Sample Theories of Personality 9th Edition

Theories of NINTH EDITION PERSONALITY Jess Feist Gregory J. Feist Tomi-Ann Roberts

Ninth Edition Theories of Personality Jess Feist McNeese State University Gregory J. Feist San Jose State University Tomi-Ann Roberts Colorado College

THEORIES OF PERSONALITY, NINTH EDITION Published by McGraw-Hill Education, 2 Penn Plaza, New York, NY 10121. Copyright © 2018 by McGraw-Hill Education. All rights reserved. Printed in the United States of America. Previous editions © 2013, 2009, and 2006. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written consent of McGraw-Hill Education, including, but not limited to, in any network or other electronic  storage or transmission, or broadcast for distance learning. Some ancillaries, including electronic and print components, may not be available to customers outside the United States. This book is printed on acid-free paper. 1 2 3 4 5 6 7 8 9 LCR 21 20 19 18 17 ISBN: 978-0-07-786192-6 MHID: 0-07-786192-2 Chief Product Officer, SVP Products & Markets: G. Scott Virkler Vice President, General Manager, Products & Markets: Michael Ryan Vice President, Content Design & Delivery: Betsy Whalen Managing Director: David Patterson Brand Manager: Jamie Laferrera Product Developer: Alex Preiss Marketing Manager: Meredith Leo Director, Content Design & Delivery: Terri Schiesl Program Manager: Debra Hash Content Project Managers: Jodi Banowetz; Sandy Wille Buyer: Laura M. Fuller Design: Matt Backhaus Content Licensing Specialists: Lori Slattery Cover Image: ©lightwise/123RF Compositor: Aptara®, Inc. Printer: LSC Communications All credits appearing on page or at the end of the book are considered to be an extension of the copyright page. Library of Congress Cataloging-in-Publication Data Names: Feist, Jess, author. | Feist, Gregory J., author. | Roberts, Tomi-Ann, author. Title: Theories of personality / Jess Feist, McNeese State University, Gregory J. Feist, San Jose State University,     Tomi-Ann Roberts, Colorado College. Description: Ninth Edition. | Dubuque : McGraw-Hill Education, [2018] | Revised edition of the authors’      Theories of personality, c2013. | Includes bibliographical references and indexes. Identifiers: LCCN 2016050779 | ISBN 9780077861926 (alk. paper) | ISBN 0077861922 (alk. paper) Subjects: LCSH: Personality—Textbooks. Classification: LCC BF698 .F365 2018 | DDC 155.2—dc23 LC record available at     https://lccn.loc.gov/2016050779 The Internet addresses listed in the text were accurate at the time of publication. The inclusion of a website does not indicate an endorsement by the authors or McGraw-Hill Education, and McGraw-Hill Education does not guarantee the accuracy of the information presented at these sites. mheducation.com/highered

About the Authors Jess Feist was Professor of Psychology at McNeese State University in Lake Charles, Louisiana from 1964 until his death in 2015. Besides coauthoring Theories of Personality, he coauthored with Linda Brannon, Health Psychology: An Introduction to Behavior and Health. He earned his under- graduate degree from St. Mary of the Plains and graduate de- grees from Wichita State University and the University of Kan- sas. His research interest was in early childhood recollections. Gregory J. Feist is a Professor of Psychology in the Department of Psychology at San Jose State University. He has also taught at the College of William & Mary and University of California, Davis. He received his PhD in personality psychology in 1991 from the University of California at Berkeley and his under- graduate degree in 1985 from the University of Massachusetts– Amherst. He is widely published in the psychology of creativity, the psychology of science, and the development of scientific tal- ent. His recent book, The Psychology of Science and the Origins of the Scientific Mind, was awarded the William James Book Award from the American Psychological Association (APA). He is founding president of the International Society for the Psy- chology of Science & Technology and founding editor-in-chief of the Journal of Psychology of Science & Technology. His re- search in creativity has been recognized by an Early Career Award from the Division for Psychology of Aesthetics, ­Creativity and the Arts (Division 10) of APA, and he is former president of Division 10. Finally, he is co-author of Psychology: ­Perspectives and Connections (McGraw-Hill) with Erika ­Rosenberg. iii

