06/24/02:
What is personality?
individual identities
other people's perception of one person
has no existence apart from behavior
is a construct arise from observation of a certain behavior
the person "customarily behaves" as their personality
"mental construction" drawn from observable behaviors
Why is it a concept?
1. individuality: everyone different
observations that people differed
2. consistency
behavior somewhat predictable even after different situations
personality traits - describe an individual's particular way to respond to the world
Therefore, as a construct...
personality refers to the descriptive and relatively consistent ways of
thinking, feeling, and acting that characterize our responses to the life situations that we encounter.
Behaviors of personality
behavior:
all involved perceptual judgement, which varies according to behavior, situation, and personality of observer
component of identity (not tangible things as hair color, but behavior)
perceived internal cause (appropriateness of behavior and situation)
displays organization and structure (behaviors "fit" together)
personality judgement is the product of perception
06/25/02:
construct: characterize our interaction to situation
our behaviors tell what's different between us
Measuring the constructs of personality
the nature of constructs
types of personality constructs ie. anxiety, anger, stress
operational definitions - ways to describe the behavior
sometimes constructs conflict one another; ie. introvert person acts extroverted at times
stimulus definitions => construct <= response definitions
ie. how causes stress => anxiety <= how does it feel
stimulus definitions: something we do or condition created by others
ie. place hand in ice water for a period of time
threatened with danger of electric shock
gory film vs. puppy film
soldiers informed with possible attack
difficult task performed under severe pressure
response definitions: our response to the stimulus definition
ie. performance on task affected by stress
rated by other people on subject's behavioral indication of stress
self0rating of tension, anxiety, worries
time withstand in ice water
ways to assess one's personality
stalking and observing, especially under stressed conditions, look extremely careful for emotional reactivity
conversation: likes and dislikes, background, life goal and dreams
interview the person's close friends
Personality assessment
personality description if made up by the following items:
personality scales and self-rating
response on projective tests
physiological measures
behavioral assessment ie. "stalking"
reports and ratings by others
interview data
Biological approach
PET scan - measures the extent of glucose usage in parts of brain
inject radioactive tagged glucose before scan
language: men localize in left hemisphere, women localize in both hemispheres
--> with a left hemisphere damage, men are more likely to lose language ability
referring to on purely behavioral level..... (other theories might have different definitions for the words)
dimension
introversion <--------------------------> extroversion
retiring (factors) outgoing and talkative
reserved wants many friends
likes solitary activities dislikes solitary activities
doesn't attend parties enjoys parties; dominates social situations
Objective personality test items
2 approaches to creating tests
rational ("armchair") approach "start with items"
theory dictates the type of questions asked
try to ask about as much situations as possible
empirical approach "start with people"
start with real subjects on the extreme scale of the tested factor; ie. introvert and extrovert
find out what items would be distinguishing between them
doesn't matter what the item says as long as it discriminate between the two groups
so the subjects can't really "lie" for their wanted result
06/26/02:
Projective technique - less cultural bound
ambiguous stimulus presented to subject and ask for the subject's response
inkblot: color-sensitive: emotional rich
whole-response: able to put pieces together and integrate information
thematic apperception test (TAT)
picture presented to the subject, the subject asked to make a story about the picture
Rosenzweig Picture Frustration Study (P-F)
frustration-aggression hypothesis: observe behavior under frustration
sery of cartoon depict situations of frustration
subject fill in the response
direction in which frustration express
impunitive - no direction directed
extrapunitive - out onto the fault
intropunitive - blame self
possibly a sign of depression
frustration and aggression and hostility turn inward toward self
Standards for Personality Measures
reliability: consistency of measurement
test-retest: scores on the measure stay stable over time
internal consistency: items measure the same thing
do all the items on the measure seem to be measuring the same thing as indicated by high correlation among them?
interobserver: do different raters or scorers agree on their scoring or observations?
validity: is it measuring what we think it measures?
face validity: do the items or questions appear relevant to the construct on rational grounds?
content validity: do the questions or items relate to all aspects of the construct being measures?
criterion-related validity: do score on the test predict some present or future behavior
or outcome assumed to affected by the construct being measured?
construct validity: to what extent is the assessment device actually measuring the construct of interest?
07/01/02:
Theory/ideas of looking at behavior
perspectives on behavior:
biological
cognitive
psychodynamic
humanistic
behavioral
5 Perspectives on Human Behavior
1. biological perspective
the human as animal
brain biochemical processes
genetic factors
evolutionary factors
ie. behavior evolved to counter environmental pressure
2. cognitive perspective
human as a information processor
thinking, planning, memory
based on mental construction of reality
schemas, role of beliefs
3. psychodynamic perspective
internal personality dynamics (working internal working of personality)
unconscious conflict
impulses vs. defenses
importance of childhood memories
4. humanistic perspective
freedom and inherent goodness
self-actualization
phenomenological emphasis on immediate conscious experience (the way we view the world)
centrality of the self
self is the object agent that drives our behavior
5. behavioral
human as a reactor to the environment
centraliry of importance on learning
role of past and present environment
malleability of the individual
things learned can be unlearned
6. social/cultural
behavior influenced by culture
culture reacts to individual difference in ways; ie. male vs. female
Kurt Lewin Interacting causes B = f(P, E)
"Behavior is a function of the person and the environment."
the person the environment
biological causes environmental causes
cognitive causes
intrapsychic causes
psychodynamic and humanistic causes
How perspective lead us learn different things about behavior
example: aggression
any behavior that is intended to harm another who does not want to be harm; also, deprive something someone else needed
hostile aggression: anger, hostility
primary goal is inflict pain on other
instrumental aggression: aggression as a mean to get something else
ie. power, resource, etc. Primary motive is some other benefit
Biological perspective
1. look at evolutionary history
why aggressive behavior became a part of human nature
instinct, driven by particular stimuli
how does it enhance survival rate
Konrad lorenz
argued that aggresion is a part of our nature; instinctive
there's importance between human and other animal predators
human, without weapons, cannot fight wild animal
wild animals developed a built-in ignition against killing their own kind, but human didn't develop it yet
human can construct weapon, the only way to stop killing their own species is only by social learning
prehistorical human survive as hunters
aggression allow one to compete for resource, habitat and survival
2. genetic factors
identical twins vs. fraternal twins in correlational studies
age 20 .61 -.09
age 30 .58 -.14
--> identical twins tended to be treated identically
fraternal twins could be different genders
Therefore, about 30% of aggressive behavior can be accounted of genetic factor
07/02/02:
genetic difference expressed in environment
expression of genes can affected by environment
structures involved with aggression
limbic system:
hypothalamus-regulates hormone
amygdala-organizing emotional behavior
stimulated: attack
surgical removed: very tamed
hyppocampus-involve in memory
pituitary gland
frontal lobe
prefrontal cortex-connect with cortical structure and amygdala
part of a system that organizes and inhibits aggression
Adrian Raine: prefrontal cortex seems to be the site of executive cortex
ie. planning, organizing
studied 41 individuals convicted of murder and insaned
match in sex, age, social-economical, educational level, etc. with mental patients
give them task involve prefrontal cortex
PET scan.....
murders: level of activation is lowered in frontal lobe, higher in amygdala
those raised in deprived environment:
crime by social learning
prefrontal involved
those raised in non-deprived environment:
prefrontal lobe not activated
aggression by biological cause
temperament
babies differed in activity level, emotionality, reactivity
relate to aggression behavior in childhood and later on how parents react
Environmental perspective
Sociolearning Analysis
past learning and present stimuli
--> aggressive behavior
--> consequences:
increased likelihood (positive)
reduced likelihood (negative)
research with human and animal
animal
can be trained from tamed to aggressive simply by make it seem victorious by compare and pair with another weaker animal
same thing works vice versa
-->early learning experience is important
human
Gerald Patterson: observation on >4000 nursery school children
record who engaged in aggressive behavior and what happens
coded >2500 aggressive act and consequence
children who always get what they want
more and more aggressive through time, likely for aggression in future
***over 80% of aggressive behavior is successful
video games-usually aggression rewarded with positive reinforcement
aggression no only learned by our own experiences; we can also learn it by observing others
modeling (observational learning)
exposure to aggressive model affects learning
perceived consequences affect likelihood to perform
external and internal consequences
behavior is always learned, but performance could be optional
regardless of consequence, behavior still learned
aggressive and delinquent children often had abusive parents; not only models in real life, but also in media and movie
media violence not only affect children, but also adults
Eron, 1987 compare TV violence viewed at age 8 with criminal history and aggression at age 30
kids with tendency of violence "enjoy" violent materials
Donna, sexualized aggressive model of behavior
study correlation between sexual aggression and aggression in pornography
angered non-angered
natural + -
erotic + -
rape + +++ -
rape - - +++ ---
these films influenced people's view about women and rape
How does viewing TV violence increased the learning of aggression?
the mechanism:
1. learning of aggressive responses through modeling
2. reducing of inhibitions against aggression "aggression rewarded"
3. desensitization of emotional responses to violence
a. immersed with normal day activity; ie. video game, movie
b. made behavior look more normal and typical; act out by the "good guy"
c. doesn't have the impact anymore in comparison to the newer violence
Cognitive perspective
how we perceive the situation and other people's behavior influences our response
we perceived the world psychologically
can create enemy out of anyone to justify our aggression
can have high moral standard, but mentally separated from the morals
Cognitive Processes in Aggression
1. diabolical enemy image and a moral self image
see the other side as deserving what they get
2. appeal to moral principles
minimize guilt; ie. Crusaders, Holy War
3. displacement of responsibility
"I was just doing my job" "I was just following order"
4. diffusion of responsibility
when a group engaged, nobody is responsible alone. ie. as in a riot
5. dehumanization of "enemy"
see enemy not as individual similar to self, but a "homogeneous group of people has to be kill"
carry out by attaching demeaning label to enemy
Cognitive Mechanism of Moral Justification for Aggression
perception of victim <-- blame victim, view as evil dehumanized
--> perception of aggressive behavior <--minimize aggression, appeal to moral principle using euphemistic labels
--> perception of harmful consequences <-- minimize, deny, or distort the consequence of aggressive acts
07/03/02:
Psychodynamic factors in aggression
tend to focus on individual difference in personality
theory: human aggression is the continuous outgrowth of the conflict of impulse and personality (restriction on impulse)
humor is socially acceptable outlet of aggressive tension
defensive mechanisms keep impulses in check and socially acceptable
Edwin Megargee: study on over-controlled hostility
studied prison history
1. habitually aggressive --> long criminal history
2. no criminal history
after aggressive outburst, return to "normal" and some even got amnesic
Hans Toch: study on habitually violence
aggression as a "lifestyle"
achieve goal by aggressive behavior (instrumental aggression)
indepth-structure interviews on prisoners
hired other or former prisoners as research assistant for more honest responses
found that there are 4 major subtypes of habitual aggression
1. self-defenders: paranoid of someone being harmful to them
2. self-indulger: never grow-up; egocentric
feel entitled to whatever they desire
when not satisfied, strike in blind fury
often found in spouse abuse
3. bullies and sadists: derived pleasure from hurting others (hostile aggression)
seek out relatively defenseless victim
4. self-image compensators: act in feeling of low self-esteem
aggression = power and control over other people
very sensitive to signs of ridicule and belittle from other
visual to cues of unrespectivity
--> psychodynamic point of view: people engaged in similar behavior but with different reason
Humanistic perspective
distinguish between passive or nature aggression (for good of self and society) and pathological aggression
aggression is a mean to kid ourselves that we had control
excubstantial terror: fear of mortality
--> need to have power and control
"instrumental aggression", in interest of control and power
we have "choose" to aggression, and we have responsibility for the consequence
Psychodynamic
interactions of conscious vs. unconscious
we are a being of perpectual conflicts
behavior is a compromise between the two conflicting forces (impulse vs. defense)
Freud: interested in psychic energy
conversion hysteria: mystic disorder
physical symptoms (blindness, paralysis, etc.) occurred without medical reason
Jean-Martin Charcot
Joseph Brewer
did hypnosis with the patients, those who report long lost traumatic memory often suddenly reduce symptom
Freud convinced of :
1. unconscious phenomena
2. active defense system: repression
3. importance of early childhood experience
3 faces of psychoanalysis
1. a theory of personality
2. a method for studying personality (free association)
3. an approach to treatment
psychodynamic theories
motive
<-- unconscious conscious -->
conflict
personality is the interplay between these aspects
Personality Type
id ]
superego ]--ego
demand of real world ]
07/08/02:
Types of anxiety
reality-fear of something happened in environment
environment vs. individual
neurotic- a undesirable impulse threaten to express in behavior
id vs. ego
neurotic = people with psychological difficulty, but no lost contact with real world
moral-result of superego; guilt, shame, after attempt to violate our moral principle
individual vs. superego
Defensive mechanism-used to against anxiety
repression-physical symptom arise without physical cause
traumatic memory actively kept down in unconscious mind
usually cure if person remembered the repressed memory
denial-refusal to acknowledge anxiety
usually in reality anxiety
sublimation-turn in socially acceptable behavior
unconscious hostility and impulse released by sublimation
displacement: directed impulse at a substitutive and safer object
intellectualization: emotion connect with a traumatic event is repressed
deal with the situation with a highly intellectual manner
detached at cognitive level
projection: unacceptable impulse repressed, then projected onto others
expressed motive; project hostility on others
perceived others to be with the impulse
rationalization: construct a false but plausible explanation for behavior to reduce anxiety
reaction formation-the very nature of impulse is changed
impulse repressed, energy expressed in exact opposite of the behavior in a very exaggerated way
the person is not aware of the impulse
