“It is beauty that captures your

attention; personality which

captures your heart.”
The word “personality” comes
from the Latin word “persona,”
which means mask worn by actors
in the theater.

In the theater of the ancient Latin -

speaking world, the mask was not
used as a plot device to disguise
the identity of a character, but
rather was a convention employed
to represent or typify that character.
PERSONALITY refers
to a combination of
long-lasting and
distinctive behavior,
thoughts, motives and
emotions that
characterizes how we
react and adapt to other
people and situation.
Personality is strongly
influenced by unconscious
determinants.

The unconscious is dynamic, or

motivational, and is in conflict with
other aspects of the unconscious
and with consciousness.

The unconscious originates in

early experiences.

5
The first five years of life (or earl y
childhood experi ences) are the
most crucial for personality
formation.

Freud assumed that we go through

five stages of psychosexual
development and each stage is
completed in predetermined
sequence that can result in either
successf ul completion or healthy
personality or can result to f ailure,
leading to unhealthy personality.

6
Freud believed that we
develop through stages
based upon a parti cular
erogenous zone.

Erogenous zones are

parts of the body that have
especially strong pleasure-
giving qualities at particular
stages of development.

7
Our adult personality is determined by the
way we resolve conflicts between thes e early
sources of pleasure—the mouth, the anus
and the genitals —and the demands of
reality.

Fixation occurs when an i ndividual remains

locked in an earlier developmental stage
because needs are under- or over-gratified

Examples of fixation:
Weaning a child too early or until too late
Smothering the child with too much attention
Being too strict in toilet training the child
Punishing the child for masturbation

8
• From birth to 18 months of life
when the infant’s pleasure
centers on the mouth.
y The mouth is the first organ to
provide an infant with
pleasure—hence the oral
phase.
y Chewing, sucking and biting
are chief sources of pleasure
and these actions reduces
tension in the infant.
• Too much or too little
gratification of oral
pleasures can result in an
Oral Fixation or Oral
Personality which is
evidenced by a
preoccupat ion with oral
activities.
• Personality wise, individuals
fixated at oral stage may
become overly dependent
upon others, gullible, and
perpetual followers.
• They may also fight these
urges and develop pessimism
and aggression towards
others.
• It occurs between 1 ½ until
3 years of age, in which the
child’s greatest pleasure
involves the anus or the
eliminative and retentive
functions associated with it.
y The aggressive drive
reaches fuller development
during the second year
when the anus emerges as
sexually pleasurable zone.
y In the early anal period,
children receive satisfaction
by destroying or losing
objects.
y In the late anal period,
children sometimes take
friendly interest towards their
feces, stemming from the
erotic pleasure of defecating
and children may even
present their feces to their
parents as valued prize.
• Through society’s pressure,
mainly via parents, the child
has to learn to control anal
stimulation.
• In Freud’s view, the
exercise of anal muscles
reduces tension.
• Through toilet training, the
child comes in contact with
the rules of society.
y If the behavior is accepted
and praised by the parents,
children are likely to grow into
generous and magnanimous
adults.
y But if their “gift” is rejected in
a punitive fashion, children
may withhold the feces.
y This mode of masochistic
pleasure lays the foundation
for anal character.
y During the oral and anal stages, no
basic distinction exists between male
and female psychosexual growth.
y Children either develop active or
passive orientation.
y The active attitude is characterized
by masculine qualit ies of dominance
and sadism.
y The passive orientation is marked by
feminine qualit ies of voyeurism and
masochism.
• It occurs between the
ages of 3-6.
• The word “phallic” comes
the Latin word “phallus,”
which means “penis.”
• During this stage,
pleasure focuses on the
genitals as the child
discovers that self-
stimulation is enjoyable.
y This stage marks the start of the
dichotomy between male and
female development —due to the
anatomical differences between
the sexes.
y For Freud, “anatomy is
destiny”—the physical differences
between males and females
account for many important
psychological dif ferences.
• In Freud’s view, the phallic
stage has a special
importance in personality
development because this
period triggers the Oedipus
Complex.
y Preceding the phallic stage,
an infant boy forms an
identification with his father—
he wants to be his father.
y Later, he develops a sexual
desire for his mother—he
wants to have his mother.
y The boy now sees his father
as a rival for the mother’s
love.
 This condition of rivalry
towards the father and
incestuous feelings
towards the mother i s
known as male Oedipus
complex..
complex
• The child becomes rival with
the same-sex parent and
sees him/her as competition
for the affection of the
opposite sex parent, hence
developing an intense desire
to replace the same-sex
parent.
• During this time, boys also
develop fear that their father will
punish them for these feelings.
y Castration anxiety—or fear of
losing the penis—develops.
y Castration complex begins
after a young boy becomes
aware of the absence of penis
on girls—this becomes the
greatest emotional shock of his
life.
y After a period of mental struggle
and attempts at denial, the young
boy concludes that the girl had her
penis cut off because of
punishment (reinforced by parental
threats to punish the boy for sexual
behaviors).
y For the boy, the threat of
castration now becomes a
dreaded possibility—hence the boy
represses his sexual impulses.
• Out of fear of castration
and due to the strong
competition of his father,
boys eventually decide to
identify with the father
rather than fight him.
• By identifying with his
father, the boy
develops masculine
characteristics and
identifies himself as a
male, and represses
his sexual feelings
toward his mother.
y The phallic phase is more complicated
for girls than for boys.
y Like boys, pre-Oedipal girls assume
that all children have genitals similar to
their own but soon discover that boys
not only posses dif ferent genital
equipment, but apparently something
extra.
y Girls become envious of this
appendage, feel cheated and desire to
have a penis —called penis envy.
31
y Unlike castration anxiety, penis
envy may last for years (often
expressed in a wish to be a boy
or a desire to have a man or a
wish to have a baby, especially a
boy).
y A girl turns hostile towards her
mother for being responsible for
her having no penis.
y The girl’s libido is then turned
towards the father—who can
satisfy her wish for a penis. 32
y The desire for sexual
intercourse with the father
and accompanying feelings
of hostility for the mother is
known as female Oedipus
complex.
y The female Oedipus
complex is broken up more
slowly and less completely
than male’s.
33
Parallel Paths of the Si mple Male and Femal e Phallic Phases
Male Phallic Phase Female Phallic Phase
1. Oedipus complex—sexual 1. Castration complex in the
desire for the mother/hostility f or form of penis envy
the father
2. Castration complex shatters 2. Oedipus complex develops
the Oedipus complex as an attempt to obtain a penis
3. Identification with the father
3, Gradual realization that the
Oedipal desires are self -
defeating
4. Strong superego replaces the 4. Identification with the mother
nearly completely dissolved
Oedipus complex
5. Weak superego replaces the
partially dissolved Oedipus 34
complex
• It occurs approximatel y
between 6 years of age
until puberty when children
go through a period of
dormant psychosexual
development.
• Latency stage is due to
parents’ attempts to punish
or discourage sexual
activity in their young
children.
• If parental suppression
is successful, children
will repress their sexual
drive and direct their
psychic energy toward
school, friendships,
hobbies and other non-
sexual activities,
interacting mostly with
same sex peers.
• The pursuit of social
and academic act ivities
channels much of the
child’s energy into
emotionally safe areas
and aids the child in
forgetting the highly
stressful conflicts of the
phallic stage
y But the sexual drive still
exists but its aim has
been inhibited.
y The sublimated libido
now shows itself in
social and cultural
accomplishments.
• The final stage of
psychosexual development
occurs from when sexual
urges are once again
awakened—termed as
sexual reawakening.
• Through the lessons
learned in the previous
stages, adolescents direct
their sexual urges unto
the opposite sex, with the
primary focus of pleasure
is the genitals.
• Although penis envy may
continue to linger in girls,
the vagina finally obtains
the same status for them
that the penis had during
childhood.
• Boys, on the other hand,
now see the female organ
as a sought-after object
rather than source of
trauma.
• Sexual drive takes on
a more compl ete
organization; the early
erogenous zones have
now gained synthesis,
with the genitals
attaining supremacy.
 Freud believed that
unresolved conflicts with
parents re-emerged
during adoles cence.
Once resolved, Freud
believed that the
individual capable of
developing a mature
love relationship and
functioning
independent ly as an
adult.
y Psychological maturity
is attained after a person
has passed through the
earlier development al
period in an ideal
manner.
y However, it seldom
happens because of too
many opportunities to
develop neurotic
predispositions.
 The human mind is like
an iceberg—mental life is
divided into two levels: (1)
the unconscious; and (2)
the conscious.
The uncons cious has two
different levels: (1) the
unconscious proper; and
(2) the preconscious.
46
Conscious thoughts—are
wishes, desires or thoughts that
we are aware of, or can recall,
at any given moment.