iv About the Authors Tomi-Ann Roberts is a Professor of Psychology at Colorado College. She received her PhD in social and personality psy- chology in 1990 from Stanford University, and her BA in psychology from Smith College in 1985. Her publications in the areas of gender, personality, and emotion psychology ­include “Objectification Theory,” an original theory that has generated a great deal of research into the causes and conse- quences of the sexual objectification of girls and women. The first paper she co-authored on this topic is the most cited ar- ticle in the 35-year history of the journal Psychology of Women Quarterly. She served on the American Psychologi- cal Association’s Task Force on the Sexualization of Girls, is coauthor of the Sexualization of Girls and Girlhood: Causes, Consequences and Resistance (2012), and continues to work on empirical research, applied consulting work, and media efforts in this area. In addition to her teaching in both psy- chology and gender studies at Colorado College, she cur- rently serves on the executive committee of APA’s Division 35, chairs a Task Force on ­Educating Through Feminist Re- search, and is a certified Laughter Yoga Leader.

Contents PART I Introduction  1 PART II  Psychodynamic Theories 19 CHAPTER 1  Introduction to Personality Theory 2 CHAPTER 2  Freud: Psychoanalysis  20 What Is Personality?  3 Overview of Psychoanalytic Theory  21 What Is a Theory?  5 Biography of Sigmund Freud  22 Levels of Mental Life  28 Theory Defined  5 Unconscious 28 Theory and Its Relatives  5 Preconscious 29 Philosophy 5 Conscious 30 Speculation 6 Provinces of the Mind  31 Hypothesis 6 The Id  32 Taxonomy 7 The Ego  33 The Superego  34 Why Different Theories?  7 Dynamics of Personality  36 Drives 36 Perspectives in Theories of Personality  7 Psychodynamic Theories  8 Sex 36 Humanistic-Existential Theories  8 Aggression 37 Dispositional Theories  8 Anxiety 38 Biological-Evolutionary Theories  8 Defense Mechanisms  39 Learning-(Social) Cognitive Theories  8 Repression 39 Reaction Formation  40 Theorists’ Personalities and Their Theories Displacement 40 of Personality  10 Fixation 41 Regression 41 What Makes a Theory Useful?  11 Projection 41 Generates Research  12 Introjection 42 Is Falsifiable  12 Sublimation 42 Organizes Data  13 Stages of Development  43 Guides Action  13 Infantile Period  43 Is Internally Consistent  14 Oral Phase  43 Is Parsimonious  14 v Dimensions for a Concept of Humanity  14 Research in Personality Theory 16

vi Contents Social Interest  81 Origins of Social Interest  82 Anal Phase  44 Importance of Social Interest  83 Phallic Phase  45 Male Oedipus Complex  45 Style of Life  84 Female Oedipus Complex  47 Creative Power  85 Latency Period  50 Abnormal Development  85 Genital Period  50 Maturity 51 General Description  86 Applications of Psychoanalytic Theory  52 External Factors in Maladjustment  86 Freud’s Early Therapeutic Technique  52 Freud’s Later Therapeutic Technique  53 Exaggerated Physical Deficiencies  86 Dream Analysis  54 Pampered Style of Life  87 Freudian Slips  56 Neglected Style of Life  87 Related Research  57 Safeguarding Tendencies  87 Unconscious Mental Processing  58 Excuses 88 Pleasure and the Id, Inhibition and the Ego  59 Aggression 88 Repression, Inhibition, and Defense Withdrawal 89 Mechanisms 60 Masculine Protest  90 Research on Dreams  61 Origins of the Masculine Protest  90 Critique of Freud  63 Adler, Freud, and the Masculine Protest  90 Did Freud Understand Women, Gender, Applications of Individual Psychology  91 and Sexuality?   63 Family Constellation  91 Was Freud a Scientist?  65 Early Recollections  92 Concept of Humanity  67 Dreams 94 Psychotherapy 95 CHAPTER 3  Adler: Individual Related Research  96 Psychology 70 Birth Order Effects  96 Early Recollections and Career Choice  98 Overview of Individual Psychology  71 Distinguishing Narcissism as Striving for Biography of Alfred Adler  72 Superiority, versus Self-Esteem as Striving Introduction to Adlerian Theory  75 for Success  100 Striving for Success or Superiority  76 Critique of Adler  101 Concept of Humanity  102 The Final Goal  76 The Striving Force as Compensation  77 CHAPTER 4  Jung: Analytical Striving for Personal Superiority  78 Psychology 104 Striving for Success  78 Subjective Perceptions  79 Overview of Analytical Psychology  105 Fictionalism 79 Biography of Carl Jung  106 Physical Inferiorities  79 Levels of the Psyche  110 Unity and Self-Consistency of Personality  80 Organ Dialect  80 Conscious 110 Conscious and Unconscious  81 Personal Unconscious  111 Collective Unconscious  111 Archetypes 112

