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Practicals 1-3 (Practical 2: Applying Personality Theories (Freudian…
Practicals 1-3
Practical 2
: Applying Personality Theories
Freudian Psychoanalsyis
Main features
Importance of psychological conflict: desire against social norms:
Internal/External: hitting someone VS societal norms
Internal/Internal: desire to lose weight VS desire to eat
Unconscious processes of the mind
Therapy: involves brining the unconscious to conscious (awareness)
Dynamics of the mind; desires, emotions
Development of personality: renouncing infantile desires & impulses (Opidus/Electra Complex)
Defence mechanisms
Automatic, hard to change (goal of therapy)
Unconscious methods of protecting against threatening desires/feelings
Examples
Reaction Formation
Forming an attitude opposite to wishes felt to be desireable
Eg. a homophobic man with homosexual urges
Rationalisation
Forming a "rational" explanation for behaviour when real reason cannot be tolerated
Eg. Conversion therapy
Repression
Forcing unacceptable desires out of awareness
Results in psychosomatic experience of daily anxiety/unease
Sublimation
Chanelling a desire into a socially acceptable outlet
Most adaptive
Transference
Displacement
Changing the target of an instinctive drive because the real target in in past/unavailable
Transference
Feelings towards people in the past are transferred onto people in the present
ANGER AT OTHER TO OTHER
Projection = ANGER AT SELF TO OTHER
Albert Bandura Social-Cognitive theory
Main features
Similar to Skinner's learning theory yet Bandura accounted for social methods of learning
Didn't focus on just behaviour; allows for cognitive processes
Learning theory that emphasises role of social factors
Features of learning
Reinforcement
: a consequence of behaviour that strengthens a response
Punishment
: a consequence of behaviour that weakens a response
Behaviour is modified by its consquences
A
modifier
is added (positive), or subtracted (negative)
Modelling & vicarious learning
Modelling
: imitating the actions of others (bobo doll)
Vicarious
learning: learning by observing the consequences of others' behaviour (stronger emotional experience = stronger leaning effect
Comparison
Both
Place important role on environmental factors (punishment)
Both appreciate cognition (beliefs)
Childhood = formative
Practical 1
: DISC Personality Test
Assessment/categorisation personality tests
Influencers
Extroverted, Agreeable
Stabilisers
Introverted, Agreeable
Directors
Extroverted, Conscientious
Conscientious
Introverted, Conscientious
Cricitisms
Reliance on self-report
Categorical: forced to choose a group, spectrum/percentage not viable
Forced to choose between conscientiousness & agreeableness (ie independent & discrete not ends of a spectrum)
Practical 3
: Personality Assessment
Validity
Reliability