Consciousness is the only

level of mental life directly
available to us.

But conscious thoughts are only

a small part of our total mental
activity, much of which involves
unconscious thoughts.
Y Unconscious—includes thoughts,
fears, desires, drives, urges, wishes or
instincts that are beyond our awareness
but nevertheless motivate most of our
words, feelings and actions. 48
Y Because the unconscious is
not available to the
conscious mind, how can
one know if it really exist s?
Y The existence of the
unconscious could be
proved only indirectly.
Y The uncons cious is the
explanation for the meaning
behind dreams , slips of the
tongue, and repression.
Y Unconscious processes often
enter into the consciousness
disguised or distorted to elude
censorship.
Y Freud used the analogy of a
guardian or a censor blocking
the passage between the
unconscious and preconscious
and preventing undesirable
anxiety-producing memories from
entering awareness.
50
When unconscious memories enter the
conscious mind, we see them as relatively
pleasant, non-threatening experience
because unconscious drives appear in
consciousness only after undergoing
transformations.

Example: a son’s hostility

towards the father may
masquerade in the form of
ostentatious affection.

In most cases, these images

have strong sexual or
aggressive motifs—punished or
suppressed during childhood.
Free association—clients Dream interpretation—a Freudian slips—are
are encouraged to talk Freudian technique of mistakes or slips of the
about any thoughts or analyzing dreams, based tongue that we make in
images that enter their on the assumption that everyday speech; such
head; the assumption is dreams contain underlying, mistakes are often
that this kind of free- hidden meanings and embarrassing and are
flowing, uncensored symbols that provide clues thought to reflect
talking will provide clues to to unconscious thoughts unconscious thoughts or
unconscious material. and desires. wishes.
Y To Freud, the most primitive
part of the mind was das Es,
or the “it” (id), a second
division was das Ich, or the “I”
(ego) and the final province
was das Uber-Ich, or the
“over-I” (superego).
Y These provinces interact with
the three levels of mental life.
54
YThe egohas conscious,
preconscious and
unconscious components ,
the superego is both
preconscious and
unconscious and the id is
completely unconscious.
55
y The id contains the biological
drives: sex and aggression—the
reservoir of psychic and mental
energies.

y The id is totally unconscious; it

has no contact with reality, yet it
strives constantly to reduce
tension by satisfying basic desires.