Contents vii Persona 113 CHAPTER 5   Klein: Object Relations Shadow 114 Theory 142 Anima 115 Animus 116 Overview of Object Relations Theory  143 Great Mother  116 Biography of Melanie Klein  144 Wise Old Man  117 Introduction to Object Relations Hero 117 Self 118 Theory 146 Psychic Life of the Infant  147 Dynamics of Personality  121 Causality and Teleology  121 Phantasies 147 Objects 148 Progression and Regression  121 Positions 148 Paranoid-Schizoid Position  148 Psychological Types  122 Depressive Position  150 Attitudes 122 Psychic Defense Mechanisms  150 Introversion 122 Introjection 150 Extraversion 123 Projection 151 Splitting 151 Functions 124 Projective Identification  152 Thinking 124 Internalizations 152 Feeling 124 Ego 152 Sensing 125 Superego 153 Intuiting 125 Oedipus Complex  154 Development of Personality  127 Female Oedipal Development  154 Stages of Development  127 Male Oedipal Development  155 Childhood 127 Later Views on Object Relations  155 Youth 128 Margaret Mahler’s View  156 Middle Life  128 Heinz Kohut’s View  158 Old Age  129 John Bowlby’s Attachment Theory  159 Mary Ainsworth and the Strange Situation 160 Self-Realization 129 Psychotherapy 162 Related Research  162 Jung’s Methods of Childhood Trauma and Adult Object Investigation 130 Relations 162 Attachment Theory and Adult Relationships  163 Word Association Test  130 Critique of Object Relations Theory  166 Concept of Humanity  167 Dream Analysis  131 CHAPTER 6  Horney: Psychoanalytic Active Imagination  133 Social Theory  170 Psychotherapy 134 Overview of Psychoanalytic Social Theory 171 Related Research  135 Personality Type and Leadership 135 Personality Type Among Clergy and Churchgoers 136 A Critical Look at the Myers-Briggs Type Indicator (MBTI)  138 Critique of Jung  138 Concept of Humanity  140

viii Contents Early Childhood  206 Anal-Urethral-Muscular Mode  206 Biography of Karen Horney  172 Autonomy Versus Shame and Doubt  207 Introduction to Psychoanalytic Social Will: The Basic Strength of Early Childhood  207 Theory 174 Play Age  208 Horney and Freud Compared  174 Genital-Locomotor Mode  208 The Impact of Culture  174 Initiative Versus Guilt  208 The Importance of Childhood Experiences  175 Purpose: The Basic Strength Basic Hostility and Basic Anxiety  175 of the Play Age  209 Compulsive Drives  177 Neurotic Needs  177 School Age  209 Neurotic Trends  178 Latency 209 Industry Versus Inferiority  209 Moving Toward People  180 Competence: The Basic Strength of Moving Against People  180 the School Age  210 Moving Away From People  181 Intrapsychic Conflicts  182 Adolescence 210 The Idealized Self-Image  183 Puberty 210 The Neurotic Search for Glory  183 Identity Versus Identity Confusion  210 Neurotic Claims  184 Fidelity: The Basic Strength Neurotic Pride  185 of Adolescence  212 Self-Hatred 185 Feminine Psychology  186 Young Adulthood  212 Psychotherapy 189 Genitality 213 Related Research  190 Intimacy Versus Isolation  213 Developing and Validating a New Measure Love: The Basic Strength of Horney’s Neurotic Trends  190 of Young Adulthood  213 Can Neuroticism Ever Be a Good Thing?  191 Critique of Horney  193 Adulthood 214 Concept of Humanity  194 Procreativity 214 Generativity Versus Stagnation  214 CHAPTER 7   Erikson: Post-Freudian Care: The Basic Strength of Adulthood  215 Theory 196 Old Age  215 Overview of Post-Freudian Theory  197 Generalized Sensuality  216 Biography of Erik Erikson  198 Integrity Versus Despair  216 The Ego in Post-Freudian Theory  200 Wisdom: The Basic Strength of Old Age  216 Society’s Influence  201 Epigenetic Principle  201 Summary of the Life Cycle  217 Stages of Psychosocial Development  203 Infancy 205 Erikson’s Methods of Investigation  218 Anthropological Studies  218 Oral-Sensory Mode  205 Basic Trust Versus Basic Mistrust  205 Psychohistory 218 Hope: The Basic Strength of Infancy  206 Related Research  221 Ego Identity Status in Adolescents Across Cultures  221 Does Identity Precede Intimacy?  222 Critique of Erikson  223 Concept of Humanity  224

