THE THEORY AND ITS

KEY POINTS OF THE THEORIES

PROPONENT
PSYCHODYNAMIC APPROACH

Psychoanalytic Levels of the mental life:

(Sigmund Freud)
A. Unconscious: contains all those drives, urges, or instincts that is beyond one’s awareness
human behavior is B. Preconscious: contains all those elements that are not conscious but can become conscious either
deterministic since sexual quite readily or with some difficulty
and aggressive drives are C. Conscious: mental elements in awareness at any given point in time
evident
Personality Structure:

A. Id: a region in mind that is unconscious, chaotic, out of contact with reality, and in service of the
pleasure principle
B. Ego: is the executive of the personality, in contact with the real world, and in service of the reality
principle
C. Superego: serves the moral and idealistic principles and begins to form after the oedipal complex is
resolved

Psychosexual Development:

A. Oral Phase: the infant's primary source of interaction occurs through the mouth. Oral fixation can result
in problems with drinking, eating, smoking or nail biting.
B. Anal Phase: primary focus of the libido was on controlling bladder and bowel movements. The major
conflict at this stage is toilet training--the child has to learn to control his or her bodily needs.
Developing this control leads to a sense of accomplishment and independence.
C. Phallic Phase: During the phallic stage, the primary focus of the libido is on the genitals. Freud also
believed that boys begin to view their fathers as a rival for the mother’s affections. The Oedipus
complex describes these feelings of wanting to possess the mother and the desire to replace the
father. The term Electra complex has been used to describe a similar set of feelings experienced by
young girls. Freud, however, believed that girls instead experience penis envy
D. Latent Period: During the latent period, the libido interests are suppressed. The development of the ego
and superego contribute to this period of calm.
E. Genital Stage: During the final stage of psychosexual development, the individual develops a strong
sexual interest in the opposite sex. This stage begins during puberty but last throughout the rest of a
person's life.
 Dynamics of Personality:

A. Drives: operates as a constant motivational force

1. Sex: all pleasurable activity is traceable in this drive
2. Aggression: the drive that aims to self-destruction
B. Anxiety: a felt, affective, unpleasant state accompanied by a physical sensation that warns the
person against impeding danger which the ego can only produce

Defense Mechanisms: are psychological strategies brought into play by the unconscious mind to manipulate,
deny, or distort reality and to maintain a socially acceptable self-image or self-schema.

Libido: the psychosexual energy described as the driving force behind the behavior

Fixation: is a persistent focus on an earlier psychosexual stage which resulted from unresolved issues at an
appropriate stage

Dreams and Freudian Slips: are disguised means of expressing unconscious impulses

Levels of the Psyche:

Analytical Psychology
(Carl Jung)
aims wholeness through the
integration of unconscious
forces and motivations
underlying human
behavior. It rests on the
assumption that occult
phenomena can do
influence in the lives of
everyone. People are
motivated not only by
repressed experiences but
also by certain emotionally
toned experiences
inherited from ancestors
A. Conscious: these are images that are sensed by the ego, whereas unconscious elements have no
relationship with the ego
B. Personal Unconscious: embraces all repressed, forgotten, or subliminally perceived experiences of one
particular individual
C. Collective Unconscious: in contrast with personal unconscious, these rooted from the ancestral past of
the entire species
D. Archetypes: are ancient and archaic images that derive from the collective unconscious
1. Shadow: the archetype of darkness and repression, represents those qualities one do not wish to
acknowledge but attempt to hide to oneself or others
2. Anima: the feminine side of men and is responsible for many of their irrational moods and feelings
3. Animus: the masculine archetype of women and is responsible for irrational thinking and illogical
opinions in women
4. Great Mother: a derivative of anima/ animus that represents two opposing forces- fertility and
nourishment on the one hand and power and destruction to the other
5. Wise Old Man: a derivative of anima/ animus which is the archetype of wisdom and meaning,
symbolizes human’s existing knowledge of the mysteries of life
6. Hero: is the unconscious image of a person who conquers an evil foe but who has also a tragic
flaw
7. Self: is the archetype of completeness, wholeness and perfection
 Dynamics of Personality:

A. Causality and Teleology: motivation in present events have their origin in previous experiences
(causality) and by goals and aspirations (teleology)
B. Progression and Regression: achieving the self –realization through adaptation to the outside
environment by forward flow of psychic energy (progression) and the inner world through backward
flow of psychic energy (regression)

Psychological Types:

A. Attitudes: predisposition to act or react in a characteristic direction

1. Introversion: is the turning inward of psychic energy with an orientation toward the subjective
2. Extraversion: is the attitude distinguished by the turning outward of psychic energy
B. Functions: are the four types that is combined with the attitudes
1. Thinking: logical intellectual activity that produces a chain of ideas
ET: Rely heavily on concrete thoughts
IT: Colored more by the internal meaning
2. Feeling: the process of evaluating an idea or event
EF: Objective data to make evaluations
IT: Judgments are subjective
3. Sensing: receives the physical stimuli and transmits them to perceptual consciousness
(sensation)
ES: Perceives external stimuli objectively
IT: Sensations are influenced subjectively
4. Intuiting: involves perceptions beyond the workings of consciousness
EI: oriented toward facts in the external world
II: are guided by unconscious perceptions of facts that are basically subjective and
have little sense or no resemblance to external reality

Psychosocial Stages of Epigenetic Principle: one component part arises out of another and has its own time of ascendancy, but it
Development does not entirely replace earlier components
(Erik Erikson)
Systonic and Dystonic Attitudes: Conflicting opposites that results to the Psychosocial Crisis Faced each stages
an extension of of Human Development: systonic (harmonious) and dystonic (disruptive) elements
psychoanalysis suggesting
that an individual passes a Basic Strength: is produced by the conflicts of the opposing systonic and dystonic elements
specific psychosocial
struggle that contributes to Core Pathology: results from too little basic strength
the formation of his
personality

Humanistic Psychoanalysis/
Dialectic Humanism
(Erich Fromm)
assumes that humanity’s
separation from the natural
world has produced
feelings and isolation, a
condition called basic
anxiety
Stages of Development with Corresponding Psychosocial Crisis Faced (1), Its Basic Strength (2) and Its Core
Pathology (3) :
A. Infancy: 1. Basic Trust vs. Mistrust, 2. Hope, 3. Withdrawal
B. Early Childhood: 1. Autonomy vs. Shame and Doubt, 2. Will, 3. Compulsion
C. Play Age: 1. Initiative vs. Guilt, 2. Purpose, 3. Inhibition
D. School Age: 1. Industry vs. inferiority, 2. Competence, 3. Inertia
E. Adolescence: 1. Identity vs. Role Confusion, 2. Fidelity, 3. Role Repudiation
F. Young Adulthood: 1. Intimacy vs. Isolation, 2. Love, 3. Exclusivity
G. Adulthood: 1. Generativity vs. Stagnation, 2. Care, 3. Rejectivity
H. Old Age: 1. Integrity vs. Despair, 2. Wisdom, 3. Disdain
Basic Anxiety: a sense of being alone in the world
Human Needs:
A. Relatedness: the drive for union with another person or other persons. There are three basic ways to
relate to the world: submission, power, love
B. Transcendence: the urge to rise a passive and accidental existence into the “realm of purposefulness
and freedom” (Fromm, 1981, p.4). People can transcend by creating life or destroying it
C. Rootedness: the need to establish roots or to feel at home again in the world
D. Sense of Identity: capacity to be aware of oneself as a separate entity
E. Frame of Orientation: a final human need which enables people to organize the various stimuli that
impinge on them. Guides a consistent way of looking at the world
Mechanisms of Escape:
A. Authoritarianism: the need to unite with a powerful partner in order to acquire the strength which the
individual is lacking
B. Destructiveness: restoration of lost feelings of power by destroying people of objects
C. Positive Freedom: act according to basic natures and not according to conventional rules
Character Orientations:
A. Nonproductive Orientations: strategies that fail to move people closer to positive freedom and self
realization
1. Receptive: feel that the source of all good lies outside themselves and that the only way they
can relate to the world is to receive things (concrete or abstract)
2. Exploitative: same as receptive characters yet an inclusion of aggressiveness to take what is
desired rather than being passive is evident

Interpersonal
(Harry Stack Sullivan)
emphasizes the importance
of various developmental
stages – infancy, childhood,
the juvenile era,
preadolescence, early
adolescence, late
adolescence, and
adulthood. , Details of a
patient's interpersonal
interactions with others can
provide insight into the
causes and cures of mental
disorder
3. Hoarding: seeks to save that which have already obtained, hold everything inside and do not let
go
4. Marketing: see themselves as commodities, with their personal value dependent on their
exchange value, the ability to sell themselves
B. Productive Orientations: working towards positive freedom and continuing reasoning
1. Loving: characterized by its four qualities: care, responsibility, respect and knowledge. In
addition, biophila (positive love of life and all that is alive) is included
2. Working: work not as end in itself, but as a means of creative self- expression
3. Thinking: motivated by a concerned interest in another person or object
Personality Disorders:
A. Necrophilia: love of death; desire for sexual contact with a corpse
B. Malignant Narcissism: everything belonging to a narcissistic person is highly valued and everything
belonging to another person is devaluated
C. Incestuous Symbiosis: an extreme dependence on the mother or mother surrogate
Tensions: potential for action
A. Needs: conjunctive; they help integrate personality
1. General Needs: facilitate the overall well-being of a person
a. Interpersonal: tenderness, intimacy, love
b. Physiological: food, oxygen, water, etc.
2. Zonal Needs: arise from particular area of the body
a. Oral
b. Genital
c. Manual
B. Anxiety: disjunctive: it interferes with the satisfaction of needs and is the primary obstacle in establishing
healthy interpersonal relationships
Energy Transformations: overt or covert actions designed to satisfy needs or to reduce anxiety. Some energy
transformations become relatively consistent
Dynamisms: traits or behavioral patterns
A. Malevolence: a feeling of living in an enemy country
B. Intimacy: an integrating experience marked by a close personal relationship with another person who is
more or less of equal status
C. Lust: an isolating dynamism characterized by an impersonal sexual interest in another person

Individual Psychology
(Alfred Adler)
presents an optimistic view
of people while resting
heavily in the notion of
social interest. People are
motivated mostly by social
influences and by their
striving for superiority of
success
Levels of Cognition: ways of perceiving, imagining and conceiving experiences
A. Prototaxic: undifferentiated experiences that are completely personal
B. Parataxic: prelogical experiences that arc communicated distorted fashion
C. Syntaxic: consensually validated experiences communicated to others
Stages of Development with Significant Others (1) and Its Interpersonal Process (2):
A. Infancy: 1. Mothering one, 2. Tenderness
B. Childhood: 1. Parents, 2. Protect security through imaginary playmates
C. Juvenile era: 1. Playmates of equal Status, 2. Orientation toward living in the world of peers
D. Pre- adolescence 1. Single chum, 2. Intimacy
E. Early- adolescence: 1. Several chums, 2. Intimacy and lust toward different persons
F. Late- adolescence: 1. Lover, 2. Fusion of intimacy and lust
Social Urges: motivates an individual for he is an inherent social being
The Final Goal: what people strive; fictional and has no objective existence
Striving for Success or Superiority: a means of compensation for feeling of inferiority or weakness
A. Striving for Success: motivated by social interest and the success of all humankind
B. Striving for Superiority: striving with little or no concern for others
Subjective Perceptions: shapes one’s behavior and his personality
A. Fictionalism: a goal created in early life and may not be clearly understood; guides the style of life;
gives unity to the personality
B. Physical Inferiorities: a belief system to overcome physical deficiencies that rooted from epigenetic
principle of development
Unity and Self-Consistency of Personality: makes each individual unique and indivisible
A. Organ Dialect: the disturbance of one part of the body affects the entire person; this expresses the
direction of the individual goal
B. Conscious and Unconscious: conscious thoughts are those regarded by the individual helpful in striving
success, whereas the unconscious thoughts are those that are not helpful; the harmony between them
creates the unified personality

Psychonanalytic Social/
Neurotic Needs
(Karen Horney)
was built on the assumption
that social and cultural
conditions, especially
childhood experiences, are
largely responsible for
shaping personality
Social Interest: a deep concern for the welfare of other people; a feeling of oneself with all humanity
Style of Life: flavor of a person’s life; includes a person’s goal, self-concept, feeling for others, and attitude
toward the world
Creative Self/ Power: makes one in control of his own life; responsible for their final goal; determines the
method for striving the final goal, contributes to the development of social interest
Basic Hostility: results from childhood feelings of rejection or neglect by parents or from a defense against
basic anxiety
Basic Anxiety: repressed feeling that lead to profound feelings of insecurity and a vague sense of
apprehension; results from parental threats or defense against hostility
Compulsive Drives: various protective devices to guard against the rejection, hostility, and competitiveness of
others
Neurotic Needs: 10 categories that characterizes neurotics in their attempts to combat anxiety
Neurotic Trends: general categories of neurotic needs that relates a person’s attitude toward self and others
A. Moving toward people
1. Acceptance and Humiliation: live accordingly; please people
2. Dominant Partners: attach oneself to powerful partner
B. Moving against people
3. Personal Achievement: strong drive to do best
4. Personal Admiration: to be recognized
5. Prestige: to be respected
6. Power
7. Exploitation: evaluate others on how they can be exploited; at the same time, there is fear of
being exploited by others
C. Moving away from people
8. Self- restriction: to be contented
9. Self- sufficient: self apart
10. Perfection and Unassailability: be best and critical to mistakes
Basic Conflict: incompatible tendency to move as of neurotic trends
Transactional Analysis
(Eric Berne)
describes how people are
structured psychologically.
It uses what is perhaps its
best known model, the
ego-state (Parent-Adult-
Child) model, to do this. The
same model helps explain
how people function and
express their personality in
their behavior
Organismic
(Kurt Goldstein)
tend to stress the
organization, unity, and
integration of human
beings expressed through
each individual's inherent
growth or developmental
tendency
The Ego-State (or Parent-Adult-Child, PAC) Model:
A. Parent: a state in which people behave, feel, and think in response to an unconscious mimicking of how
their parents (or other parental figures) acted, or how they interpreted their parent's actions
B. Adult: a state of the ego which is most like a computer processing information and making predictions
absent of major emotions that could affect its operation. Learning to strengthen the Adult is a goal of
TA. While a person is in the Adult ego state, he/she is directed towards an objective appraisal of reality.
C. Child: a state in which people behave, feel and think similarly to how they did in childhood. The Child is
the source of emotions, creation, recreation, spontaneity and intimacy.
Transaction and Strokes:
A. Transactions: are the flow of communication, and more specifically the unspoken psychological flow of
communication that runs in parallel. Transactions occur simultaneously at both explicit and
psychological level
B. Strokes: are the recognition, attention or responsiveness that one person gives another
Kinds of Transactions:
A. Reciprocal: A simple, reciprocal transaction occurs when both partners are addressing the ego state
the other is in
B. Crossed: Communication failures are typically caused by a 'crossed transaction' where partners
address ego states other than that their partner is in
C. Ulterior: the explicit social conversation occurs in parallel with an implicit psychological transaction
(verbal and physical)
ORGANISMIC APPROACH
Basic Concepts: A theory of disease
A. The organism cannot be divided into "organs": it is the whole that reacts to the environment
B. Disease: is a manifestation of a change of state between the organism and its environment
C. Healing does not come through "repair" but through adaptation of the whole system
D. The organism cannot simply return to the state preceding the event that changed it, but has to adapt
to the conditions that caused the new state
E. A local symptom is not meaningful to understand a "disease", and the organism's behavior during a
disease cannot be explained as a response to that specific symptom
F. A sick person's body undergoes mass-scale adjustments
Biospheric System
(Andres Angyal)
according to this model,
the biosphere is the system
of the individual and her
environment, consisting of
Subject subsystem (the
individual) and Object
subsystem (the
environment)
Moral Development
(Lawrence Kohlberg)
focuses on the emergence,
change, and
understanding of morality
from infancy through
adulthood (morality is
defined as principles for
how individuals ought to
treat one another, with
respect to justice, others’
welfare, and rights)
Biosphere: is seen as a system of interlocking systems so arranged that any given sub-system of the biosphere
is both the container of lesser systems and the contained of a greater system or systems
Fundamental Pulls of the Biosphere:
A. Autonomy/ Self Determination: is the relatively egoistic pole of the biosphere: it represents the
tendency to advance one's interests by mastering the environment, by asserting oneself, so to speak,
as a separate being
B. Homonymy/ Self- Surrender: is the relatively 'selfless' pole of the biosphpere: it is the tendency to fit
oneself to the environment by willingly subordinating oneself to something that one perceives as larger
than the individual self
Levels of Moral Development:
A. Preconventional: self-directed
1. Stage 1: Obedience- Punishment Orientation: Obeying the rules is important because it is a means
to avoid punishment
2. Stage 2: Instrumental Relativist Orientation: children account for individual points of view and judge
actions based on how they serve individual needs
B. Conventional: others –directed
1. Stage 3: Good Boy, Nice Girl Orientation: focused on living up to social expectations and roles
2. Stage 4: Law and Order Orientation: people begin to consider society as a whole when making
judgments. The focus is on maintaining law and order by following the rules, doing one’s duty and
respecting authority
C. Postconventional: principle- directed
1. Stage 5: Social Contract Orientation: people begin to account for the differing values, opinions and
beliefs of other people. Rules of law are important for maintaining a society, but members of the
society should agree upon these standards
2. Stage 6: Universal Ethical Orientation: moral reasoning is based upon universal ethical principles
and abstract reasoning. At this stage, people follow these internalized principles of justice, even if
they conflict with laws and rules

Personology Theory
(Henry Murray)
suggests that personalities
are a reflection of
behaviors controlled by
needs. While some needs
are temporary and
changing, other needs are
more deeply seated in ones
nature
HUMANISTIC AND EXISTENTIAL APPROACH
Two types of needs:
A. Primary Needs: are based upon biological demands, such as the need for oxygen, food, and water.
B. Secondary needs: are generally psychological, such as the need for nurturing, independence, and
achievement.
List of Psychogenic Needs
A. Ambition Needs
1. Achievement: Success, accomplishment, and overcoming obstacles
2. Exhibition: Shocking or thrilling other people
3. Recognition: Displaying achievements and gaining social status
B. Materialistic Needs
1. Acquisition: Obtaining things
2. Construction: Creating things
3. Order: Making things neat and organized
4. Retention: Keeping things
C. Power Needs
1. Abasement: Confessing and apologizing
2. Autonomy: Independence and resistance
3. Aggression: Attacking or ridiculing others
4. Blame Avoidance: Following the rules and avoiding blame
5. Deference: Obeying and cooperating with others
6. Dominance: Controlling others
D. Affection Needs
1. Affiliation: Spending time with other people
2. Nurturance: Taking care of another person
3. Play: Having fun with others
4. Rejection: Rejecting other people
5. Succorance: Being helped or protected by others
E. Information Needs
1. Cognizance: Seeking knowledge and asking questions
2. Exposition: Education others
Holistic- Dynamic
(Abraham Maslow)
assumes that the whole
person is constantly being
motivated by one need or
another and that people
have the potential to grow
toward psychological
health – self actualization
Person- Centered
(Carl Rogers)
roots from the idea that all
individuals (organisms) exist
in a continually changing
world of experience
(phenomenal field) of
which they are the center
Existential Psychology
(Ludwig Binswanger)
represents a synthesis of
philosophy and psychology
Hierarchy of Needs (Conative/ Basic Needs):
A. Physiological Needs: survival needs (food, water, oxygen, heat, etc.)
B. Safety Needs: protection needs ( physical security, stability, dependency, freedom from threatening
forces)
C. Love and Belongingness Needs: interpersonal needs (desire for friendship, wish for a mate and children,
the need to belong to a family, etc.)
D. Self- Esteem Needs: self-respect, confidence, competence, knowledge (for higher esteem)
E. Self-Actualization Needs: self-fulfillment, the realization of one’s potential, desire to become creative
Other Categories of Needs (according to Maslow):
A. Aesthetic Needs: need for beauty and aesthetically pleasing experiences
B. Cognitive Needs: desire for knowledge and wisdom
C. Neurotic Needs: nonproductive needs that are usually reactive; that is, they serve as compensation
for unsatisfied basic needs
Basic Assumptions:
A. Formative Tendency: the tendency for all matter , both organic and inorganic, to evolve from simpler to
more complex forms; human consciousness evolves from a primitive unconsciousness to a highly
organized awareness
B. Actualizing Tendency: the tendency within all humans (and other animals and plants) to move toward
completion or fulfillment of potentials
The Self and Self Actualization:
A. Self-Concept: includes all those aspects of one’s being and one’s experiences that are perceived in
awareness (though not always accurately) by the individual
B. Ideal Self: one’s view of self as one wishes to be
Intentionality: the structure that gives meaning to experience and allows people to make decisions about the
future
Being-in-the –world/ Dasein: This concept emphasizes the unity of person and environment, since, in this
heavily phenomenological position, both are subjectively defined. Being-in-the-world has three components:
 A. Umwelt ("world around") - the natural world of biological urge and drive
B. Mitwelt ("with-world") - the social, interactive, interpersonal aspects of existence
C. Eigenwelt ("own world") - the subjective, phenomenological world of the self.

Nonbeing: is the awareness of the possibility of one’s not being, through death or loss of awareness

Anxiety: occurs when an individual is aware of the possibility of his nonbeing as well as when he is aware that
he is free to choose

A. Normal Anxiety: is experienced by everyone and is proportionate to the threat

B. Neurotic Anxiety: is disproportionate to the threat, involves repression, and is handled in a self-
defeating manner

Guilt: results from (1) separation to the natural world, (2) inability to judge the needs of others, (3) denial of
one’s potentials

Authenticity: best ways of living life, requires movement/ change

Inauthenticity: becoming static in life, no change

Different Modes: the styles people live

A. Singular mode: alone and self-sufficient

B. Dual mode: "you and me" rather than an "I."
C. Plural mode: thinking of themselves in terms of their membership in something larger than themselves -
- a nation, a religion, an organization, a culture
D. Anonymous mode: quiet, secretive, in the background of life

PSYCHOPHYSIOLOGICAL THEORIES

Constitutional/ Somatotype Categorization (Body Shape):

Physique
(William Sheldon)
associating the body type
with the human
temperament type
A. Endomorphic: characterized by increased fat storage, a wide waist and a large bone structure, usually
referred to as fat; slow, sloppy and lazy; sociable
B. Mesomorphic: characterized by medium bones, solid torso, low fat levels, wide shoulders with a narrow
waist; usually referred to as muscular; popular and hardworking
C. Ectomorphic: characterized by long and thin muscles/limbs and low fat storage; usually referred to as
slim; intelligent but fearful

Individual Psychology
(Gordon Allport)
emphasized on the
uniqueness of the individual
where the idea general
traits are neglected
Factor Analytic Trait
(Raymund Bernard Catell)
are primarily interested in
the measurement of traits,
which can be defined as
habitual patterns of
behavior, thought, and
emotion
DISPOSITIONAL APPROACH
Morphogenic Science: the methods used to gather data are focused on a single individual
Common Traits: are general characteristics held in common by many people
Structure of Personality: personal dispositions – the building blocks of personality
A. Individual traits /Personal Dispositions: generalized neuropsychic structure (peculiar to the individual),
has levels:
1. Cardinal Dispositions: which only a few people possess and which are so conspicuous that they
cannot be hidden
2. Central Dispositions: the 5-10 individual traits that make a person unique
3. Secondary Dispositions: are not central to personality yet occur with some regularity and are
responsible for much of one’s specific behaviors
B. Proprium: refer to those behaviors and characteristics that people regard as warm, central and
important to their lives
Motivational traits: personal dispositions that initiate actions
Stylistic traits: personal dispositions that guides actions
Functional Autonomy: refers to motives that are self-sustaining and independent from the motives that were
originally responsible for a behavior
A. Preservative Functional Autonomy: refers to those habits and behaviors that are not part of one’s
proprium
B. Propriate Functional Autonomy: includes all those self-sustaining motivations that are related to the
proprium
Traits: the building blocks of personality
A. Constitutional Traits: determined by biology
B. Environmental-Mold Traits: determined by environment
1. Ability Traits: person’s skill in dealing with the complexity of a given situation (e.g., IQ)
2. Temperament Traits: person’s stylistic tendencies(e.g., sociable, active)
3. Dynamic Traits: person’s motivations and interests (e.g., ambition, power- or athletically-oriented)
C. Common Traits: shared by many people
D. Unique Traits: specific to one person

Psychological Trait
(Hans Eysenck)
are primarily interested in
the measurement of traits,
which can be defined as
habitual patterns of
behavior, thought, and
emotion
E. Surface Traits: behaviors that superficially go together
F. Source Traits: behaviors that do vary together
Role: ties traits together in a given situation
Dynamic Traits and the Dynamic Lattice
Dynamic Traits: traits that power the person into action; dispositions that motivate a person to act in certain
ways
A. Attitudes: specific interests in particular course of action toward certain objects in a given situation
B. Sentiments: large and complex attitudes, which incorporate a host of interests, opinions, and minor
attitudes.
C. Erg: innate drives triggered by environmental stimuli that cease when the goal of the erg is reached
Dynamic Lattice: Cattell’s proposed structure for interrelating traits in personality
Subsidiation: A process whereby certain traits control and lead to the occurrence of other traits
Sources of Data:
A. L Data: person’s life derived from observations made by other people
B. Q Data: self-reports obtained from questionnaires and other techniques designed to allow people to
make subjective descriptions of themselves
C. T Data: objective tests which measures performance designed to challenge people’s maximum
performance
Three Bipolar Factors:
A. Extraversion/ introversion: Extraverts are characterized by sociability and impulsiveness; introverts, by
passivity and thoughtfulness
B. Neuroticism/ stability: high score on the neuroticism scale may indicate anxiety, hysteria, obsessive-
compulsiveness disorders, or criminality; low scores tend to predict emotional stability
C. Psychoticism/ Superego: high scores on psychoticism indicate hostility, self-centeredness, suspicion,
nonconformity, and antisocial behavior; low scores indicated a strong superego, empathy and
cooperation

Behavioral Analysis/
(Burrhus Frederic Skinner)
focused entirely on
observable behavior;
avoided all hypothetical
constructs, such as ego,
traits, drives, needs, hunger,
and so forth
LEARNING BASED
Connectionism Theory (Edward Thorndike): a precursor to Skinner’s Scientific Behaviorism where learning
means selecting and connecting
Laws of Learning:
A. Law of Readiness: learning takes place if the individual is biologically prepared for the specific matter
to learn
B. Law of Exercise: explains that any connection is strengthened in proportion to the number of times it
occurs and in proportion to the average vigor and duration of connection
C. Law of Effect: a organism’s connection is increased if its response is accompanied or followed by a
satisfactory state
Conditioning: a behavioral process whereby a response becomes more frequent or more predictable in a
given environment as a result of reinforcement, with reinforcement typically being a stimulus or reward for a
desired response
Classical Conditioning (Ivan Pavlov): a neutral conditioned stimulus is paired with – an unconditioned stimulus
a number of times until it is capable of bringing about a previously unconditioned response
Features of Classical Conditioning:
A. Stimulus Generalization: a process by which the conditioned response transfers to other stimuli that are
similar to the original conditioned stimulus
B. Discrimination: a process by which one learns not to respond to a similar stimuli in an identical manner
brought about by previous experience
C. Extinction: by which a conditioned response is lost
Operant Conditioning: is a process of changing behavior in which reinforcement (or punishment) is contingent
on the occurrence of a particular behavior
Reinforcement: a process of strengthening a directly measurable dimension of behavior immediately or
shortly after the occurrence of the behavior
A. Positive reinforcer: is any event that, when added to the situation, increases the probability that a given
behavior will occur
B. Negative reinforcer: is any aversive stimulus that, when removed from the environment, increases the
probability of a given behavior

Social Cognitive Theory
(Albert Bandura)
posits that portions of an
individual's knowledge
acquisition can be directly
related to observing others
within the context of social
interactions, experiences,
and outside media
influences
Punishment: unlike negative reinforcement, it presents an aversive stimulus or removal of a positive stimulus
that does not strengthen a response.
Schedules of Reinforcement:
A. Continuous schedule: the organism is reinforced for every response
B. Intermittent schedule: are based either on the behavior of the organism or on elapsed time; they either
can be set a fixed rate or can vary according to randomized program
1. Fixed-ratio schedule: reinforced intermittently according to the number of responses it makes
2. Variable-ratio schedule: the organism is reinforced every after nth response
3. Fixed-interval schedule: reinforced for the first response following a designated period of time
4. Variable-interval schedule: reinforced after the lapse of random or varied periods of time
Observation Learning: allows people to learn without performing any behavior
A. Attention to a model
B. Organization and retention of observations
C. Behavioral production
D. Motivation to perform the modeled behavior
Triadic Reciprocal Causation: this system assumes that human action is a result of interaction among three
variables – environment, behavior, and person.
Chance Encounters: an unintended meeting of persons not related to each other
Fortuitous Events: is an environmental experience that is unexpected and unintended
Human Agency: capacity of humans to exercise and control their own lives. Has 3 core features:
A. Self-Efficacy: belief that one can or cannot execute a behavior that can be affected by the following:
1. Mastery of Experiences
2. Social Modeling
3. Social Persuasion
4. Physical and Emotional Stress
B. Proxy Agency: occurs when people have the capacity to rely on others for goods and services
C. Collective Efficacy: refers to the confidence that groups of people have their combined efforts to
produce social change
Social Learning Theory
( Julian Rotter)
rests on the assumption that
cognitive factors such as:
expectancies, subjective
perceptions, values, goals,
and personal standards
help shape how people will
react to environmental
forces
Personal Construct Theory
(George Kelly)
assumes that all people
anticipate events by the
meanings or interpretations
they place on those events
Predicting Specific Behaviors:
A. Behavior Potential: refers to the likelihood that a given behavior will occur in a particular situation
B. Expectancy: is a person’s expectation of being reinforced
C. Reinforcement Value: is a person’s preference of a particular reinforcement
D. Psychological Situation: refers to a complex pattern of cues that a person perceives during a specific
time period.
Predicting General Behaviors:
A. Generalized Expectancies: used when possible behaviors are new to the individual
B. Needs: any behavior or set of behaviors that people see as moving them in the direction of a goal
1. Categories of Needs:
a. Recognition Status
b. Dominance
c. Independence
d. Protection-Dependency
e. Love and Affection
2. Need Components:
a. Need Potential: refers to possible occurrence of a set of goals functionally related
behaviors directed toward satisfying the same or similar goals
b. Freedom of Movement: one’s best guess that particular reinforcement will follow a specific
response
c. Need Value: is the degree to which he or she prefers one set of reinforcements to another
Construction: people’s interpretation in their real world by which their behavior is shaped
Constructive Alternativism: a philosophical position with which alternative constructions are always available
Personal Constructs: are the means by which people make sense out of the world
Fundamental postulate: "A person's processes are psychologically channelized by the ways in which he [or
she] anticipates events."

Russian/ Soviet Psychology
follows materialistic
philosophy and ideas and
links it to Marx, Engels, and
Lenin
Supporting Collolaries:
A. The construction corollary: "a person anticipates events by construing their replications." This means
that individuals anticipate events in their social world by perceiving a similarity with a past event
(construing a replication).
B. The experience corollary: "a person's construction system varies as he successively construes the
replication of events."
C. The dichotomy corollary: "a person's construction system is composed of a finite number of
dichotomous constructs."
D. The organization corollary: "each person characteristically evolves, for his convenience in anticipating
events, a construction system embracing ordinal relationships between constructs."
E. The range corollary: "a construct is convenient for the anticipation of a finite range of events only."
F. The modulation corollary: "the variation in a person's construction system is limited by the permeability
of the constructs within whose range of convenience the variants lie."
G. The choice corollary: "a person chooses for himself that alternative in a dichotomized construct
through which he anticipates the greater possibility for extension and definition of his system."
H. The individuality corollary: "persons differ from each other in their construction of events."
I. The commonality corollary: "to the extent that one person employs a construction of experience
which is similar to that employed by another, his psychological processes are similar to the other
person."
J. The fragmentation corollary: "a person may successively employ a variety of construction subsystems
which are inferentially incompatible with each other."
K. The sociality corollary: "to the extent that one person construes the construction processes of another,
he may play a role in a social process involving the other person."
CULTURE INFLUENCED
Materialism: reality is based on what is sensed; the only thing that exists is matter or energy; that all things are
composed of material and all phenomena (including consciousness) are the result of material interactions. In
other words, matter is the only substance, and reality is identical with the actually occurring states of energy
and matter
Communism: everything is equal
Reactology: response to the demand of the environment
Eastern Psychology Bhikku Nyannaponika: mind (the center of all activities), which has two categories:
(Gautama Buddha)
A. Mental Properties: innate process
Buddhist approaches B. Mental Factors: characteristics and temperament
emphasize the
commonalities among Adaptation and Adjustment: Buddhism explains suffering and its causes, and offers an Eightfold Path to
people. Differences occur alleviate suffering and bring happiness. It offers detailed practices for improving mental functioning, through
in the specific content of various kinds of yoga and meditation.
consciousness, but these
are transient, and the Cognitive Processes: Wrong thinking is a fundamental cause of suffering. Meditation improves cognitive
emphasis is on a common functioning. The idea of a stable, enduring self is seen as an illusion with adverse consequences.
developmental progression
Society: The individual is not separate from others or the world as a whole, and individual development has
positive consequences for the world. Conversely, a supportive community improves individual functioning.

Biological Influences: The Buddhist worldview does not see the body and mind as separate but rather as
closely related, so improved consciousness has beneficial health effects.

Development: Development results from systematic and intensive spiritual practices, and is an individual
responsibility. In contrast to other approaches, Buddhism does not look to external causes, such as the family
or the environment, as the cause of development or developmental failures.

Karma: consequences of behavior

Atta/ The Personality: yielded from the sum total of all body parts

Reference:

Feist, J and Feist G. J (2009). Theories of Personality (7th Ed.). New Oyrk, America: McGraw-Hill.

Obias, P. H. (2012). (Class Lectures).

* some references were not cited, this document does not claim for their works.