UNP A CK IN G T HE S E LF

ST AN DING THE SEL F – D A T1

UNDER
FINALS
 PHYSICAL SELF
 SEXUAL SELF
 MATERIAL ECONOMIC SELF
 POLITICAL SELF
 SPIRITUAL SELF
The 4 Major Personality Perspectives
1. PSYCHOANALYTIC PERSPECTIVE
- Emphasizes the importance of early childhood experiences and the
unconscious mind. This perspective on personality was created by psychiatrist
Sigmund Freud who believed that things hidden in the unconscious could be
revealed in a number of different ways, including through dreams, free association,
and slips of the tongue. Neo-freudian theorists, including Erik Erikson, Carl Jung,
Alfred Adler, and Karen Horney, believed in the importance of the unconscious but
disagreed with other aspects of freud's theories.

The 4 Major Personality Perspectives

1. SIGMUND FREUD - Stressed the importance of early childhood events, the influence of the
unconscious and sexual instincts in the development and formation of personality.

2. ERIK ERIKSON - Emphasized the social elements of personality development, the identity crisis
and how personality is shaped over the course of the entire lifespan.

3. CARL JUNG - Focused on concepts such as the collective unconscious, archetypes, and
psychological types.

4. ALFRED ADLER - Believed the core motive behind personality involves striving for superiority,
or the desire to overcome challenges and move closer toward self-realization. This desire to achieve
superiority stems from underlying feelings of inferiority that Adler believed were universal.

5. KAREN HORNEY - Focused on the need to overcome basic anxiety, the sense of being isolated
and alone in the world. She emphasized the societal and cultural factors that also play a role in
personality, including the importance of the parent-child relationship.

Major Theorists and Theories:

• THE CONSCIOUS MIND
When we talk about consciousness representing only the
‘tip of the iceberg,’ we are referring to the fact that only a
small portion of the iceberg is actually visible. Analogous to
consciousness, this includes all the thoughts, feelings, and
memories that we are currently aware of or that we can
call into awareness.

• THE UNCONSCIOUS MIND

Underneath the surface of the water lies the enormous bulk
of the iceberg that simply dwarfs what is visible to the eye,
much like the unconscious mind. The ice below the water
represents our unconsciousness, impulses, memories, and
thoughts that are hidden from our awareness.

1. SIGMUND FREUD
I want Chocolate now. You’re on diet.

Eat small bar of chocolate.

SIGMUND FREUD
Conflict within the mind: According to Freud, the job of the ego is to balance the aggressive/pleasure-
seeking drives of the id with the moral control of the superego.
SIGMUND FREUD
1. “ID” refers to the innate instincts and urges
that are present in every human being from
birth. During the first few years of life, an
infant’s personality is entirely made up of the id,
which causes the child to act in ways that are
directed towards immediate gratification. If an
infant is in pain or uncomfortable, he or she will
scream and cry regardless of what time it is or
how much inconvenience the child will be
causing its caretakers. Instant gratification and
the pleasure principle are the focus of the id,
which functions in the unconscious mind and
may be said to act as the “devil on your
shoulder”.
 SIGMUND FREUD
The “superego”, which functions as the direct
opposite of the id, works to force an individual to
conform to societal norms and standards. The
superego, which could be termed the “angel on
your shoulder” acts as a moral guide and is
frequently targeted in spiritual settings. When
young children are taught about their conscience,
the part of the brain that distinguishes right from
wrong, they are actually learning about their
superego. Contrary to the id, the superego is
developed through social interaction and can form
differently from one individual to the next
depending on the frequency of rewards granted
for acting in ways that conform to societal norms
and punishment inflicted for deviant behavior.
 SIGMUND FREUD
The “ego”, the only of the three elements
that functions in the conscious mind, works
to balance and compromise between the
demanding id and superego. Adhering to
the angel/ devil metaphor mentioned
above, the ego acts as the individual
between the two, attempting to decide
which advice to take. Ideally, a mentally
stable individual will find a method of
satisfying both parties through the means
of a compromise.
1. REPRESSION - one of the most frequently used
defense mechanisms, involves individuals pushing the
troubling event or circumstance out of the conscious
part of the brain in order to prevent it from causing a
great deal of sorrow or despair.

2. DENIAL - a regularly expressed sentiment in

cinematic representations, as well as everyday life,
involves the individual not accepting the reality of a
circumstance and instead going about his or her life as
if it had not occurred.
DEFENSE MECHANISMS
3.DISPLACEMENT - After a stressful event or
circumstance transpires, displacement occurs when the
individual is unable to direct his or her anger at the cause of
the unfortunate event and instead take it out on a less
threatening target, such as a spouse or pet.

4.PROJECTION - occurs when an individual in incapable of

dealing with the way he or she feels about a person or
event and expresses sentiments that other individuals feel
that way instead. For example, a scorned lover may express that his
or her ex still has feelings for them, when, in reality, the opposite is
true.

DEFENSE MECHANISMS
5. REACTION FORMATION - this defense mechanism
involves an individual acting in ways that run contrary to
the way he or she actually feels. (Ex. Grade school boys
who pull the hair of the girl they have a crush on instead of
acting kindly frequently express reaction formation.)