Contents ix CHAPTER 8   Fromm: Humanistic PART III  Humanistic/Existential Psychoanalysis 227 Theories 255 Overview of Humanistic Psychoanalysis  228 CHAPTER 9   Maslow: Holistic-Dynamic Biography of Erich Fromm  229 Theory 256 Fromm’s Basic Assumptions  231 Human Needs  232 Overview of Holistic-Dynamic Theory  257 Biography of Abraham H. Maslow  258 Relatedness 232 Maslow’s View of Motivation  261 Transcendence 233 Rootedness 234 Hierarchy of Needs  262 Sense of Identity  235 Physiological Needs  263 Frame of Orientation  235 Safety Needs  263 Summary of Human Needs  236 Love and Belongingness Needs  264 The Burden of Freedom  236 Esteem Needs  265 Mechanisms of Escape  237 Self-Actualization Needs  265 Authoritarianism 237 Aesthetic Needs  266 Destructiveness 237 Conformity 238 Cognitive Needs  266 Positive Freedom  238 Character Orientations  238 Neurotic Needs  267 Nonproductive Orientations  239 Receptive 239 General Discussion of Needs  267 Exploitative 239 Reversed Order of Needs  267 Hoarding 239 Unmotivated Behavior  268 Marketing 240 Expressive and Coping Behavior  268 The Productive Orientation  241 Deprivation of Needs  268 Personality Disorders  241 Instinctoid Nature of Needs  268 Necrophilia 242 Comparison of Higher and Lower Needs  269 Malignant Narcissism  242 Incestuous Symbiosis  242 Self-Actualization 270 Psychotherapy 244 Maslow’s Quest for the Self-Actualizing Fromm’s Methods of Investigation  244 Person 270 Social Character in a Mexican Village  244 A Psychohistorical Study of Hitler  246 Criteria for Self-Actualization  271 Related Research  247 Testing the Assumptions of Fromm’s Values of Self-Actualizers  272 Marketing Character  247 Estrangement From Culture and Well-Being  248 Characteristics of Self-Actualizing People  273 Authoritarianism and Fear  249 More Efficient Perception of Reality  273 Critique of Fromm  251 Acceptance of Self, Others, and Nature  273 Concept of Humanity  252 Spontaneity, Simplicity, and Naturalness  273 Problem-Centering 274 The Need for Privacy  274 Autonomy 274 Continued Freshness of Appreciation  275 The Peak Experience  275 Gemeinschaftsgefühl 276 Profound Interpersonal Relations  276 The Democratic Character Structure  277 Discrimination Between Means and Ends  277