56
y The id’s sole function is to seek
pleasure, so it serves the
“pleasure principle”—
satisfying drives and avoiding pain
without concern for what is possible
(that is, demands of the ego) or
what is proper (that is, restraints of
the superego).

57
y Besides being unrealistic and
pleasure seeking, the id is
illogical and can simultaneously
entertain incompatible ideas.
y Example: a woman shows
conscious love for the mother
while unconsciously wishing to
destroy her

58
y This opposing desires are
possible because the id has no
morality—it cannot make val ue
judgments or distinguish
between good and evi l.
y The id is NOT
immoral ; it is
merely AMORAL .

59
y The ego is the only region of the
mind in cont act with reality.

y The ego grows out of the id during

infancy as children experience the
demands and constraints of reality.
y The ego becomes differentiated
from the id when infants learn to
distinguish themselves from the outer
world.

60
y As the sole region of the mind in
contact with the external world, the
ego becomes the decision-making
or executive branch of personality.
y When performing its functions, the
ego must take into consideration the
incompatible but equally unrealistic
demands of the id and the superego.

61
y The ego also serves the third
master—the external world.
y The ego must check and inhibit the
id’s impulses, but it is still more or
less constantly at the mercy of the
stronger but more poorly organized
id—this is so because the ego has
no strength of its own but borrows
energy from the id (i.e., analogy of
a person on horseback)

62
y Thus, the ego constantly tries to
reconcile the blind, irrational claims
of the id and the s uperego with the
realistic demands of the external
world.
y Because the ego is surrounded by
three divergent and hostile forces,
the ego becomes anxious.

63
y As children begin to experience
parental rewards and
punishments, they learn what to
do in order to gain pleas ure and
avoid pain.
y As children reach the age of 5 or
6, they identify with their parents
and begin to learn what they
should and should not do—the
origin of the superego.

64
y The final personality structure to
develop that represents the rights and
wrongs of society as taught and
modeled by a person’s parents,
teachers, and other significant
individuals is the superego.

y The superego represents the

moral and ideal aspects of personality
and is guided by the moralistic and
idealistic principles.

65
y The superego grows out of
the ego, and l ike the ego, i t has
no energy of its own.
y However, it differs from the ego
because it has no contact wi th
the outside world and thus,
unrealistic in its demands for
perfection.

66
Two subsystems of the superego:
1. Conscience—results from
experiences with punishments for
improper behavior and tells us what
we should not do
2. Ego-ideal—develops from
experiences with rewards for proper
behavior and tells us what we
should do; represents the perfect
person we wish we were.

67
y The superego watches closely over
the ego, judging its actions and
intentions.
y Guilt is the result when the ego acts—
or even intends to act—contrary to the
moral standards of the superego; it is
a function of conscience.
y Feelings of inferiority arise when the
ego is unable to meet the superego’s
standards of perfection; a function of
ego-ideal.

68
A pleasure-seeking person
Id Ego Supe
dominated by the id rego

A guilt-ridden or inferior-
Id Ego Superego
feeling person domi nated
by the superego

A psychologically healthy
person dominated by the Supere
Id Ego
ego—the id and the superego go
are integrated into a smooth
functioning ego. 69
y What happens if the ego cannot
balance the demands of the id and
the superego?
If there is conflict between the desires of the
pleasure-seeking id and the moral goals of
the conscious -regulating superego,
anxiety develops.
YAnxiety is an affective,
unpleasant state
accompani ed by a
physical sensation that
warns the person against
impending danger.
YObjective anxiety—occurs in
response to a real, external threat to a
person.
YNeurotic anxiety —apprehension
about an unknown danger; occurs when
there is a direct conflict between the id
and the ego (the ego losing control over
an unaccept able desire of the id)
YMoral anxiety —caused by a conflict
between the ego and the superego 72
y How does the ego cope with
anxiety? When caught in the
middle of id-superego conf lict, the
ego will try to negotiate an
acceptable solution.
1. Either it takes a realistic step
by confronting the problem; or
2. It employs a number of
defense mechani sms.
y Defense mechani sms are
Freudian processes that
operate at the unconscious
level and use self-deception
by distorting reality to
protect the ego from being
overwhelmed by anxiety.
YDefense mechanisms are
normal and universally
used.
YHowever, when carried to
an extreme they lead to
compulsive, repetitive and
neurotic behavior.

75
y Repression —blocking
blocking and
pushing unacceptable or
threatening feelings, wishes or
experiences into the unconscious.
y Denial—refusing to recognize
or acknowledge some anxiety
provoking events.
y Rationalization —covering
up the true reasons for actions,
thoughts or feelings by making-
making -up
excuses or incorrect explanations.
y Projection —falsely attributing
one’s own unacceptable or
unpleasant feelings, traits or
thoughts to individuals or objects.
y Reaction formation —
involves substituting behavior,
thoughts or feelings that are direct
opposite of unacceptable ones.
y Regression —going back to
the earlier stage or development for
security in the face of stress.
y Displacement —involves
transferring feelings or response to
another person or object that is less
threatening.
y Sublimation —involves
redirecting a threatening or
desire —usually sexual —
forbidden desire—
into a socially acceptable one.
y Intellectualization —
dealing with stressful situation in an
intellectual or rational way.
Y Freud believed that defense
mechanisms are totally
unconscious and that all of us used
defense mechanisms at some time
and they can be helpful or harmful.
Y The occasional use of defense
mechanisms is normal and helps
reduce conflict and anxiety so that we
continue to function as we work on
the real cause of our anxiety.
Y But defense mechanisms are only
effective in reducing short -term but
not necessarily long -term anxiety.
Y Excessive use of defense
mechanisms can lead to behavioral
and personality problems.
 “Human life will
never be understood unless
its highest aspirations are
taken into account.
Growth, self-actualization,
the striving toward health,
the quest for identity and
autonomy, the yearning
for excellence… must not
be accepted beyond
question and perhaps
universal tendency.”
—Abraham Maslow (1967)

abmartinez @ upm-psych101 82
 Humanistic psychology was
aimed to establish a viable
theoretical alternative to the two
most influential intellectual currents
at that time—psychoanalysis and
behaviorism.