6. REGRESSION - involves individuals reverting back

to behaviors commonly put to use in their childhood,
such as thumb sucking or hair twirling, in order to cope
with a difficult situation or stressful circumstance.

DEFENSE MECHANISMS
7.RATIONALIZATION - the healthiest of defense
mechanisms, occurs when an individual copes with a
traumatic event by focusing the good that it has brought to
their life and discovering how the setback can actually
become beneficial.

8.SUBLIMATION - the only defense mechanism that

involves conscious thought, occurs when an individual
redirects frustration towards something productive. (For
example, a man who experiences frustration from setbacks in the workplace
environment may begin to work out on a daily basis in order to express the anger
in a constructive manner. Go to Gym, walking and etc.)

DEFENSE MECHANISMS
 2. ERIC ERICSON
EMPHASIZED THE SOCIAL ELEMENTS OF
PERSONALITY DEVELOPMENT, 
THE IDENTITY CRISIS AND HOW PERSONALITY
IS SHAPED OVER THE COURSE OF THE ENTIRE
LIFESPAN.
2. ERIK ERICSON
2. ERIK ERICSON
STAGE 1 : TRUST vs. MISTRUST (Infant-18months)
• Infants must learn that adults can be trusted.
• This occurs when adults meet a child’s basic needs for survival.
Infants are dependent upon their caregivers, so caregivers who are
responsive and sensitive to their infant’s needs help their baby to
develop a sense of trust; their baby will see the world as a
safe, predictable place.
• Unresponsive caregivers who do not meet their baby’s needs can
cause feelings of anxiety, fear, and mistrust; their baby may see
the world as unpredictable. If infants are treated cruelly or their
needs are not met appropriately, they will likely grow up with a
sense of mistrust for people in the world.

2. ERIK ERICSON
•Major Question: "Can I trust
the people around me?"
•Basic Virtue: Hope
•Important Event(s): Feeding
STAGE 2 : AUTONOMY vs. SHAME/DOUBT
(18months-3yrs.old)
• Begin to explore their world, they learn that they can control their
actions and act on their environment to get results. They begin to
show clear preferences for certain elements of the environment,
such as food, toys, and clothing.
• At this point in development, children are just starting to gain a little
independence. By allowing kids to make choices and gain control,
parents and caregivers can help children develop a sense of
autonomy.
• If denied the opportunity to act on her environment, she may begin
to doubt her abilities, which could lead to low self-esteem and
feelings of shame.

2. ERIK ERICSON
•Major Question: "Can I
do things myself or am I
reliant on the help of
others?"
•Basic Virtue: Will
•Important
Event(s): Toilet training
STAGE 3 : INITIATIVE VS. GUILT (3y-5 yrs.old)

 They are capable of initiating activities and asserting control over

their world through social interactions and play.
 By learning to plan and achieve goals while interacting with others,
preschool children can master this task. Initiative, a sense of
ambition and responsibility, occurs when parents allow a child to
explore within limits and then support the child’s choice. These
children will develop self-confidence and feel a sense of purpose.
 Those who are unsuccessful at this stage—with their initiative
misfiring or stifled by over-controlling parents—may develop feelings
of guilt.

2. ERIK ERICSON
•Major Question: “Am I
good or bad?”
•Basic Virtue: Purpose
•Important
Event(s): Exploration, Play
STAGE 4 : INDUSTRY VS. INFERIORITY (5-13 yrs.old)

 Children begin to compare themselves with their peers to see how they
measure up.
 They either develop a sense of pride and accomplishment in their
schoolwork, sports, social activities, and family life, or they feel inferior and
inadequate because they feel that they don’t measure up.
 If children do not learn to get along with others or have negative
experiences at home or with peers, an inferiority complex might develop
into adolescence and adulthood.

2. ERIK ERICSON
•Major Question: "How can
I be good?"
•Basic Virtue: Competence
•Important
Event(s): School
STAGE 5 : IDENTITY VS. ROLE CONFUSION
(13-21 yrs.old)
 Adolescents struggle with questions such as “Who am I?” and “What do I
want to do with my life?” Along the way, most adolescents try on many
different selves to see which ones fit; they explore various roles and ideas,
set goals, and attempt to discover their “adult” selves.
 Adolescents who are successful at this stage have a strong sense of identity
and are able to remain true to their beliefs and values in the face of
problems and other people’s perspectives.
 When adolescents are apathetic, do not make a conscious search for
identity, or are pressured to conform to their parents’ ideas for the future,
they may develop a weak sense of self and experience role confusion. They
will be unsure of their identity and confused about the future. Teenagers
who struggle to adopt a positive role will likely struggle to “find” themselves
as adults.