x Contents Process 307 Stages of Therapeutic Change  307 Philosophical Sense of Humor  277 Theoretical Explanation for Therapeutic Creativeness 277 Change 308 Resistance to Enculturation  278 Love, Sex, and Self-Actualization  278 Outcomes 308 Maslow’s Psychology and Philosophy The Person of Tomorrow  309 of Science  279 Philosophy of Science  311 Measuring Self-Actualization  280 The Chicago Studies  312 The Jonah Complex  281 Psychotherapy 282 Hypotheses 312 Related Research  283 Method 312 Mindfulness and Self-Actualization  283 Findings 313 Positive Psychology  284 Summary of Results  315 Critique of Maslow  286 Related Research  315 Concept of Humanity  287 Self-Discrepancy Theory  315 Motivation and Pursuing CHAPTER 10  Rogers: Person-Centered Theory 290 One’s Goals  316 Critique of Rogers  319 Overview of Client-Centered Theory  291 Concept of Humanity  320 Biography of Carl Rogers  292 Person-Centered Theory  295 CHAPTER 11  May: Existential Psychology 323 Basic Assumptions  295 Formative Tendency  295 Overview of Existential Psychology  324 Actualizing Tendency  296 Biography of Rollo May  325 Background of Existentialism  328 The Self and Self-Actualization  297 The Self-Concept  297 What Is Existentialism?  328 The Ideal Self  298 Basic Concepts  329 Awareness 298 Being-in-the-World 329 Levels of Awareness  299 Nonbeing 330 Denial of Positive Experiences  299 The Case of Philip  332 Anxiety 332 Becoming a Person  299 Normal Anxiety  333 Barriers to Psychological Health  300 Neurotic Anxiety  333 Guilt 334 Conditions of Worth  300 Intentionality 335 Incongruence 301 Care, Love, and Will  336 Vulnerability 301 Union of Love and Will  336 Anxiety and Threat  301 Forms of Love  337 Defensiveness 302 Sex 337 Disorganization 302 Eros 337 Psychotherapy 303 Philia 337 Conditions 303 Agape 338 Counselor Congruence  304 Unconditional Positive Regard  305 Empathic Listening  306

Contents xi Freedom and Destiny  338 Motivation 364 Freedom Defined  338 A Theory of Motivation  364 Forms of Freedom  339 Functional Autonomy  365 Existential Freedom  339 Perseverative Functional Autonomy  366 Essential Freedom  339 Propriate Functional Autonomy  367 What Is Destiny?  339 Criterion for Functional Autonomy  367 Philip’s Destiny  340 Processes That Are Not Functionally Autonomous 368 The Power of Myth  340 Psychopathology 342 The Study of the Individual  368 Psychotherapy 342 Morphogenic Science  368 Related Research  344 The Diaries of Marion Taylor  369 Letters From Jenny  370 Threats in the Umwelt: Mortality Salience and Denial of Our Animal Nature  345 Related Research  372 Understanding and Reducing Prejudice  372 Finding Meaning in the Mitwelt: Attachment Intrinsic and Extrinsic Religious Orientation  375 and Close Relationships  346 Religious Motivation and Mental Health  376 Religious Motivation and Physical Health  377 Growth in the Eigenwelt: There Is an Upside to Mortality Awareness  348 Critique of Allport  378 Concept of Humanity  379 Critique of May  349 Concept of Humanity  350 CHAPTER 13  McCrae and Costa’s Five-Factor Trait Theory  382 PART IV   Dispositional Theories 353 Overview of Trait and Factor Theories  383 CHAPTER 12  Allport: Psychology The Pioneering Work of Raymond of the Individual  354 B. Cattell  384 Overview of Allport’s Psychology Basics of Factor Analysis  385 of the Individual  355 The Big Five: Taxonomy or Theory?  387 Biographies of Robert R. McCrae and Biography of Gordon Allport  356 Allport’s Approach to Paul T. Costa, Jr.  387 In Search of the Big Five  389 Personality Theory  358 What Is Personality?  358 Five Factors Found  389 What Is the Role of Conscious Description of the Five Factors  390 Evolution of the Five-Factor Theory  392 Motivation? 359 Units of the Five-Factor Theory  393 What Are the Characteristics of Core Components of Personality  393 a Healthy Person?  359 Basic Tendencies  393 Structure of Personality  361 Characteristic Adaptations  394 Self-Concept 395 Personal Dispositions  361 Peripheral Components  395 Levels of Personal Dispositions  362 Biological Bases  395 Cardinal Dispositions  362 Objective Biography  396 Central Dispositions  362 External Influences  396 Secondary Dispositions  362 Motivational and Stylistic Dispositions  363 Proprium 363