Humanistic psychology
takes its roots from
existentialist philosophy.

abmartinez @ upm-psych101 83
 Each of us is responsible for
who we are and what we
become, for the choices we
make.

Thus, humanists and

existentialists believe that
each of us is challenged to
make something meaningful
out of our lives —”life is
what we make of it.”
abmartinez @ upm-psych101 84
 For humani stic
psychology, each
person is the chief
architect of his behavior
and experience—each
person is responsible
for his actions.

abmartinez @ upm-psych101 85
 Uniquely human experience:
responsibility and freedom

But having the f reedom to choose

does not ensure that all the choices
will be good or wise.

For the existentialists, the question

is whether or not the person can
live an authentic existence.
abmartinez @ upm-psych101 86
 The concept of becoming —a person is
never static, he is always in the process
of becoming a new person.

Hence, it is a person’s responsibility as

a free agent to realize as many of his
potentialities as possible—only by
actualizing these can a person live a truly
authentic life.

How to live an authentic

existence? To be the best
that a person can be
abmartinez @ upm-psych150 87
 The only “reality” anyone ever
knows is subjective or personal —
the phenomenological
perspective.

Subjective experience is the

primary phenomenon to
understand humanity.

Maslow (1966): “There is no

substitute for experience, none
at all.”
abmartinez @ upm-psych101 88
 Each person is
constantly being
motivated by a need,
and that peopl e have a
potential to grow
toward psychological
health—that is, self-
actualization.

abmartinez @ upm-psych101 89
 Human nature is essentiall y
good. The evil, destructive and
violent forces in people result
from the frustration or thwarting
of basic needs rather than from
any inherent wickedness.

Human nature has a built-in

structure comprised of
potentialities for positive
growth.
abmartinez @ upm-psych101 90
Creativeness is the most universal
characteristic of people.

Creativity is potentially present in all

people at birth —it requires no special
talents or capacities and leads to all
forms of human expression.

But most people lose it as they

become “enculturated.”
abmartinez @ upm-psych101 91
No matter what our skills
and abilities are, each of
us has the capacity to
reach our potentials as
whoever we are. Our
self-actualizing
tendency motivates us
to become the best kind
of person we are
capable of becoming.
The self was a significant
element in human experience
and that the person’s goal is to
become his “real self.”

The self is “the organized,

consistent gestalt composed of
perceptions of the ‘I’ or ‘me’ and
their relationships to others…a
gestalt which is available to
awareness.”
Self-concept reflects
those characteri stics that
the person percei ves as
being part of himself.

Self-concept reflects
how we view ourselves
in relation to the various
roles we play in life.
Self-concept also includes our
perception of what we think we
ought to be and would like to be—
the ideal self.

The ideal self reflects those

attributes that the person would
like to posses but currently does
not.

Ideal self is the self a person

most values and aspires to be.
Two kinds of self -concept:
1. Positive self-
concept—tendency
to act, feel and think
optimistically and
constructively.
2. Negative self-
concept—tendency
to act, think and feel
pessimistically and
destructively.
 Two kinds of selves:
ëReal self—based on our
actual experiences and
represent how we really
see ourselves.
ëIdeal self—based on our
hopes and wishes and
reflects how we would like
to see ourselves.
ëThe contradiction between
the real self and the ideal
self can result to
personality problems.
How to resolve the
contradiction between the
real and ideal selves?

ëPay more attention to actual

experiences, work to have
more positive experiences and
pay less attention to the
expectations of others.
 What is positive regard?