2. ERIK ERICSON
•Major Question: "Who
am I?"
•Basic Virtue: Fidelity
•Important
Event(s): Social
Relationships
STAGE 6 : INTIMACY VS. ISOLATION (21-39 yrs.old)

 After we have developed a sense of self in adolescence, we are ready to

share our life with others.
 However, if other stages have not been successfully resolved, young adults
may have trouble developing and maintaining successful relationships with
others.
 Erikson said that we must have a strong sense of self before we can develop
successful intimate relationships.
 Adults who do not develop a positive self-concept in adolescence may
experience feelings of loneliness and emotional isolation.

2. ERIK ERICSON
•Major Question: "Will I be loved or will I be alone?"
•Basic Virtue: Love
•Important Event(s): Romantic Relationships
STAGE 7 : Generativity vs. Stagnation (40-65 yrs.old)
 Generativity refers to "making your mark" on the world by caring for others
as well as creating and accomplishing things that make the world a better
place.

 Stagnation refers to the failure to find a way to contribute. These

individuals may feel disconnected or uninvolved with their community and
with society as a whole..

Those who are successful during this phase will feel that they are contributing
to the world by being active in their home and community.

Those who fail to attain this skill will feel unproductive and uninvolved in the
world.

2. ERIK ERICSON
STAGE 7 : Generativity vs. Stagnation (40-65 yrs.old)
• When people reach their 40s, they enter the time known as middle
adulthood, which extends to the mid-60s. Generativity involves finding
your life’s work and contributing to the development of others through
activities such as volunteering, mentoring, and raising children.
• During this stage, middle-aged adults begin contributing to the next
generation, often through childbirth and caring for others; they also
engage in meaningful and productive work which contributes positively to
society.
• Those who do not master this task may experience stagnation and feel as
though they are not leaving a mark on the world in a meaningful way;
they may have little connection with others and little interest in
productivity and self-improvement.

2. ERIK ERICSON
•Major Question: "How can I
contribute to the world?"
•Basic Virtue: Care
•Important Event(s): Parenthood
and Work
STAGE 8 : Integrity vs. Despair (65 yrs.old and older)

• From the mid-60s to the end of life, we are in the period of

development known as late adulthood.
• He said that people in late adulthood reflect on their lives and feel
either a sense of satisfaction or a sense of failure. People who feel
proud of their accomplishments feel a sense of integrity, and they can
look back on their lives with few regrets.
• However, people who are not successful at this stage may feel as if
their life has been wasted. They focus on what “would have,” “should
have,” and “could have” been. They face the end of their lives with
feelings of bitterness, depression, and despair.

2. ERIK ERICSON
•Major Question: "Did
I live a meaningful life?"
•Basic Virtue: Wisdom
•Important
Event(s): Reflecting
back on life
 3. CARL JUNG ORDER FREEDOM
(Archetypes)
Are components of the
collective unconscious
and serve to organize,
direct and inform human
thought and
behaviour. Archetypes ho
ld control of the human
life cycle. SOCIAL EGO
4. ALFRED ADLER
Believed the core motive behind personality
involves striving for superiority, or the desire to
overcome challenges and move closer toward
self-realization. This desire to achieve superiority
stems from underlying feelings of inferiority that
Adler believed were universal.
5. KAREN HORNEY
Focused on the need to overcome basic anxiety,
the sense of being isolated and alone in the
world. She emphasized the societal and cultural
factors that also play a role in personality,
including the importance of the parent-child
relationship.
 2. HUMANISTIC PERSPECTIVE
The humanistic perspective of personality focuses on
psychological growth, free will, and personal awareness. It
takes a more positive outlook on human nature and is centered
on how each person can achieve their individual potential.

The 4 Major Personality Perspectives

• CARL ROGERS: believed in the inherent goodness of people and emphasized
the importance of a free will and psychological growth. He suggested that the
actualizing tendency is the driving force behind human behavior.

• ABRAHAM MASLOW: suggested that people are motivated by 

hierarchy of needs. The most basic needs are centered on things necessary for life
such as food and water, but as people move up the hierarchy these needs become
centered on things such as esteem and self-actualization.

Major Theorists and Theories:

 3. TRAIT PERSPECTIVE
The trait perspective of personality is centered on identifying,
describing and measuring the specific traits that make up
human personality. By understanding these traits, researchers
believe they can better comprehend the differences between
individuals.

The 4 Major Personality Perspectives

• Hans Eysenck: suggested that there are three dimensions of personality: 1)
extraversion-introversion, 2) emotional stability-neuroticism and 3)
psychoticism.

• Raymond Cattell: identified 16 personality traits that he believed could be utilized to

understand and measure individual differences in personality.

• Robert McCrae and Paul Costa: introduced the big five theory, which identifies
five key dimensions of personality: 1) extraversion, 2) neuroticism, 3) openness to
experience, 4) conscientiousness and 5) agreeableness.

Major Theorists and Theories:

4. SOCIAL COGNITIVE PERSPECTIVE

The social cognitive perspective of personality emphasizes the

importance of observational learning, self-efficacy, situational
influences, and cognitive processes.

The 4 Major Personality Perspectives

• Albert Bandura: emphasized the importance of social learning, or
learning through observation. His theory emphasized the role of
conscious thoughts including self-efficacy, or our own beliefs in our
abilities.

Major Theorists and Theories: