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Psychology 305: Theories of Personality Lecture 13

Psychology 305: Theories of Personality Lecture 13. Scoring Your “RSQ” 1. Sum the following items: Score 1: 3, 7 (reversed), 8, 10, 17 (reversed) Score 2: 5 (reversed), 6, 11, 15 Score 3: 1, 4, 9, 14 Score 4: 2, 5, 12, 13, 16

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Psychology 305: Theories of Personality Lecture 13

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  1. Psychology 305: Theories of Personality Lecture 13 Psychology 305

  2. Scoring Your “RSQ” 1. Sum the following items: Score 1: 3, 7 (reversed), 8, 10, 17 (reversed) Score 2: 5 (reversed), 6, 11, 15 Score 3: 1, 4, 9, 14 Score 4: 2, 5, 12, 13, 16 2. For each score, compute the average. That is, divide the sums for scores 1 and 4 by 5, and the sums for scores 2 and 3 by 4. Psychology 305

  3. Announcement I will hold additional office hours in preparation for the midterm exam:Wednesday, June 29th: 1:00-2:30 Thursday, June 30th: 3:00-5:00Tuesday, July 5th: 2:30-4:30 Psychology 305

  4. Volunteer Position West Coast Legal Education and Action Fund (LEAF) is seeking an undergraduate student in psychology to conduct a literature review on the psychological assessment of parents in custody cases. The call to engage in a literature review was prompted by reports that battered women are losing custody of their children as a consequence of psychological testing. The tests may not adequately capture their reactions to abuse/PTSD and result in misdiagnosis. Psychology 305

  5. The literature review must be completed by early August. If you are interested in the position, please contact Shahnaz Rahman, Manager of Family Law Project, familylaw@westcoastleaf.org, for an interview. Psychology 305

  6. Lecture 13 The Neoanalytic Perspective • 1. How are Erikson’s 8 stages exemplified in the film Wild Strawberries? • 2. According to Horney’s theory, what are: the safety need, basic hostility, basic anxiety, and neurotic needs? • What personality types did Horney propose? • 4. According to attachment theory, what are the 4 infant attachment styles? • 5. How are attachment styles assessed in adults? Psychology 305

  7. By the end of today’s class, you should be able to: 1. apply Erikson’s theory of psychosocial development to characters in the film Wild Strawberries. 2. define the terms safety need, basic hostility, basic anxiety, and neurotic needs. 3. distinguish between compliant, aggressive, and detached personality types.

  8. 4. describe the strange situation. 5. distinguish between attachment classification systems and methods of assessment for adults.

  9. How are Erikson’s 8 stages exemplified in the film Wild Strawberries? Dr. Isak Borg and his housekeeper, Agda. Psychology 305

  10. Dr. Borg and his daughter in-law, Marianne. Psychology 305

  11. Dr. Borg and his young travel companions: The “modern” Sara, Anders, and Viktor. Psychology 305

  12. The “past” Sara, who Dr. Borg once loved. Psychology 305

  13. Dr. Borg and his mother. Psychology 305

  14. Dr. Borg’s wife, Karin, after an encounter with her lover. Psychology 305

  15. Other noteworthy characters from the film: • Dr. Borg’s brother: Sigfrid. • Dr. Borg’s aunt: Aunt Olga. • The couple who was involved in a car accident with Dr. Borg: Mr. and Mrs. Alman. • Dr. Borg’s son: Evald. • We meet Dr. Borg in the last of Erikson’s 8 stages of personality development: Old Age Psychology 305

  16. Old Age • 61 years of age – death. • Crisis: Integrity vs. despair. • Successful resolution: Occurs when older adults feel a sense of emotional integration or satisfaction with the choices they have made and the life experiences they have had. • Basic strength: Wisdom (a detached but active concern with life in the face of death). Psychology 305

  17. What can we conclude about Dr. Borg with respect to the 7 preceding stages of personality development? Psychology 305

  18. 1. Infancy • First year of life. • Crisis: Basic trust vs. mistrust. • Successful resolution: Occurs when infants develop confidence in their caregivers to consistently meet their basic needs. • Basic strength: Hope (the enduring belief that one’s needs, desires, and wishes will be satisfied). Psychology 305

  19. 2. Early Childhood • Second year of life. • Crisis: Autonomy vs. shame and doubt. • Successful resolution: Occurs when toddlers acquire a sense of independence stemming from their self-control. • Basic strength: Willpower (the determination to exercise free choice as well as self-restraint). Psychology 305