• The need to feel appreciat ed is important for many

of us to develop a positive self-
self-concept.
• Positive regard—
regard—includes love, sympathy,
warmth, acceptance, appreciation and respect that
we crave from family, friends and people who are
important to us.
y What are the two types of positive
regard?
1. Conditional positive regard—refers to the
positive regard we receive if we behave in
certain acceptable ways, such as living up
to the standards of others.
2. Unconditional positive regard—refers to
the warmth, acceptance and love that
others show to a person because he/she is
valued as a human being even though
he/she may disappoint people by behaving
in ways that are dif ferent from their
standards.
y How to develop a more
positive self-concept?
– Unconditional positive regard—
accepting, valuing and being positive
toward another person regardless of
his/her behavior.
– Empathy—being sensitive and
understanding another person’s true
feelings.
– Genuineness—being open to our
feelings and dropping our pretenses and
facades.
• Rate each of the following
traits from a scale of 1 (never or
almost never true) and 7 (always
or almost always true)
1. Analytical
6. Cheerful
2. Affectionate
7. Independent
3. Competitive
8. Gentle
4. Compassionate
9. Athletic
5. Aggressive
10. Sensitive
Scoring and interpretation:
• Now, add up your points for all the
odd-numbered items; then add up
your points for the even-numbered
items.
• If you scored higher on the odd-
numbered items, you are
“masculine.”
• If you scored higher on the even-
numbered items, you are “feminine”.
• If your score is fairly even, you may
be androgynous.
y Developed by Gordon Allport,
Raymond Cattell, Hans
Eysenck, and several others, it
is an approach for anal yzing
the structure of pers onality by
measuring, identifying and
classifying similarities and
differences in personality
characteristics or traits
(personal dispositions).
y Each of us has a number of traits—
defined as relatively stable and enduring
tendencies to behave in particular ways.
y Traits are habitual patterns of behavior,
thought, and emotion
y Examples:
§ Being compassionat e
§ Being patient
§ Being on time
§ Being in good mood
§ Being friendly
y Trait—basic unit for measuring personality
characteristics; a relatively stable and
enduring tendency to behave in a particular
way.
y Traits are concrete, easily recognized,
consistencies in our behaviors and are
essentially unique to each individual.
y Example:
• The traits of female police officers
include being compassionate and
diplomatic; whereas those of male
police officers include being assertive
and direct
Categories of Trait:
– Central traits—limited number of traits that
are usually adequate to describe most
people’s personalities; they are the building
blocks of our personalities.
• Examples: friendly, humorous, kind
– Secondary traits—least important in
understanding an individual’s personality;
they are not quite so obvious, or general, or
consistent. Preferences, attitudes,
situational traits are all secondary traits.
• Examples: types of food, music, etc.
Categories of Trait:
– Cardinal traits—most powerful and
pervasive traits; when present, they
dominate an individual ’s personality;
These are the traits that some people
have which practically define their
life.
• Examples: Hitler and Marcos as
tyrants and dictator; Mother
Theresa as compassionate
Y But why do we sometimes behave in
contradictory ways?
Y We may behave inconsistently because
situations change. Hence, traits do not
necessarily predict behaviors across
different situations.
Y The person-situation interaction
explains that a person’s behavior results
from an interaction between his traits and
the effects of being in a particular
situation.
Y Hence, in order to understand or predict a
person’s behavior, we must consider both
the person’s traits and situation’s cues.
• Hans Eysenck developed
temperament theory.
• Temperament is that
aspect of our personalities
that is/are genetically
based, inborn, there from
birth or even before (e.g.,
neuroticism, extraversion,
openness to experience)
Y OPENNESS to experience
– Either open to novel experiences or has narrow
interest (cultured, esthetic, imaginative, intellectual,
curious, open to variety of experience)
Y CONSCIENTIOUSNESS
– Either responsible, self-disciplined and dependable or
impulsive and careless (competent, dutiful, orderly,
responsible, thorough, aim for achievement)
Y EXTRAVERSION
– Either outgoing and decisive or retiring and withdrawn
(adventurous assertive, frank, sociable, talkative
VERSUS quiet, reserved, shy, unsociable)
Y AGREEABLENESS
– Either compassionate, cooperative, warm and good-
natured or unfriendly, suspicious, antagonistic and
cold (altruistic gentle, kind, sympathetic, warm )
NEUROTICISM (Emotional instability)
– Either stable and not a worrier or nervous and
emotionally unstable (emotional stability such as
calm, relaxed, stable VERSUS angry, anxious,
depressed, vulnerable)
Alfred Adler believed that people are
largely responsible for who they are.

For Adler, present behavior is shaped

by people view of’ the
s future .

Adler believed that psychologically

healthy people are usually aware of
what they are doing and why they are
doing it.
 To Adler, people are born with
weak, inferior bodies —a
condition that leads to feelings
of inferiority and a consequent
dependence on other people.

Feelings of inferiority motivate

a person to strive for either
superiority or success.
Striving for • the one dynamic force or
success or “drive” behind people’s
superiority behavior and experience

People’s
• shape their behavior and
subjective personality.
perceptions

• is unified and self-

Personality consistent.
abmartinez @ upm-psych101 119
 Social • the value of all human activity is
interest geared towards social interest

Style of • the self consistent personality

structure; refers to how you live
life your life, how you handle problems
and interpersonal relations

Creative • Molds the person’s style of life

power
abmartinez @ upm-psych101 120
Y What cause mental illness?
• A lack of social concern is the very
definition of mental ill-health
• All failures—neurotics, psychotics,
criminals, drunkards, probl em children,
suicides, perverts—are failures because
they are lacking in social interest.
• Their goal of success is a goal of personal
superiority, and their triumphs have
meaning only to themselves.
Y What cause our lack
of social interest?
• What makes so many of us
self-interested is a matter of
being overwhelmed by our
inferiority.
• If we are doing well and
feeling competent, we can
afford to think of others. If
not, then our attention
becomes increasingly
focused on our selves.
Y What are different
forms of inferiority?
1. Organ inferiority—each of
us has weaker, as well as
stronger, parts of our
anatomy or physiology.
2. Psychological inferiorities
(e.g. feeling weak, dumb,
ugly, inferior, etc.)
• Many people respond to
these inferiorities with
compensati on—they make
up for their deficiencies in
some way.
Two-dimensional
Two-
schemes:
Social interest Degree of activity
represents a feeling (energy level)
of empathy f or all refers to the
humanity and person’s movement
manifests through towards the solution
cooperation. of life’s problems

abmartinez @ upm-psych150 124

 They strive for
Characterized by a personal power that
tendenc y to be they tend to push
assertive, over anything or
aggressive and anybody who gets
dominant over in their way, or
others—
others —but in an manipulate
unsocial way. situations and
people

The most energetic

are juvenile
delinquents , bullies
They posses a
and sadists; less
dominating attitude
energetic ones hurt
and confront life
others by hurting
tasks in a hostile,
themselves such as
antisocial manner.
alcoholics, drug
addicts, and
suicides.
abmartinez @ upm-psych150 125
They are sensitive people who have
developed a shell around themselves
which protects them, but they must rely
on others to carry them through life's
difficulties.

