Personality Final Exam

Ego Psychology

Psychosocial Development

Object Relations Theories

Object Relations Theory: Mahler

Attachment Theory

Attachment Theory: Harlow

Attachment Theory: Bowlby

Attachment Theory: Ainsworth

Ainsworth

Secure attachment

Ainsworth

Anxious ambivalent attachment

Ainsworth

Avoidant attachment

Psychosocial Development

Psychosocial Development: Erikson’s Stages

Infancy (year 1) — Trust vs. Mistrust

Early Childhood (yrs. 2–3) — Autonomy vs. Shame and doubt

Preschool (yrs 3–5) — Initiative vs. Guilt

School age (yrs 5–11) — Industry vs. Inferiority

Identity vs. Role Confusion (yrs. 12–20)

Young Adulthood (20’s) — Intimacy vs. Isolation

Adulthood (to 60’s) — Generativity vs. Stagnation

Old Age —Integrity vs. Despair

Applying Erikson

Erikson In Conclusion

The Behavioral Viewpoint

Classical Conditioning:

Operant Conditioning:

Positive vs Negative

Schedules of Reinforcement

ratio schedule

interval schedule

Fixed Ratio Schedule

variable Ratio Schedule

Fixed Interval Schedule

Variable Interval Schedule

Schedules of Reinforcement: Impact on Future Responding

The Behavioral Viewpoint

Behaviorism: Assumption #1

behaviourism assumption #2

behavioursim evaluation

Downside of Behaviorism

Social-Cognitive Theory – Basics

Social Cognition: Theory of Person

Social-Cognitive Theory: Structures of Personality

processes of personality

processes of personality

depression

phobias

Aggressive Behavior (causes):

Aggressive Behavior (maintenance):

Social-Cognitive Theory: Treatment

humanistic psychology: main theories

maslow- self actualization

d needs (basic characteristics)

metamotivation

Being needs (B needs)

marlows hierarchy of needs

maslow: self actualization
peak experiences

Maslow: Self actualization

Maslow: Self actualization

Maslow: Self actualization

Maslow: Self actualization
men vs. women

Humanism : Carl Rogers

phenomenological field

psychological distress

Rogers, inner values and insitutions

Rogers: The "self"

self actualization

evidence that self-actualization predicts

seek self consistency and congruence self and experience

congruence

anxiety results from incongruence

subception
defences
distortion

donahue and colleagues (1993)

self is fragmented

why is consistency so important?

very powerful need

Roger, no need for ____ & _____

george kelly

Kelly; referral says "student is lazy"

Kelly; teacher is forming a construction of the students behaviour

Kelly; there is no absolute, objective truth

Kelly; personal constructs

Kelly similarties to Roger

Kelly; view of the person

implications

Behaviourists
Kelly

Kelly; theory of personality (structure)

negative emotions; anxiety

threat; negative emoition

Kelly;psychopathology

cognitive psychology: schemas`

the self schema

self maintaining

self schema: maintenance

self verification motive

maintenance

negative self concept

clinical applications

clinical applications 1-5

schemas in cognitive therapy

black and white thinking

overgeneralization

selective abstraction

catastophizing

excessive self refrence

schemas and automatic thoughts