  20. 3. Preschool • 3 – 5 years of age. • Crisis: Initiative vs. guilt. • Successful resolution: Occurs when young children feel that they can take action to pursue their desires or urges. • Basic strength: Purpose (the courage to pursue valued goals without fear of punishment). Psychology 305

  21. 4. School Age • 6 – 11 years of age. • Crisis: Industry vs. inferiority. • Successful resolution: Occurs when children feel that they can master tasks of the “tool world” (i.e., the practical work-related world, including tasks at school). • Basic strength: Competence (the belief that one has the dexterity and intelligence required to complete meaningful tasks). Psychology 305

  22. 5. Adolescence • 12 – 19 years of age. • Crisis: Identity vs. identity confusion. • Successful resolution: Occurs when adolescents develop an integrated and consistent self-view (i.e., one that is seen similarly by oneself and others). • Basic strength: Fidelity (the ability to be true to oneself and to significant others despite contradictions in value systems across roles and relationships). Psychology 305

  23. 6. Young Adulthood • 20 – 35 years of age. • Crisis: Intimacy vs. isolation. • Successful resolution: Occurs when young adults feel that they can merge with another individual without losing their personal identity. • Basic strength: Love (a mutual devotion with another individual that is greater than any antagonism between the identities of each individual in the partnership). Psychology 305

  24. 7. Adulthood • 36 – 60 years of age. • Crisis: Generativity vs. stagnation. • Successful resolution: Occurs when adults feel that they are able to guide, nurture, and contribute to the development of the next generation. • Basic strength: Care (a broad concern for others that extends beyond the narrowness of self-concern). Psychology 305

  25. According to Horney’s theory, what are: the safety need, basic hostility, basic anxiety, and neurotic needs? • Horney’s view of personality development differs from Freud’s view in 1 broad way: In contrast to Freud who emphasized the role of unconscious conflicts in personality development, Horney emphasized the role of interpersonal conflicts in personality development. • Horney believed that people are motivated by a desire for love and a need for security. Psychology 305

  26. Safety Need • A need for security (or freedom from fear) that is universally experienced by children. • According to Horney, the need is satisfied among children whose parents demonstrate “genuine love.” • In contrast, the need is not satisfied among children whose parents dominate, reject, overprotect, or overindulge their children. Psychology 305

  27. Basic Hostility • Contempt that develops among children whose safety need is not satisfied. • The child’s contempt is directed at his or her parents but is rarely expressed as overt rage. Instead, it is typically repressed. Psychology 305

  28. Basic Anxiety • Apprehension that develops among children who repress their basic hostility for their parents. • “An insidiously increasing, all-pervading feeling of being lonely and helpless in a hostile world.” (Horney, 1937) Psychology 305

  29. Neurotic Needs • Strategies that are used by individuals to minimize their basic anxiety. • Horney referred to these strategies as “needs” because individuals who experience basic anxiety compulsively use them in an effort to minimize their apprehension. Psychology 305

  30. Horney identified 10 neurotic needs: 1. The need for affection and approval. 2. The need for a dominant partner. 3. The need for power. 4. The need to exploit others. 5. The need for prestige. Psychology 305

  31. 6. The need for admiration. 7. The need for achievement. 8. The need for self-sufficiency and independence. 9. The need for perfection. 10. The need to have narrow limits to life. Psychology 305

  32. What personality types did Horney propose? • Horney divided the 10 neurotic needs into 3 subsets. Each subset drives the attitudes and behaviours of a distinct “neurotic” personality type. • The 3 neurotic personality types that Horney proposed are: the compliant personality type, the aggressive personality type, and the detached personality type. Psychology 305

  33. Horney maintained that, in the person who is not neurotic, the tendencies to be compliant, aggressive, and detached are expressed as circumstances warrant. • In contrast, in the person who is neurotic, only one tendency is dominant and expressed in all circumstances. Psychology 305

  34. According to attachment theory, what are the 4 infant attachment styles? • Contemporary research on attachment grew out of the work of John Bowlby, a psychoanalyst from England, and Mary Ainsworth, a professor at the University of Toronto. • Ainsworth developed the “strange situation” procedure to assess infant attachment. Psychology 305

  35. The strange situation procedure (20 minutes in duration): • The parent and child enter the lab, which is set up as a comfortable living room. • The parent sits down and the child is allowed to explore the room. • After a few minutes, an unfamiliar but friendly adult enters the room. Psychology 305

  36. The parent exits the room, leaving the child alone with the stranger. • After a few minutes, the parent returns to the room and the stranger leaves. • The parent remains in the room with the child for several more minutes, as the child’s reaction is videotaped. Psychology 305

  37. Using this procedure, Ainsworth and her colleagues (1972, 1979) identified 3 infant attachment styles: 1. Secure: Shows relatively little distress when the parent leaves the room, interacts willingly with the stranger, exhibits joy when the parent returns (66% of the infants). 2. Avoidant: Displays relatively little distress when the parent leaves the room and reacts with indifference when the parent returns, sometimes exhibiting rejection behaviours (20% of the infants). Psychology 305

  38. 3. Ambivalent: Becomes very distressed when the parent leaves the room but reacts with ambivalence when the parent returns, exhibiting both approach and rejection behaviours (14% of the infants). More recent research (e.g., Main & Hesse, 1990) has provided evidence for a fourth attachment style: 4. Disorganized: Appears disoriented or confused by his or her surroundings and displays no coherent pattern of coping. Psychology 305

  39. Infants with a secure attachment style tend to have parents who are responsive, affectionate, and concerned with the stimulation of their babies. In contrast, infants in the other attachment groups tend to have parents who are unresponsive. • In general, infants with a disorganized attachment style have been exposed to a chaotic and abusive environment. Psychology 305

  40. How are attachment styles assessed in adults? • Bowlby theorized that infant relationships serve as prototypes, producing “internal working models” for later adult relationships. • Bowlby described internal working models as unconscious expectations about relationships. Recent theorists have described them as schemas or representations of the self in relation to close others. The schemas influence expectations, emotions, defenses, and relational behaviour. Psychology 305

  41. Consistent with Bowlby’s theory that infant relationships produce internal working models for later adult relationships, research has found: • (a) a positive correlation between parent-infant attachment style and adult attachment style. (b) for most people, attachment classifications in infancy correspond to attachment classifications in adulthood. Psychology 305

  42. Several methods have been developed to assess the attachment styles of adults: 1. Adult Attachment Interview (George et al., 1985) • A 60 – 90 minute semi-structured interview. • Assesses secure, preoccupied, dismissing, and disoriented attachment styles. These adult attachment styles correspond to the secure, ambivalent, avoidant, and disorganized infant attachment styles, respectively. Psychology 305

  43. Contains 20 questions. Examples: 1.  “I'd like you to choose five adjectives that reflect your childhood relationship with your mother. This might take some time, and then I'm going to ask you why you chose them.” (Repeated for father) 2.  “To which parent did you feel closest and why? Why isn't there this feeling with the other parent?” 3.  “When you were upset as a child, what would you do?” 4.   “What is the first time you remember being separated from your parents? How did you and they respond?” Psychology 305

  44. Scoring the interview involves assessing the coherence of the respondent’s narrative across the 20 questions. Secure individuals have coherent narratives that are “both believable and true to the listener …. The … [respondent] collaborates with the interviewer, clarifying his or her meaning, and working to make sure he or she is understood” (Slade, 1999; 58% of non-clinical mothers). Psychology 305

  45. Preoccupied individuals tend to engage in negative, analytic, and lengthy discussions. They can be devaluing or idealizing of attachment figures. Moreover, their narratives are often entangled and hard to follow (18% of non-clinical mothers). Dismissing individuals tend to have brief narratives. Many don't recall memories of childhood. Those who have untoward experiences either deny or rationalize their occurrence (24% of non-clinical mothers). Psychology 305

  46. Disoriented individuals tend to have narratives marked by lapses in reasoning when discussing losses or experiences of abuse. 2. Adult Attachment Questionnaire (AAQ; Hazan & Shaver, 1987) • Assesses secure, ambivalent, and avoidant attachment styles. Psychology 305

  47. Contains brief multi-sentence descriptions of each of the 3 attachment styles. The descriptions are extrapolations of the three infant patterns summarized by Ainsworth et al. (1978). • Respondents are asked to think about their experiences in romantic love relationships and select the description that best describes how they feel (a categorical response). • See questionnaire administered in class. Psychology 305

  48. Your “AAQ” Description A: Avoidant attachment style Description B: Secure attachment style Description C: Ambivalent attachment style Psychology 305

  49. 3. Relationship Questionnaire (RQ; Bartholomew & Horowitz, 1991) • Assesses secure, preoccupied, fearful, and dismissing attachment styles. • Bartholomew argued that the AAQ conflates two theoretically distinct forms of avoidance—fearful- avoidance and dismissing-avoidance. Psychology 305

  50. According to Bartholomew, fearful-avoidant and dismissing-avoidant individuals differ in the positivity of their self-views. • This is exemplified in Bartholomew’s 2-dimensional model of attachment: Psychology 305

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