5 characteristics of repression:
1. physical symptom
2. no physical cause
3. indifference (people don't really feel anxious about synptom)
4. little or no anxiety directly experienced
5. evidence of psychological causal factors
Repression process
1. anxiety threatens to become conscious
2. anxiety is detached from the idea and energy used to debilitate a physical organ;
an anxiety is absorbed; person thus indifferent
3. symptom symbolizes conflict, keeping it conscious
OCD
obsessive is cognitive and mental
compulsive is the behavior
***obsessive with the thought that can't think about anything else
Characteristics for Obsession
1. unwelcome and intrude into consciousness
2. arise from within, not from the environment
3. difficult or impossible to control
4. often irrational
processes of obsession
displacement of anxiety and substitution
both usually symbolical or use reaction formation
Characteristics for Compulsions
1. compelling behaviors, often rituals
2. if not performed successfully --> tremendous anxiety
processes of compulsion
reduce anxiety
The depressive process:
1. originates in childhood loss of loved person or object
2. rage is experienced as well as loss
3. love retained as ego incorporates other part of the loved one (personality, character) into self b ego
4. rage toward lost person is directed toward self, resulting in self-loathing
5. future losses reactivate the primal loss and the rage is again turned against the person who has become fused with the self
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07/16/02:
trait perspective
relatively stable aspect of behavior; independent of situation
inference from behavior
any trait name is a construct
a number of trait approaches
trait system based on intrapersonal traits
influences our social interactions
trait arise from Freudian belief that common traits arise from early parent-child interactions
"customarily reaction to people and environment"
classify traits into categories
categories must be fine enough so we can describe people precisely
exhaustively enough to include both normal and abnormal behaviors
categories have to be related meaningfully to one another
when categorize things:
look for things with commonality with one another
use system of correlation and derivative of factor analysis
if two things are highly correlated statistically, they have something in common
people scored highly on tests for two personality factors...
then you can divide those 18000 words into clusters
***correlation might be different in different cultures or environments
try to include many environment at beginning
"stalk" people and observe under all possible situations
score them on 8 traits:
1. forceful
2. assertive
3. meek
4. timid
5. kind
6. agreeable
7. cold
8. cruel
result found---these are two clusters of behaviors
within cluster, correlation are highly significant
between clusters, there's no correlation
the clusters are statistically independent of one another
structured the 8 traits into two dimensions
dominance-submission
friendliness-hostility
Law of Complementary
behaviors go together (if A behaved in X, B is expected to do Y)
for dominance-submission, opposite behaviors often go together
for friendliness-hostility, similar behaviors often go together
The Complementarity principle
1. dominance begets submission
2. hostility begets hostility and vice versa
3. Therefore:
a. friendly-dominance and friendly-submission are complementary
b. hostile-dominance and hostile submission are complementary
the extent to which this satisfy the person depend on his/her psychological needs
Timothy Larry
developed a model for these principle
Circumplex Model
basic unit of personality
terms we used to summarize a person's interpersonal behavior
works for both adaptive and maladaptive behaviors
started with the two dimensions mentioned above
didn't use factor analysis; work based on intuition
placed behaviors of psychotherapy patients into the two dimensions
behaviors arranged themselves in a circle
moves around center point and the two axes
07/17/02:
adaptive vs. maladaptive behavior
1. intensity: maladaptive tends to be more intense
2. rigidity: maladaptive tends to be more rigid
3. inappropriateness: contributed from intensity and rigidity
well-adjusted person is very flexible
can use behaviors from all octants in need of self or situation
flexibility = adjustability
maladaptive individual tends to...
confined within one or two octants
more intense and rigid
greater interpersonal pull
by law of complementary, when placed with adaptive individual...
--> pulled and locked the adapted person into narrower and restricted octants
--> tend to control the relationship
--> determined the behavior they get in feed-back
--> "skillful" at getting certain behavior from other people
4. interpersonal power: ability to pull a particular behavior from another
ability to control or influence the type of relation they have
5. security operations
basic motivating force in human behavior is the obtainment of security
--> happy when our "needs" satisfied
--> experience anxiety or threat when threatened or needs not satisfy
Harry Stack Sullivan
strongly influenced Larry
interpersonal behavior constitute to security operation
try to enhance security
most of our behaviors are goal directed
Security Operations and Interpersonal Behavior
1. maintain a particular self-image
self-verification: the way we behave to maintain the image
2. evoke behaviors from others that reinforce self-concept, views of world, and satisfy individual's psychological needs
including anxiety avoidance
self's interpersonal behavior is "designed" to evoke a particular behavior from others
talking about relatively pure type: behaviors tend to cluster within an area
adaptive and maladaptive aspects of each pattern
any behavior communicates an explicit message
Competive-Narcissistic Pattern
Interpersonal pattern:
view self as superior to all others
strong, arrogant operations that convey the message that they feel superior to others
express clear love and approval of themselves
adaptive form: poise and self-confidence
maladaptive form: cold, smug, selfish, exploitative social role
exhibitionism, proud self-display, conspicuous consumption
feel most secure when they are independent and triumphant over others
self-esteem depends on demonstrating others inferioty
***They love "defeated envy of others".***
often seen in athletic field
tough time with retirement (ex. general) and parenthood (often exert tremendous pressure on kids)
Clinical Manifestations:
few come for treatment: psychosomatic symptoms, injuries to narcissism,
desire to talk about their "wonderful selves"
07/22/02:
Aggressive-Sadistic Pattern
Interporsonal Pattern:
I'm a dangerous person, and you are a suitable target for my wrath.
most secure when threatening or puniching others
feel threatened or weakened by tender, docile impulses
threaten others by physical, moral, verbal means
self-respect and security depends on fear of others
many were bullies from childhood, and ironically, also a proportionate portion were victim of bullies
some are amoral, without conscience, or anti-social
another group, very moralistic: aggression accompany by self-righteous
some in ranks of the socially approved self-righteous, ie. special forces, police officers
"delighted" for caught someone in crime
provoke fear, resentment, distrust, guilt from others
Clinical Manifestations:
in extreme forms, aggressive-sadistic, antisocial personality disorder
Rebellius-Distrustful Pattern
Interporsonal Pattern:
distrust and rebellion as favored security operations
handle anxiety by establishing distance from other
avoid closeness and trust even if they said they wanted it
ie. previously sexually-abused women (importance of traumatic childhood experience...)
painfully rejected in loving relationship; possibly more than once
fear of being hurt
rebellion can be positively reinforcing and self-affirming
affirmed as unique individual; self-establish; being one's own person...
