest-professors at the University of Santo Tomas . This tradition is mainly focused on what is called

'Rational psychology'.

 Ethnic Psychology or Taal na Sikolohiya: This is the tradition on which Philippine psychology is primarily based.

This refers to the indigenous concepts that are studied using indigenous psychological orientation and

methodologies.

 Psycho-medical Religious Psychology or Sikolohiyang Siko-medikal: The tradition that fuses native healing

techniques and explains it in an indigenous religious context

86. Sikolohiyang Pilipino has put a major emphasis on the principle
of “Kapwa” or togetherness”. Choose which does not belong in the
Ibang Tao ("outsider").

a. Pakikitungo

b. Pakikisalamuha

c. Pakikilahok

d. Pakikisangkot
86. Sikolohiyang Pilipino has put a major emphasis on the principle
of “Kapwa” or togetherness”. Choose which does not belong in the
Ibang Tao ("outsider").

a. Pakikitungo

b. Pakikisalamuha

c. Pakikilahok

d. Pakikisangkot
Pakikitungo: civility - In Confucian ethics, right behavior meant right demeanor

towards authorities (Parents, Elders, etc.).

Pakikisalamuha: act of mixing - This is a social value that is primarily

communitarian and Confucian. It espouses the ability to adapt.

Pakikilahok: act of joining - This translates to participation of the entire

community to help a person.

Pakikibagay: conformity - This runs into conflict with individuality which many

Filipinos in fact willingly throw away in favor of conformity with demands of those
who are in charge.

Pakikisama: being united with the group.

Pakikipagpalagayang-loob: act of mutual trust

Pakikisangkot: act of joining others

Pakikipagkaisa: being one with others

87.

a. Pakikipagkuwentuhan

b. Pakapa Kapa

c. Pakikiramdam

d. Panunuluyan
87.

a. Pakikipagkuwentuhan

b. Pakapa Kapa

c. Pakikiramdam

d. Panunuluyan
88.

a. Hiya

b. Utang Na Loob

c. Bahala Na

d. Pakikisama
88.

a. Hiya

b. Utang Na Loob

c. Bahala Na

d. Pakikisama
89.

a. Sikolohiyang Pilipino

b. Sikolohiya sa Pilipinas

c. Sikolohiya ng mga Pilipino

d. All of the above

89.

a. Sikolohiyang Pilipino

b. Sikolohiya sa Pilipinas

c. Sikolohiya ng mga Pilipino

d. All of the above

90.

a. Sikolohiyang Pilipino

b. Sikolohiya sa Pilipinas

c. Sikolohiya ng mga Pilipino

d. All of the above

90.

a. Sikolohiyang Pilipino

b. Sikolohiya sa Pilipinas

c. Sikolohiya ng mga Pilipino

d. All of the above

 Kabuuang anyo sapagkat bunga ito ngpagkakasunod-sunod ng

mga pangyayaring may kinalaman sa sikolohiya ng ating bayan

 Tumutukoy sa bawat teorya ng sinumang nais mag-aral tungkol

sa kalikasang sikolohiyal ng mga Pilipinong naninirahan sa

Pilipinas at maging sa ibang bansa

Sikolohiyang bunga ng karanasan, kaisipan, at oryentasyong Pilipino.

Higit na mauunawaan ng isang Pilipino ang kanyang sarili upang sa gayon ay

mapaunlad niya ang kanyang buhay.

Isang alternatibong perspektibo kung paano ipapaliwanag ang pag-iisip,

pagkilos at damdaming Pilipino, na malakiang kaibahan sa mga pananaw ng

iba pang anyo ng sikolohiya sa Pilipinas

91.

a. 1976

b. 1945

c. 1956

d. 1975
91.

a. 1976

b. 1945

c. 1956

d. 1975
92.

a. Kapwa

b. Pakikiramdam

c. Kagandahang- Loob

d. Pakikisama
92.

a. Kapwa

b. Pakikiramdam

c. Kagandahang- Loob

d. Pakikisama
93.

a. Puri

b. Dangal

c. Kalayaan

d. Pakikiasama
93.

a. Puri

b. Dangal

c. Kalayaan

d. Pakikiasama
94.

a. Isip

b. Ulirat

c. Kaluluwa

d. Kalooban
94.

a. Isip

b. Ulirat

c. Kaluluwa

d. Kalooban
95.

a. Isip

b. Diwa

c. Kaluluwa

d. Kalooban
95.

a. Isip

b. Diwa

c. Kaluluwa

d. Kalooban
 Kamalayan, tumutukoy sa damdami’t kaalamang nararanasan

 Ulirat, tumutukoy sa pakiramdam sa paligid

 Isip, tumutukoy sa kaalaman at pag-unawa

 Diwa, tumutukoy sa ugali, kilos, o asal

 Kalooban, tumutukoy sa damdamin

 Kaluluwa, daan upang mapag-aralan ang tungkol sa budhi ng

tao
96. Filipinos have a knack for tsismis wherein they bring other people down in order
to get on the top. This is a negative description of:

a. Ningas Kugon

b. Magdilang Anghel

c. Magdilang Demonyo

d. Crab Mentality
96. Filipinos have a knack for tsismis wherein they bring other people down in order
to get on the top. This is a negative description of:

a. Ningas Kugon

b. Magdilang Anghel

c. Magdilang Demonyo

d. Crab Mentality
a. Hiya

b. Dangal

c. Bahala Na

d. Lakas ng Loob
a. Hiya

b. Dangal

c. Bahala Na

d. Lakas ng Loob
a. Indigenization from within vs. indigenization from without

b. Cross multi-cultural Psychology vs. Indigenization from within

c. Indigenous Psychology vs. indigenization from without

d. Multicultural psychology vs. Indigenous psychology

a. Indigenization from within vs. indigenization from without

b. Cross multi-cultural Psychology vs. Indigenization from within

c. Indigenous Psychology vs. indigenization from without

d. Multicultural psychology vs. Indigenous psychology

a. Pageeksperimento

b. Patanong-tanong

c. Panunuluyan

d. Pakikipamuhay
a. Pageeksperimento

b. Patanong-tanong

c. Panunuluyan

d. Pakikipamuhay
 Pakikipagkuwentuhan: In this method, the researcher engages in a story-telling

with an umpukan. The researcher merely serves as the facilitator, while the
kalahok or participants are the one who are to talk. The term kwento, from the
Spanish word cuento, literally means 'to tell a story'.

 Panunuluyan: In this method, the researcher stays in the home of his kalahok or

participant while he conducts the research with consent by the host family, whose
head serves as the tulay to an umpukan. The term tuloy, which is the root word of
the term panunuluyan, literally means 'to go in'.

 Pagdadalaw-dalaw: In this method, the researcher occasionally visits the house

of his host or tulay, as opposed to staying in the house. The term dalaw literally
means 'visit'.
 Pagtatanung-tanong: In this method, the researcher undergoes a kind of

questioning session with his kalahok or participants. In this method, however, 'lead
questions' (those questions which directly refer to the topic being studied) are not
supposed to be asked, instead the questions to be asked are supposed to have
been derived from the kalahok's answers themselves. The word tanong literally
means 'question'.

 Pakikiramdam: In this approach, the researcher uses entirely his/her own feelings

or emotions to justify if his participants or kalahok are ready to be part of his

research or not. The term damdam literally means 'inner perception of emotions'.
a. Pakikipagpalagayang-loob

b. Pakikisangkot

c. Pakikipagkaisa

d. Pakikilahok
a. Pakikipagpalagayang-loob

b. Pakikisangkot

c. Pakikipagkaisa

d. Pakikilahok
 Pakikipagpalagayang-loob: act of mutual trust

 Pakikisangkot: act of joining others

 Pakikipagkaisa: being one with others

PROF. RICHARD M. CAMPOS, BSED, RPm