xii Contents Biography of David Buss  433 Principles of Evolutionary Psychology  435 Basic Postulates  396 Evolutionary Theory of Personality  435 Postulates for Basic Tendencies  396 Postulates for Characteristic Adaptations  398 The Nature and Nurture of Personality  437 Adaptive Problems and their Solutions Related Research  398 Personality and Academic Performance  398 (Mechanisms) 437 Traits, Internet Use, and Well-Being  400 Evolved Mechanisms  439 Traits and Emotions  401 Motivation and Emotion as Evolved Critique of Trait and Factor Theories  404 Mechanisms 440 Concept of Humanity  405 Personality Traits as Evolved Mechanisms  440 PART V  Biological/Evolutionary Origins of Individual Differences  442 Theories 407 Environmental Sources  443 CHAPTER 14  Eysenck’s Biologically Heritable/Genetic Sources  443 Based Factor Theory  408 Nonadapative Sources  444 Maladaptive Sources  444 Overview of Biologically Based Neo-Bussian Evolutionary Theories Trait Theory  409 of Personality  444 Common Misunderstandings Biography of Hans J. Eysenck  411 in Evolutionary Theory  446 Eysenck’s Factor Theory  413 Evolution Implies Genetic Determinism (Behavior as Set in Stone and Void of Criteria for Identifying Factors  414 Influence From the Environment)  446 Hierarchy of Behavior Organization  414 Executing Adaptations Requires Conscious Dimensions of Personality  415 Mechanisms 446 Extraversion 417 Mechanisms Are Optimally Designed  447 Neuroticism 418 Related Research  447 Psychoticism 419 Temperament and the Pre- and Post-Natal Measuring Personality  421 Environment 447 Biological Bases of Personality  421 Genetics and Personality  449 Personality as a Predictor  422 Animal Personality  450 Personality and Behavior  422 Critique of Evolutionary Theory Personality and Disease  423 of Personality  453 Related Research  424 Concept of Humanity  454 The Biological Basis of Extraversion  424 The Biological Basis of Neuroticism  426 PART VI  Learning-Cognitive Theories 457 Critique of Eysenck’s Biologically CHAPTER 16   Skinner: Behavioral Based Theory  428 Analysis 458 Concept of Humanity  429 Overview of Behavioral Analysis  459 CHAPTER 15   Buss: Evolutionary Theory Biography of B. F. Skinner  460 of Personality  430 Precursors to Skinner’s Scientific Overview of Evolutionary Theory  431 Behaviorism 463

Contents xiii Scientific Behaviorism  464 How Conditioning Affects Personality  485 Philosophy of Science  465 How Personality Affects Conditioning  486 Mutual Influence Between Personality Characteristics of Science  465 and Conditioning  487 Conditioning 466 Critique of Skinner  489 Classical Conditioning  467 Concept of Humanity  490 Operant Conditioning  468 CHAPTER 17   Bandura: Social Cognitive Shaping 468 Theory 494 Reinforcement 470 Positive Reinforcement  470 Overview of Social Cognitive Theory  495 Negative Reinforcement  470 Biography of Albert Bandura  496 Punishment 471 Learning 497 Effects of Punishment  471 Punishment and Reinforcement Compared  472 Observational Learning  498 Conditioned and Generalized Reinforcers  472 Modeling 498 Schedules of Reinforcement  473 Processes Governing Observational Fixed-Ratio 473 Learning 499 Variable-Ratio 473 Attention 499 Fixed-Interval 474 Representation 499 Variable-Interval 474 Behavioral Production  499 Extinction 475 Motivation 500 The Human Organism  475 Enactive Learning  500 Natural Selection  476 Triadic Reciprocal Causation  501 Cultural Evolution  476 An Example of Triadic Reciprocal Causation 502 Inner States  477 Self-Awareness 477 Chance Encounters and Fortuitous Events  503 Drives 478 Human Agency  504 Emotions 478 Purpose and Intention  478 Core Features of Human Agency  504 Self-Efficacy 505 Complex Behavior  479 Higher Mental Processes  479 What Is Self-Efficacy?  505 Creativity 479 What Contributes to Self-Efficacy?  507 Unconscious Behavior  480 Mastery Experiences  507 Dreams 480 Social Modeling  507 Social Behavior  481 Social Persuasion  508 Physical and Emotional States  508 Control of Human Behavior  481 Proxy Agency  509 Social Control  481 Collective Efficacy  509 Self-Control 482 Self-Regulation 510 External Factors in Self-Regulation  511 The Unhealthy Personality  483 Internal Factors in Self-Regulation  511 Counteracting Strategies  483 Self-Observation 511 Judgmental Process  512 Inappropriate Behaviors  484 Self-Reaction 513 Psychotherapy 484 Related Research  485