in collective culture, this is more likely to occur on group level rather than on the individual level
could be good to society; increased creativity, ie. opinion section on newspaper
increased one's sense of personal freedom
moderate forms can be adaptive
intense forms likely to provoke rejection and punishment
leads to self-confirming and self-verification
whatever the intensity, hostile skepticism, don't take things at face value
extreme perceptual vigilance to confirming cues
"self-destructive pattern"
Clinical Manifestations:
marital discord, social isolation, history of disappointment and betrayl
passive-aggressive, borderline, extreme form diagnosed paranoid
Self-Effacing-Masochistic Pattern
Interporsonal Pattern:
I'm a weak, inferior person.
mild form: modesty; discomfort in self-display
maladaptive extremes: masochistic self-abasement
feelings of inferiority, low self-esteem, self-efficacy
cognitive behavioral: failures in significant life tasks
cognitive: self-defeating attributional pattern
attributional- how you interpret the cause and effect
psychoanalytic: hostile-sadistic dynamics, reaction formation underlying self-punitiveness
aggression and punitive impulses directed toward self
pulls initial sympathy that turns to superiority, impatience, then contempt
gravitate toward hostile-dominant others
Clinical Manifestations:
guilty, obsessive feelings
moralistic; ie. I should never have bad thoughts about other people...
perfectionistic standards, unattainable goals
depressive, obsessive-compulsive disorders
07/23/02:
Docile-Dependent Pattern
Interporsonal Pattern:
I'm a meek person in need of your help, advice and your support
moderate form: friendly, respectful, trustful conformity
maladaptive extreme: helpless dependency
least anxious and more secure when looking up to and relying on others
cultivate low self-confidence, also low self-efficacy
"trained" others to offer help and advice
irritate rebels, frighten masochists, attract dominant others
you are with this type of people if you are unusually inspired to help
Clinical Manifestations:
maladaptive extremes show helplessness, anxiety and depression
phobias - pulls for help from others
"I can't do what other people can easily do..."
diffused physical symptom not localized in any single part of body
bad body condition --> helps from others
secondary game - I have these problems, I can't do any other things, I can't be in charge
Cooperative-Over-Conventional Pattern
Interporsonal Pattern:
I'm a friendly, unchallenging person who would like you to like me.
security operations involve high level of agreeability to evoke positive reactions from others
disapproval is aversive and anxiety-provoking
conform strongly to accepted values and norms
adaptive form: extraverted friendliness
maladaptive extreme: rigid adherence to agreeability; inability to tolerate hostile or socially undesirable feelings
continually strive to please others; sacrifice individuality
gross misperception of reality; avoid depression
rigid over-optimistic
Clinical Manifestations:
free floating anxiety
occurs when person suddenly become anxious and don't know why
feel tense and edgy but don't know reason
can't be attributed to anything by the person
conversion symptoms: pain that can't be track out
complaints about others' behaviors; ie. being angry, aggression...
comes when the person will not acknowledge the problem
subtle reinforcement - kids act aggressive
ineffective parenting, often a result of inconsistent reinforces
07/24/02:
Responsible-Hypernormal Pattern
Interporsonal Pattern:
I'm a strong, competent, empathic person on whom you can count for understanding and support.
present themselves as reasonable, successful, sympathetic, mature, cultural ideal
self-satisfied, feelings of self-esteem bolstered by maturity, parental strength
avoid unconventionality; true conformers
pull dependence and respect from others
maladaptive extremes: inflexible, intense use of operations
cannot be weak, passive dependent, hostile without experiencing extreme anxiety
driven by service ideal to other people
under stress, facade of normality; bland normal rather than insight: "Get real!"
Clinical Manifestations:
psychosomatic disorders (accounted for 40-50% of all psychosomatic)
in few cases, reconstituted psychotics (Braginsky's studies)
reconstituted - psychotic individuals "faked" to be "hypernormal" behaviorally
Braginsky: studied on long-term mental patient
patients were first reluctant when they first got in
then found hospital as a "escape" from reality (approximately 6 weeks)
ie. there are people taking care of them
lost their life skills
--> "adjusted behavior"
group chronic schizophrenic into 2 groups
then announced there will be an interview to decide on...(2 conditions)
1. expanded privileges
2. be release from the mental institution
3. the control group composed of college students
measure the degree of disturbance and see if the patients can control their own behavior
1. they are even "more adjusted" than the college student control group
2. 55% started by mentioning their latest hallucinations or delusion
Managerial-Autocratic Pattern
Interporsonal Pattern:
I'm strong, competent person on whom you can depend for effective guidance and leadership.
power, success, ambition are main security operations
power, control wards off anxiety, confirms self-concept
strong informational needs, avoidance of uncertainty
conforms to cultural stereotype of the "hero"
win awe, admiration, deference, and obedience from others
seek out docile, admiring others
maladaptive extremes: autocratic, domineering, compulsive attempts to control, avoidance of submission
can't relax the operations even in social, recreational pursuits
sometimes manic and Type A patterns
Type A: increase risk of heart disease
time urgency, high achievement, competitive, hostility
Clinical Manifestations:
power struggles if two of them interact
goes well with docile-dependent
many ulcer cases and compulsive personality disorders
Franz Alexander - done study on ulcer
dependency denied and repressed
reaction formation to managerial-autocratic
in therapy, focus on symptom, the therapist only as "someone" in "assistance"
recover from the symptom is the "goal"
Economic view of people's behaviors
behaviors are like commodity; exchange between people
behavior as a mean to get behavior desired
people want: behavior satisfy security need
self-verification and confirm self-concept
behavior that reduce anxiety
"implicit contract"
dictate what behavior exchanged and when to do that
most people tend to be on the friendly side
for those on the hostile side, it is very difficult to find someone for "match"
---> Very Stable relationship, even if it's abusive and dangerous
will maintain as long as the "reward" exceed the "cost"
2 other trait theories: using factor analysis
Rayman Cattell 16 factors
first psychologist tried to map out personality
worked with Charles Spearman on studies of intelligence
use the same approach to find dimensions of personality
went through Allport's 18000 words, reduced to 4500, then down to 171 words
develop rating scale on those 171 words
do ratings of other individuals and self- ratings on those 171
factor analysis
-->found 16 "clusters"
factor: surface trait
description: source trait
these traits can be correlated with one another
some up with superfactor of extraversion and anxiety
Another group
started with those 171 words
come up with a result without correlation between factors
factors are independent of one another
the "Big 5" OCEAN
Extraversion/Surgence
Agreeableness
Conscientiousness
Emotional Stability (Neuroticism)
Culture/Openness
criticism: no theory, only descriptive
Mershon and Forsuch
compared 16 factors versus Big 5
predict behavior and see which one is more accurate
for specific criteria, 16 factors did better and more specific solution
07/29/02:
Everything psychological undergoes biological process.