They have low energy levels and so

become dependent and relate to the
outside world in parasitic manner.

When overwhelmed, they develop

neurotic symptoms: phobias,
obsessions and compulsions, general
anxiety, hysteria, etc., depending on
individual details of theirabmartinez
lifestyle.
@ upm-psych150 126
 These have the lowest levels of
energy and only survive by
life—especially
essentially avoiding life—
other people.

Fearing failure more than desiring

success, they run away from tasks
life—the goal is to sidestep all
of life—
problems in life, thus avoiding any
possibilities of failure.

When pushed to the limits, they

tend to become psychotic,
retreating finally into their own
personal worlds.
abmartinez @ upm-psych150 127
 This is the healthy person, one
who has both social interest
energy —the epitome of
and energy—
maturity according to Adler.

This is the healthy person, one

who has both social interest
energy —the epitome of
and energy—
maturity according to Adler.

Such a person embodies high

level of social interest and high
level of activity.
abmartinez @ upm-psych101 128
 As socially oriented, this person
expresses genuine concern for
and communion with other
people.

S/he regards the three major

tasks of work, friends hip and love
as social problems, realizing that
solving them requires
cooperation, personal courage
and willingness to contribute to
the welfare of others .
abmartinez @ upm-psych101 129
Adler noted that Too much yellow bile Too much phlegm, is
his four types is choleric (hot and phlegmat ic (cold and
looked very dry) and is angry all wet) and is sluggish;
much like the the time; roughly, the roughly the leaning
four types ruling type . type..
type
proposed by the
ancient Greeks.

Greeks
attributed these Lots of blood relative to
Too much black bile is
temperaments to melancholy (cold and the other humors is
the relative dry) and tend to be sanguine (warm and
moist); naturally cheerful
presence of four sad constantly; and friendly person
bodily fluids roughly the avoiding represents the socially
called humors. type..
type useful type.
type.
abmartinez @ upm-psych150 130
 For Adler, the child ’ s numeri
the family constellation is important.

Particularly important are the perceptions

of the situation that are likely to
accompany the position occupied.

Birth order is the major determinant of

life--style.
life

abmartinez @ upm-psych101 131

 position—begins life as an
Occupy a unique position—
only child, enjoying the parents’ undivided love
and care

They experience traumatic dethronement

(“dethroned monarch”)
monarch”) with the birth of the
younger sibling thus changing the situation
and the child’s view of the world.

At first, the child may battle for his or her lost

position (e.g., try acting like the baby).

Some become disobedient and rebellious,

others sullen and withdrawn. They engage in
troublesome behavior (attention-
(attention-getting) but
met with punishment. abmartinez @ upm-psych150 132
 Adler believes that first children
are more likely than any other to
become problem children.

They have intensified feelings of

power and superiority, have high
anxiety and overprotective
tendencies, relatively solitary, tend
to be conservative, power-
power -oriented
and predisposed to leadership.

abmartinez @ upm-psych101 133

 S/he has the first
Begin life in a child as a sort of
better situation "pace--setter," and
"pace
tends to become
for developing quite competitive,
cooperation and constantly trying to
social interest. surpass the older
child.

Their If the attitude is of

personalities are extreme hostility and
vengeance, the
shaped by second child may
perception of the become highly
older child’s competitive,
ambitious,
attitude toward achievement--oriented
achievement
them. or overly discouraged.

abmartinez @ upm-psych150 134

 The typical second child matures
toward moderate competitiveness,
having a healthy desire to
overtake the older rival.

If success is achieved, they might

develop revolutionary attitude and
feel that any authority can be
challenged.

Other "middle" children will tend to

be similar to the second child,
although each may focus on a
different
abmartinez "competitor."
@ upm-psych150 135
 Are the most pampered ( “ pet,
economically strapped, may be relegated to the role of
“ tag-along kid ”

They run a high risk of being problem children. After all,

he or she is the only one who is never dethroned!

Are likely to have strong feelings of inferiority and to

lack a sense of independence, with everyone older and
"therefore" superior.

But, with all those "pace -setters" ahead, the youngest

can also be driven to exceed all of them. They are
often highly motivated to exceed older siblings.
abmartinez @ upm-psych150 136
Are in a unique position of competing against parents

More likely than others to be pampered, and often

develop an exaggerated sense of superiority and an
inflated self-
self -concept

May lack well-

well -developed feelings of cooperation and
social interest, possess a parasitic attitude, and expect
other people to pamper and protect them.

However, if the parents are abusive, the only child will

have to bear that abuse alone.
abmartinez @ upm-psych150 137
Y Major changes in personality
occur during childhood,
adolescence and young
adulthood. Between 20 and 30,
both men and women become
less emotional, less likely to be
thrill seekers and somewhat more
likely to be cooperat ive and self-
disciplined—personality changes
that are associated with becoming
more mature.
Y Most changes in personality occur
before the age of 30 because
adolescents and young adults are more
willing to adopt new values and
attitudes or revise old ones.
Y Personality traits are relatively fixed and
stable at age 30, after which changes in
personality are few and small. However,
after 30, adults continue to grow in their
ideas, beliefs and attitudes as they
respond to changing situations and
environments.
• Take a personality test on any two of the
following from the website:
http://similarminds.com/personality_tests.html
Freudian Personality Test
Maslow Inventory Test
Eysenck Personality Test
Cattell 16-Factor Test
 PERSONALITY TEST
• The next slides are four sets of questions,
and descriptions of two different lists of
personality "preferences."
• Both lists have their own strengths and
blind spots. BOTH are equally valuable—
NEITHER one is better or worse than the
other.
• Read both sets of descriptions and decide
which list—as a whole—describes you
better (even if just a little better). Try to
answer as you really are, not how you
may wish you were, or have to be at
work.
 PERSONALITY TEST
• This system for understanding people
called Personality Type is based on
the work of Swiss psychologist Carl
Jung and two American women,
Katharine Briggs and Isabel Briggs
Myers, creators of The Myers Briggs
Type Indicator instrument® (MBTI)®.
• Note: This quiz is not a scientifically
validated test and is only offered as an
introduction to Type A personality.
 Watch your thoughts, for they become words...
Watch your words, for they become acti ons...
Watch your actions, for they become habits...
Watch your habits, for they become character ...
Watch your character, for it becomes your destiny.
 Where is your energy naturally directed?
Extraverts (E) often:
• Have high energy
• Talk more than listen
• Think out loud
• Act, then think
• Like to be around people a lot
• Prefer a public role
• Can sometimes be easily
distracted
• Prefer to do lots of things at
once
• Are outgoing & enthusiastic
Introverts (I) often:
• Have quiet energy
• Listen more than talk
• Think quietly inside my head
• Think, then act
• Feel comfortable being alone
• Prefer to work "behind-the-scenes"
• Have good powers of
concentration
• Prefer to focus on one thing at a
time
• Are self-contained and reserved

Extraverts' energy is directed primarily outward, towards people and things

outside of themselves. Introverts' energy is primarily directed inward, towards
their own thoughts, perceptions, and reactions. Therefore, Extraverts tend to
be more naturally active, expressive, social, and interested in many things,
whereas Introverts tend to be more reserved, private, cautious, and interested
in fewer interactions, but with greater depth and focus.
 What kind of information do you
naturally notice and remember?
Sensors (S) often: Intuitives (N) often:
• Focus on details & specifics • Focus on the big picture and
• Admire practical solutions possibilities
• Notice details & remember • Admire creative ideas
facts • Notice anything new or different
• Are pragmatic - see what is • Are inventive - see what could be
• Live in the here-and-now • Think about future implications
• Trust actual experience • Trust their gut instincts
• Like to use established skills • Prefer to learn new skills
• Like step-by-step • Like to figure things out for
instructions themselves
• Work at a steady pace • Work in bursts of energy

Sensors notice the facts, details, and realities of the world around them
whereas Intuitives are more interested in connections and relationships
between f acts as well as the meaning, or possibilities of the information.
Sensors tend to be practical and literal people, who trust past experience and
often have good common sense. Intuitives tend to be imaginative, theoretical
people who trust their hunches and pride themselves on their creativity.
 What kind of environment makes you
the most comfortabl e?
Judgers (J) often:
• Make most decisions pretty
easily
• Are serious & conventional
• Pay attention to time & are
prompt
• Prefer to finish projects
• Work first, play later
• Want things decided
• See the need for most rules
• Like to make and stick with
plans
• Find comfort in schedules
Perceivers (P) often:
• May have difficulty making
decisions
• Are playful & unconventional
• Are less aware of time & run late
• Prefer to start projects
• Play first, work later
• Want to keep their options open
• Question the need for many
rules
• Like to keep plans flexible
• Want the freedom to be
spontaneous

Judgers prefer a structured, ordered, and fairly predictable environment, where

they can make decisions and have things settled. Perceivers prefer to
experience as much of the world as possible, so they like to keep their options
open and are most comfortable adapting. So, Judgers tend to be organized and
productive while Perceivers tend to be flexible, curious, and nonc onforming.
 How do you decide or come to conclusions?
Thinkers (T) often:
• Make decisions objectively
• Appear cool and reserved
• Are most convinced by rational
arguments
• Are honest and direct
• Value honesty and fairness
• Take few things personally
• Tend to see flaws
• Are motivated by achievement
• Argue or debate issues for fun
Feelers (F) often:
• Decide based on their values
and feelings
• Appear warm and friendly
• Are most convinced by how
they feel
• Are diplomatic and tactful
• Value harmony and
compassion
• Take many things personally
• Are quick to compliment others
• Are motivated by appreciation
• Avoid arguments and conflicts

Thinkers make decisions based primarily on objective and impersonal

criteria--what makes the most sense and what is logical. Feelers make
decisions based primarily on their personal values and how they feel about
the choices. So, Thinkers tend to be cool, analytical, and are convinced by
logical reasoning. Feelers tend to be sensitive, empathetic, and are
compelled by extenuating circumstances and a constant search for harmony.
 Life as an ENFJ

(Extravert, Intuitive, Feeler, Judger)

People of this type tend to be: friendly, outgoing,
and enthusiastic; affectionate articulate, and tactf ul;
highly empathetic but easily hurt; creative and original;
decisive and passionately opinionated, productive,
organized, and responsible.
The most important thing to ENFJs is their
relationships, and the opportunity to communicate and
connect with others.
 Life as an ENFP

(Extravert, Intuitive, Feeler, Perceiver)

People of this type tend to be: enthusiastic,
talkative, and outgoing; clever, curious, and
playful; deeply caring, sensitive, and gentle; highly
innovative, creative, optimistic, and unique;
adaptable and resourceful but sometimes
disorganized.
The most important thing to ENFPs is freedom
to see possibilities, make connect ions, and be
with a variety of people.
 Life as an ENTJ