Individual differences in biological functions
brain wave activity
hormone levels
autonomic lability (changeability)
excited in cardiovascular or muscular or respirational...system
also important is the rate of recovering
nature vs. nurture
to what extent do each involved?
how do they interact?
Genetic factor for personality
set "limit" on what's possible for each particular ability
the "reaction range"
within the range, the environment factor become important
ie. people in same range, different environment (enriched vs. deprived)
IQ differed by 20 points
**Behavior Genetics Methods**
Twin study method
Adoption studies
Twins reared apart
variance attributable to genetic factors
variance attributed to shared family environment
variance attributed to unique individual environment
all the above measure the degree of relatedness within family members
also, there's error...
Twin studies
compare identical twin pairs with fraternal twin pairs
look at correlation in personality traits
see if any difference between the correlation of the two sets of twins
ex. correlation of MZ twins: .5
correlation of DZ twins: .2
difference= .3
*2= .6
==>heritability = H^2= 60%
Adoption studies
genetic factor
compare personality trait with biological and adoptive fathers
shared family
familial environment doesn't account for much individual difference
twins in same family vs. separated into different families
--> not much difference in correlation of personality traits
Sandra Scarr and Rosemary McCartney
study on genotype influences
Genotype-based characteristics
-->1. influence response to parental and other early influences
-->2. influence responses evoked from others
-->3. influence self-selection of compatible environments
-->All of the above three contribute into environment in which the person develops
genotype: genetic endowment
phenotype: expressed form
genotype can influence what your environment turns out to be like
1. introvert kids were mostly born by introvert parents
--> more likely to have introvert environment
vice versa for extrovert kids and parents
2. extroverts tend to reach out to people, and introverts tend to spend time with self
3. we select the type of environment we would like to be in
behavior get reinforced
07/30/02:
Arnold Buss and Robert Plomin
Buss-Plomin Temperament Dimensions
activity: energy output, action and speed
emotionality: tendency to experience intense emotional reaction
sociability: preference to be with other people and relate to other people; desire for attention and shared activity
(impulsivity)
studies on shy inhibited kids (Kagen)
23% of all kids, developed about first or second month
pattern of withdrawal and avoidance
retest every months after for response to novel stimuli; ie. stranger
take biological measure
difference in stress hormone level
limbic system: amygdala and hippocampus
these kids' limbic system is overly responsive to stimuli
one third of them eventually become more outgoing as they grow up
Aushalon Caspi
follow-up shy children into adulthood
starting from 10-12 year-old and followed into forties
male: differed in life pattern from outgoing ones
enter career late, mostly career that doesn't evolve many people, or very formalized
late marriage, have kids at late age
female: normal pattern
mostly have career as homemaker
Stella Chess and Alexander Thomas--difficult babies
about 10 percent of the population
irregular sleeping and eating pattern
very negative emotional reaction
low sociability
live in interpersonally aversive environment
started by biological disposition, hostility then enhanced by environment
Richard Davidson and Nathan Fox
in Italy, clinically depressed patients were treated with electrical compulsive therapy
EEG measures, knock out function of brain temporarily
test it by do it on one hemisphere or other
apply on left: right hemisphere activated
catastrophic reaction; crying, yelling...
apply on right: left hemisphere activated
happy and almost an indifference
bring in two groups, measure brain activity
movie with puppy and baby: left brain activation
burned leg get amputated: right brain activation
newborns: tested with sucrose solution vs. bitter solution
got different brain activity between the two groups
10 month-old children
watch for 15-20 minutes
observe which appeared distressed, which are happy
later mother leave
kids who react more tend to have more right hemisphere action
and vice versa for those kids with little or no reaction
whether left or right hemisphere is more active
at behavioral inhibition center (shy kids)
or behavioral activation center
people differ in threshold for innate emotional response
-----------------------------negative emotional response
l l
l (R)l- Right hemisphere people took
(L)l+ l less to evoke a negative response
l l
people with history of depression
who were not currently depressed: right hemisphere activated
who were currently depressed: even closer to the threshold
bigger difference between left and right hemisphere activation
Hans Eysenck
trait theorist, also believe there are biological component
concluded two major dimensions in model of personality
2 basic function of normal personality
unstable
l
l
l
melancholic l choleric
introverted -------------+----------- extroverted
phelogmatic l sanguine
l
l
l
stable
psycho people have a third factor
psychoticism: tendency of self-destruction
in 4 levels:
specific response level
-> habitual response level
-> trait level (sociability, impulsiveness, activity, liveliness, excitability)
-> type level (ex. extraversion)
07/31/02:
dimensional model
has a continuous scale
people can fall into anywhere
typology
clear cut
classify people into different group
2 supertraits
extraversion, instability (neuroticism)
-->these two together interplayed into a constellation of traits
model at descriptive level
extravert:
craving for excitement
take chances, risk-takers
impulsive, loose temper easily and then get over quickly
need people to talk to
fond of practical joke
optimistic, go with the flow
generally, not too reliable
introvert:
reserved and distant
like to plan ahead
do not like excitement, want stable life
keep feelings under control
more pessimistic
routine, reliable
Why are people one way or another? study done by Eysenck
extraversion has a biological basis
reflects a person's customarily level of cortical arousal
---------------------------------- optimal level of arousal
l l
l (I) +
l l
(E) + l
l l
the extraverts need more stimulation to get to the optimal level of arousal
--> subject to boredom --> social pursuit
constantly looking for stimulation
everyone has their preferred level of arousal where they function most perfectly and most satisfied psychologically
exert the stimulation extravert people needed for optimal level on introvert people
the introvert would feel easily overwhelmed
people "seek" preferred level of arousal
Who is happier?
both believe extravert is happier
mood data over daily basis, looking at the average
extraverts report higher level of subjective feeling
consistent pattern
more positive social interaction
more response to good things
introverts have less fluctuation
look at the mean level, extraverts have higher mean
also, they have higher highs and lower lows
introverts are more stable
Stability/Instability
focus on frequency and amplitude of mood fluctuation
lability of emotion, how quickly reacted to emotional stimuli
how slowly to recover, how over-reactive to emotion
unstable: tend to develop conditional emotional responses
ex. phobias, anxiety disorders
twin study in Scandinavia (on 1300 twins)
reared apart: MZ are .45-.55, DZ are .05
raised together: MZ are .45-.55, DZ are lower, .2-.3
Neuroticism (stability/instability)
-->anxious
-->shy
--> depressed
--> irrational
--> guilt
--> low self-esteem
--> tense
--> moody
--> emotional
Psychoticism
--> aggression
--> cold
--> egocentric
--> antisocial
--> impersonal
--> tough-minded
--> impulsive
--> unemphathic
--> creative
localized in psychotic population and antisocial
schizophrenic, antisocial, personality disorders...
for summary, personality starts with genetic disposition
but, genes are not responsible for 100% of our personlity behaviors
environment interplay: environment affects us
and we choose the environment we live in
also, experience affects brain as well as biology of our brain
--------------------------------------------------------------------------------
08/06/02:
Behavior Perspective
experience counts as the most important aspect in personality...
radical behaviorism:
classical conditioning
operant conditioning
classical conditioning
pair conditioned stimuli with unconditioned stimuli to evoke conditioned response and unconditioned response
operant conditioning
A. antecedent stimulus conditions
==>B. behavior
==>C. consequences
we voluntarily engaged in certain behavior for desired consequence
5 Kinds of Response Consequences:
consequence can be presented or removal
stimuli could be positive or aversive
drawing from the consequence and the stimuli:
positive stimuli with presentation of consequence:
positive reinforcement (ex. receive praise)
aversive stimuli with presentation of consequence:
aversive punishment (ex. spanking)
modeling aggression; negative side effects...
positive stimuli with removal of consequence:
1. extinction if the stimuli is a reinforcer for the behavior
the thing the child striving for; ex. withdraw attention
2. response cost if the stimulus is not a reinforcer for the behavior
ex. lose driver's license, can't watch TV
aversive stimuli with removal of consequence:
negative reinforcement (anxiety reduction)
Two-Factor Theory
factor 1: classical conditioning of fear
CS (snow) <-----> UCS (terror when buried by snow)
--> CR (conditioned fear response to snow)
=====fear motivates====>
factor 2: operant conditioning of avoidance
avoidance of snow
negative reinforcement of avoidance behaviors by fear reduction
successful avoidance prevents exposure to CS and possible extinction of CR
the unstable people are more likely to develop phobia
once develop phobia, the introverts were more likely to develop avoidance
especially on social phobia
Personality Change: Behavioral Approaches
classical conditional procedures
exposure: an extinction approach
systematic desensitization: counterconditioning
aversion therapy: creating a negative response for something once pleasured
ie. severe nausea after drinking alcohol
can't be kept going ordinarily
other examples: food poisoning; chemotherapy
situation-->CER<--extinction (exposure)
<--counterconditioning (systematic desensitization)
virtual reality: computer simulated, see as "real"
graded exposure: result in gradual extinction
exposure lasted for longer period of time
create less anxiety
classical desensitization procedure:
1. train subject in relaxation
2. develop a stimulus hierarchy
3. present stimuli while subject is relaxed
4. proceed up the hierarchy
operant conditioning approaches
positive reinforcement
token economies
in mental hospital, patients rewarded for doing certain things
get tokens --> exchange for more privileges
cannot be happened in real world
08/07/02:
therapeutic punishment
autistic children: went through self-destruction
Ivar Lovaas: developed a program involve punishment; ie. electric shock
modeling approaches
social skill training
appropriate behavior modeled, then the person role play it
fit our knowledge of what to behave and how to say
anxiety reduction
easier to face the fear after seeing other people do it
great explanatory power of learning principle
but, we are more than just reactor to the environment
Albert Bandura (social cognitive perspective)
not everything can be taught with merely trial-and-error
cognitive processes influence behavior because they tell us
what would possibly happen if we do certain things
reciprocal determinism
environment
stimuli from social or physical environment
reinforcement contingencies
person
personality characteristics
cognitive processes
self-regulation skills
behavior
nature
frequency
intensity
**all of these three factors interact and affect each other
Processes in Observational Learning
attentional processes
retention processes
reproduction processes
motivational processes
Self-Efficacy
an expectancy concerning one's ability to successfully engage in the behaviors that are
required for a goal attainment in a given situation or performance domain
outcome expectancy: our expectance of what happen to us if we do a certain thing
efficacy expectancy: our expectance of our ability to do it
the best predictor e have of performance across a wide range of tasks
self-efficacy also affects self-concept
some personality change --> more physical efficacy
increase self-esteem
increase in general self-efficacy
efficacy is very situation specific
determinants of self-efficacy:
1. performance accomplishments
2. vicarious experiences
3. verbal persuasion
4. self-perceived emotional arousal
Julian Rotter
1954 "Social Learning and Clinical Psychology"
published during height of radical behaviorism
Rotter's Basic Model
BP = E * RV
RV (reinforcement value): how important the outcome is to the person
the most important thing you need to know
BP (behavior potential): how likely it is for the behavior to happen
E * RV: the outcome
particular behavior --> particular outcome
consequence don't necessarily stamped the behavior
it only gives the information
can change RV or expectancy
particular expectancy: specific on situation
generalized expectancy: used all the time or used when entering a new situation
internal-external locus of control
belief of whether the consequence is due to the self or the environment
interpersonal trust: whether you trust people or not
whether they can be trust to do something
whether they are selfish or altruistic
I-E scale items
forced choice format (choose 1 out of 2 choices)
08/12/02:
generalized expectancy
concerning whether things happen to you depend on what you do or the external cause
internal people:
achieve better academic performance
see self as responsible for hoe they do
attribute success to themselves
adjust preparation to achieve better result next time
stress on self? NO
related to good health; make effort to improve their own health
face health problem and take action
external people:
less likely to acknowledge they have ability to control their life
contemporary Cognitive Therapy
Walter Mischel: students of Rotter
interested in individual difference
set out the person-situation debate
found little evidence for consistency of trait across situation
based on Heartshorne and May's study on honesty of kids
very few show consistency
**personality is
stable across time
unstable across situation
situation determines our behavior???
Mischel and Shoda
Cognitive-Affective Personality System (CAPS)
encoding strategies
expectancies and beliefs
goals and values
affects (feelings)
personal competencies and self-regulatory processes
personality variables are not traits, they are these cognitive process models
encoding strategies
help us to categorize and understand events
take information we exposed to and process it
basically, what's our perception of the situation?
expectancies and beliefs
how likely is it that certain outcomes will occur if I behave in manner X, or manner Y?
how likely am I to succeed?
how much personal control do I have?
goals and values
how much do I want to experience, or to avoid, these outcomes?
this relates to the person's motivational structure
affects and feelings
how do I feel about it?
the emotional responses constitute the person's feelings
personal competencies and self-regulatory processes
do I have the behavioral skills needed to deal with this situation?
"personality" is a network of cognitive-affective units
Mischel: social-cognitive expectancy variables
behavior-outcome/expectancies
stimulus-outcome expectancies
self-efficacy expectancies
learned helplessness
learned optimism
Seligman's learned helplessness dog studies
helplessness, hopelessness, and their effects
day 1: control group - dog in harness or without shock
experiment group - dog in harness with shock
day 2: dogs in shuttle box
warning signal followed by shock
if dog jumps over bar in middle to the other side
--> no electrical shock
negative reinforcement; learned stimulus-outcome expectancy
control dog - learned very fast
experiment dog - no learning
no moving, no striving; just waiting for shock
even jumped over accidentally, NO LEARNING
experimental result
-->learned extreme external locus control
Richter's aquatic rats
studied stress and its effect on behavior
local wild rats, survived in water for hours
after whiskers cut off, gave up their life
white lab rats
doesn't matter whether whiskers were cut or not
"hope training"
-->better swimming performance
Ferrari's nursing home study 50s to 60s
interview 55 nursing home admissions
17 don't want to be there
38 think of it as a good choice
no difference in health and age
--> 10 weeks later, one out of 38 died, and one out of 17 survived
differed psychologically and their view of the situation and future
Rodin and Langer: choice, personal control, and mortality
2 programs and 2 buildings
1. good customarily care (normal program)
2. complete responsibility on their behaviors
meals, outings, flowers
over 1 year period
30% of normal condition died
15% of choice condition died
08/13/02:
Seligman learned optimism
daily challenges interpreted as opportunity/chance for improvement
inc. optimism
inc. self-efficacy
self-enhancing
inc. level of adjustment
better dealing with stress
goal and value
self-reinforcement; we set our own standards
affects
tendency to experience positive or negative affect --> stable through. time
personal competencies and self-regulatory processes
skill we have to deal with environment
human resource we have
we regulate behaviors based on both external and internal outcome
personal standard vs. external outcome/reward
CAPS system: interaction between person and situation
same personality system exposed to different situation
--> different behavior
situations 1, 2, 3 --> [CAPS variables] => behavior signature
people could behave differently in different situation but have similar mean level of behavior X
these different profiles: the "behavior signature" of the individual
the tendency to behavior in a certain way across situation
people scored same on test for certain personality trait, could have completely different behavior signatures
also, there's also individual difference on flexibility of encoding strategies
Foci of the Cognitive-Behavioral Theories
cognitive focus:
how people attend to process information about self and world
social-interpersonal focus:
individual pattern of behavior across situation
social learning
behavioral focus
learning and environment matters
personality forged by learning experiences
focus on human potential
how people increase competencies and self-efficacy
VERY optimistic
focus on reciprocal determinism
personality, behavior, and environment all co-effect
self-regulation
shape environment and shape by environment
focus on individual's uniqueness
understand cognitive affective variable in you
how they interact and making U unique
Personality Disorders
DSM diagnosis: (Diagnostic Statistical Manual)
multi-axial model
1. primary diagnosis: symptom-based; ex. panic disorder
2. personality/developmental disorder: ex. dependent personality disorder
3. relevant physical disorder: ex. diabetes
4. severity of psychosocial stressor: ex. divorce, job loss
5. global assessment of level of functioning
Axis II Personality Disorders
stable, inflexible and maladaptive patterns of thinking, feeling, behaving
characteristics:
1. adaptive inflexibility
2. tendency to foster vicious cycles - by law of complementarity
3. tenuous resiliency - can't bounce back to normal readily
4. syndromal continuity
personality disorder not differed from normal behavior in type/kind
they differed in degrees
table 2.4
source of reinforcement
independent
satisfy own need
no need for social interaction
self-reinforcement
not care for social value
dependent
depend on other to satisfy needs
social and cooperative people
ambivalent
caught between independ dependent cycle
compulsive: goes by rules
passive-aggressive: aggression but care for signs of disapproval
detached
neither independent nor dependent
defensive life style
active: detach because of anxiety
passive: don't care for others
how they behave in order to get reinforcement
active (proactive)
striving for what they want
take whatever they want
instrumental behaviors
passive (reactive)
wait for things to happen
wait for reinforcement
there are three types of people:
those make things happen
those wait for things to happen
and those who wonder what happened
08/14/02:
DSM-IV Classification of Personality Disorders
1. dramatic, emotional, or erratic behavior
antisocial
narcissistic
borderline
histrionic
2. anxious or fearful behavior
avoidant
dependent
obsessive-compulsive
3. odd or eccentric behavior
paranoid
schizoid
schizotypal
provisional: depressive, passive-aggressive
antisocial personality disorder
3% of all male; 1% of all female
82% of diagnosed are males
appeared at ~15 year-old with long criminal history
impulsive, assertive
adapted form: forceful life style
risk taker, thrill-seeker, striving for excitement and stimulus
power-oriented; not caring for welfare of others
very manipulative of people; lie without guilt
from psychoanalytical view: lack of superego
viewed world as a dog-eat-dog place
fearless; no empathy for others
in mild form: very realistic; work well in military, police, and business
no trouble at expressing negative emotions towards others
trouble for warm relationship
suspicious, fear of being defenseless or loss of control
no trust; tend to grow in parental hostility and neglected environment
aggressive at childhood when having "inconvenience"
not much caring from parents
aggressive behaviors get reinforced by peer group or reject from others
get tuned to signs of hostility from people
projection: lots of concern about being used by others
strong evidence of genetic predisposition
Robert Hare
convinced that these people are deficiency of emotional arousal
associated with the limbic system
David Lykken: maze learning
psychopath learned as fast as control group, but got more punishment
no learning for punishment --> deficient in learning avoidance
Schachter and Latane
repeated Lykken's learning maze in prison
psychopaths taken adrenaline learned punishment just as normal people
->biological pathway and environmental influences co-effected.
can learn cognitive-behavior to try to delay impulses
not treated well with psychotherapy
because the therapy taught them more manipulative skills
narcissistic personality disorder
diagnosed: 70% men, 30% women
capable of self-reinforcement and satisfy own need
no need to go out to get what they needed; others will
self-enhancement and self-verification in exaggerated ways
defense mechanism: rationalization; turned failure to success
when failed: irritability--> paranoid; could turned into depression
think the world is full of envy people
two types of delusions: prosecution and grandeur
no evidence of biological factors
largely shaped by environment
parental indulgence and over evaluation
learned how to exploit and manipulate other people; especially low and inferior
didn't develop feeling of responsibility of other people
the self-indulgers (from aggression study)
histrionic personality disorder
diagnosed: 85% women, 15% men
lots of self-display; engage in sexually attractive even seducing behavior
mild form: flirtatious, interpersonal charm
dramatic; exaggerated behavior and greeting
immature and seductive relationship; relations based on the "looks"
friendly and express all feelings
goal: other's attention and affection; learned to praise others
uncomfortable when not in center of others' attention
lots of relationships: started very well, stopped when get to psychological intimacy
defensive mechanism: repression and denial
pick up signs of rejection and disapproval --> anxiety
adapted behavior readily and wait for approval
broken marriages and repetitive affairs
out-of-touch with own feelings
behaviors are normal nd too good to be real
in long-term, seemed insincerely
somatic complain and conversion symptoms
08/19/02:
Etiology--Histrionic Personality Disorder
possible biological underlay
low emotionality threshold (easy to be happy or depressed)
high energy levels
see extraverts study; lots clients were found in sorority
environmental factor
tend to focus on performance-contingent parental approval
performed = praise and love from parents
many never felt truly loved
histrionic parental models
learned manipulative behavior designed to attract attention and approval
behaviors developed early in childhood
maintenance;
preoccupation with external stimulation
precludes meaningful introspection
out-of-touch of their own feelings
self-worth depend on others' comments
fleeting superficial relationships that don't satisfy needs
trying to be perfect, try not to have any bad thoughts for others
repression as major defensive mechanism
lack insight to their own feelings
Cooperative Personality Disorder
13% of all personality disorders; 69% are women
depend on others for support and reassurance
passivity; willingness and demand for others to make decisions for them
even with prize of tolerating intimidation and abuse
avoid loneliness and abandonness; fear of taking care of themselves
behavior: warm and gentle at exterior; generous and thoughtful people
the type of people who apologize for anything
terrified of being on their own; seek out dominant people for support
perception: looking forward to see the goodness in other people
seemed to lack joy of living
defensive mechanism: introjection (take within)
adapt to the norm and take that in as their own
view intimate person as part of them
incredible bonding; contend to lose own identity as long as support last
Etiology--Dependent Personality Disorder
1. parental overprotection
2. competitive deficits, especially during adolescence
3. women: passive-dependent social role
4. positive and negative reinforcements of dependent behaviors:
+ attention and taken care by others
- not having to be on their own
5. missing/avoiding growth-promoting activities
6. public self-deprecation and self-verification
very low self-efficacy
7. when present, phobia self-representation
Ambivalent Personality Disorder
conflict between independent and dependent
extreme variant: passive-aggressive
cause anxiety and reduction
frustrate others and interfere with their happiness
occurs in unpredictable fashion
manipulate others to feel guilt
low frustration tolerance; protest without justification that others mistreat them
defensive mechanism: turn negative feelings into passive-aggressive behavior
Etiology--Passive-Aggressive Personality Disorder
1. parent inconsistency
not knowing what's appropriate
2. underdog sibling rivalries
3. learned vacillation: switching back and forth
get attention and assurance and at the same time release anger
4. anticipation and creation of disappointment
extreme form: borderline
Compulsive Personality Disorder
pathological extension of respectful personality
highly organized; restrained emotional expression
view themselves as responsible and normal person
10-11% of all personality disorder; equally split between men and women
submerged passive and aggression into one rigid form
everyone "has to" "go by rules"
behavior: continuum of disciplined<-----> perfectionist
lack of emotional spontaneity
experience anxiety and pain when deviated from rules
tight on money; NOT big spender at all; money = saved for the "future"
relate to others in authoritariant ways
unquestioned obedience toward authority
hostility directed toward out-groups and subordinates who didn't follow rules
constantly seeking approval from authority
cognitive: view the world as defined by rules
over-controlled their feelings and impulses
loyal to superiors
relatively joyless; emotional behaviors were viewed as immature and irresponsible
defensive mechanism: reaction formation
08/20/02:
Etiology--Compulsive Personality Disorder
1. parental overcontrol
punitive parental action when child break rule
parents demand kids to live up to rigid conformity
internalize those rules into themselves
2. learned compulsive behavior
in order to avoid parental disapproval
avoidance conditioning: follow rules --> no parent disapproval
3. from above, negative reinforcement of compulsive behavior
4. responsibility training
feel guilty when not acted responsible to other people or not being loyal
5. merciless conscience regarding perfection and "correctness"
when standard no attained --> guilt and anxiety
highly self-critical
AvoidantPersonality Disorder
gender neutral
caught in conflict
wants to interact with others, but have high level of social anxiety
fear of being stupid or unwelcome or ridiculous in public
fearful of rejection
difficulty in entering interpersonal interaction
avoid and fear social situation
uncomfortable watchful and insecure, constantly checking-out others people
make other people uncomfortable too in the relation
a little mistrust; don't want to totally depend on others
lots of anxious emotional reaction
lots of fantasy on what they want in real world; ie. perfect relationship
without rejection, disapproval and betray
often seen on internet relationship, where they can present themselves as anything they wanted
Etiological Factors--Avoidant Personality Disorder
1. parental rejection and perceived hatred
low self-efficacy
2. peer group rejection
further enhanced the inferiority
3. avoidance-produced social isolation
4. hypersensitivity to disapproval and rejection
lots of times were misperceived
5. excessive introspection
ties in with fantasized relationship
constantly dwell with their inadequacy
6. social avoidance conditioning
avoidance behavior negatively reinforced
Schizoid Personality Disorder
prefers to be by themselves
doesn't care to have relationship with others
experienced few rewards from interacting with others
interest in activities doesn't involve interaction with others
thoughts often vague, superficial, naive, irrelevant
"flat" emotions; very inhibited emotion
contend with their present life-style
Etiology--Schizoid Personality Disorder
1. possible biogenic factors - possible predisposition
prefrontal cortex and limbic system
lots of parasympathetic nervous reaction relative to sympathetic NS
2. interpersonally bleak family atmosphere
don't relate to one another very much
3. pathological communication patterns
4. as a result, fail to develop positive social motivation
3 extreme forms of personality disorders...
Schizotypal
gender neutral
behavioral: look more eccentric, out-right bizarre
odd speech pattern, severely isolated from outside world
cognitive: no relation with anyone; live in hermit-like existence
Etiology--Schizotypal Personality Disorder
1. social isolation
2. dependency training (ie. live in home and taken care by parents)
3. self-insulation (don't interact with outside world)
4. withdrawal-based social deficits
Borderline
62% female and 38% male
lots of instability in social behavior, mood, and self-image
spontaneous <-------> chaotic continuum; often appear impulsive
change mood rapidly; problem with emotional regulation
enormous need for affection (histrionic)
after rejection --> intense hatred either toward self or others
lot of suicide, mainly to get attention and dramatize their experience
dependent on others behaviorally, but need of independence for decision making
chronic anxiety, phobia (dependency)
fear of left alone and abandon
Paranoid
two-thirds male, one-third female
pervasive distrust, suspicious, resentful, hostile
desire to avoid relationship in which they lose control or power
moral rigidity; see the world in completely black or white, right or wrong
feel justified in aggressive behavior
-> self-protection, "combatting the evil"
-> self-verification
Sex difference in personality disorders:
M: paranoid 67%
schizoid 78%
narcissistic 70%
antisocial 82%
F: histrionic 85%
borderline 62%
dependent 69%