(Extravert, Intuitive, Thinker, Judger)

People of this type tend to be: friendly, strong
willed, and outspoken; honest, logical and
demanding of selves and others; driven to
demonstrate competence; creative with a global
perspective; decisive, organized, and efficient.
The most important thing to ENTJs is
demonstrating their competence and making
important things happen.
 Life as an ENTP

(Extravert, Intuitive, Thinker, Perceiver)

People of this type tend to be: friendly,
charming, and outgoing; quick-witted, energetic,
and irreverent ; ingenious, imaginative, and
creative; curious, flexible, and unpredictable;
logical and analytical.
The most important thing to ENTPs is being
creative, seeing possibilities, and always having
new challenges.
 Life as an ESTJ

(Extravert, Sensor, Thinker, Judger)

People of this type tend to be: energetic,
friendly, and outspoken; productive, organized
and efficient; realistic and sensible, but often
skeptical about new or untested ideas; honest and
direct to the point of bluntness; quick decis ion
makers, opinionated, traditional, serious, and
accountable.
The most important thing to ESTJs is doing
the right thing, and being in charge.
 Life as an ESTP

(Extravert, Sensor, Thinker, Perceiver)

People of this type tend to be: active,
adventurous, and impulsive; talkative and curious;
casual, adaptive, and free spirited; logical and
calm but capable of great humor, fun, and charm;
observant and totally present in the moment,
literal and practical.
The most important thing to ESTPs is the
freedom to have fun and to fully experience life in
the here and now.
 Life as an ESFP

(Extravert, Sensor, Feeler, Perceiver)

People of this type tend to be: warm,
gregarious, and playful; impulsive, curious, and
talkative; sensitive, caring, and gentle; social and
unpredictable with a great zeal for life; active,
responsive, and highly aware of the physical
world.
The most important thing to ESFPs is freedom
to be spontaneous, have fun, and enjoy the
company of others.
 Life as an ESFJ

(Extravert, Sensor, Feeler, Judger)

People of this type tend to be: active, friendly,
and energet ic; outgoing, affectionate, and
talkative; concerned about others and careful to
be polite and cooperative; realistic, literal, and
conscientious; highly sensitive and easily hurt;
organized, responsible, and conventional.
The most important thing to ESFJs is their
relationships and helping people in real, and
practical ways.
 Life as an INFP

(Introvert, Intuitive, Feeler, Perceiver)

People of this type tend to be: quiet, reserved,
and kind; deeply passionate, sensitive, and easily
hurt; loving and dedicated to those close to them;
creative, original, and imaginative; curious and
flexible in small matters; nonconforming.
The most important thing to INFPs is their
deeply held beliefs and living in harmony with
their values.
 Life as an INFJ

(Introvert, Intuitive, Feeler, Judger)

People of this type tend to be: creative,
original, and independent ; thoughtful, warm, and
sensitive; global thinkers with great passion for
their unique vision; cautious, deliberate, and
planful; organized, productive, and decisive;
reserved and polite.
The most important thing to INFJs is their
ideas, and being faithful to their vision.
 Life as an INTJ

(Introvert, Intuitive, Thinker, Judger)

People of this type tend to be: autonomous,
aloof, and intellectual; imaginative, innovative,
and unique; critical, analytical, and logical;
intellectually curious, driven to learn and increase
their competence and knowledge; socially
cautious and reserved; organized and definitive.
The most important thing to INTJs is their
independence and being able to live according t o
their own standards.
 Life as an INTP

(Introvert, Intuitive, Thinker, Perceiver)

People of this type tend to be: quiet,
independent , and private; logical and
unemotional; creative, ingenious, and innovative,
global thinkers; curious and driven to increase
their competence; casual, and adaptive;
nonconforming and unpredictable.
The most important thing to INTPs is their
privacy and the opportunity to solve complex
problems in unique ways.
 Life as an ISTJ

(Introvert, Sensor, Thinker, Judger)

People of this type tend to be: cautious,
conservative, and quiet; literal, realistic, and
practical; careful and precise; logical, honest, and
matter of fact; resistant to change and
comfortable with routine; hard working and
responsible.
The most important thing to ISTJs is being of
service, working hard, and being responsible.
 Life as an ISTP

(Introvert, Sensor, Thinker, Perceiver)

People of this type tend to be: logical,
pragmatic, and matter of fact; quiet, unassuming,
and autonomous; realistic, pragmatic, and aloof;
impulsive and curious about the physical world;
flexible and resourceful; objective and
unemotional.
The most important thing to ISTPs is the
freedom to act independent ly and follow their
impulses.
 Life as an ISFP

(Introvert, Sensor, Feeler, Perceiver)

People of this type tend to be: kind, humble,
and highly empathetic; thoughtful, faithful, and
affectionate with those they know well; sensitive
to criticism and easily hurt; quiet, soft-spoken, and
gentle; adaptable, responsive, and curious;
realistic and down to earth.
The most important thing to ISFPs is feeling
peaceful and harmonious with the people and
places that matter most to them.
 Life as an ISFJ

(Introvert, Sensor, Feeler, Judger)

People of this type tend to be: cautious,
gentle, and thoughtful; hesitant until they know
people well then affectionate and caring; very
literal and aware of the physical world;
uncompromis ing about personal standards and
easily offended; diligent and conscientious,
organized and decisive.
The most important thing to ISFJs is living a
stable, predictable life and helping people in real
ways.