xiv Contents Need Components  538 Need Potential  538 Self-Regulation Through Moral Agency  513 Freedom of Movement  539 Redefine the Behavior  514 Need Value  539 Disregard or Distort the Consequences General Prediction Formula  539 of Behavior  515 Internal and External Control Dehumanize or Blame the Victims  515 of Reinforcement  541 Displace or Diffuse Responsibility  516 Interpersonal Trust Scale  543 Maladaptive Behavior  544 Dysfunctional Behavior  516 Psychotherapy 545 Depression 516 Changing Goals  545 Phobias 516 Eliminating Low Expectancies  546 Aggression 517 Introduction to Mischel’s Personality Theory 548 Therapy 519 Biography of Walter Mischel  548 Related Research  520 Background of the Cognitive-Affective Personality System  550 Self-Efficacy and Diabetes  520 Consistency Paradox  550 Moral Disengagement and Bullying  521 Person-Situation Interaction  551 Social Cognitive Theory “Goes Global”  523 Cognitive-Affective Personality System  552 Critique of Bandura  523 Behavior Prediction  553 Concept of Humanity  524 Situation Variables  553 Cognitive-Affective Units  555 CHAPTER 18   Rotter and Mischel: Encoding Strategies  555 Cognitive Social Learning Theory  528 Competencies and Self-Regulatory Overview of Cognitive Social Learning Strategies 555 Theory 529 Expectancies and Beliefs  556 Goals and Values  557 Biography of Julian Rotter  530 Affective Responses  558 Introduction to Rotter’s Social Learning Related Research  559 Locus of Control and Holocaust Heroes  559 Theory  531 Person-Situation Interaction  560 Predicting Specific Behaviors  532 Marshmallows and Self-Regulation Across the Lifespan  561 Behavior Potential  532 Critique of Cognitive Social Learning Expectancy 533 Theory 563 Reinforcement Value  533 Concept of Humanity  564 Psychological Situation  534 Basic Prediction Formula  535 CHAPTER 19   Kelly: Psychology Predicting General Behaviors  536 of Personal Constructs  567 Generalized Expectancies  536 Needs 536 Overview of Personal Construct Theory  568 Categories of Needs  537 Recognition-Status 537 Dominance 537 Independence 537 Protection-Dependency 538 Love and Affection  538 Physical Comfort  538

Contents xv Biography of George Kelly  569 Anxiety 582 Kelly’s Philosophical Position  570 Guilt 583 Psychotherapy 583 Person as Scientist  571 The Rep Test  584 Related Research  586 Scientist as Person  571 Gender as a Personal Construct  586 Applying Personal Construct Theory to Constructive Alternativism  571 Intra-Personal Questions of Identity  587 Understanding Internalized Prejudice Personal Constructs  572 Basic Postulate  573 Through Personal Construct Theory  588 Reducing the Threat to Feminist Supporting Corollaries  574 Similarities Among Events  574 Identification 589 Differences Among People  575 Personal Constructs and the Big Five  590 Relationships Among Constructs  575 Critique of Kelly  591 Dichotomy of Constructs  576 Concept of Humanity  592 Choice Between Dichotomies  577 Range of Convenience  577 Glossary G-1 Experience and Learning  578 References R-1 Adaptation to Experience  578 Name Index  N-1 Incompatible Constructs  579 Subject Index  S-1 Similarities Among People  579 Social Processes  580 Applications of Personal Construct Theory 581 Abnormal Development  581 Threat 582 Fear 582

Preface What makes people behave as they do? Are people ordinarily aware of what they are doing, or are their behaviors the result of hidden, unconscious motives? Are some people naturally good and others basically evil? Or do all people have potential to be either good or evil? Is human conduct largely a product of nature, or is it shaped mostly by environmental influences? Can people freely choose to mold their per- sonality, or are their lives determined by forces beyond their control? Are people best described by their similarities, or is uniqueness the dominant characteristic of humans? What causes some people to develop disordered personalities whereas others seem to grow toward psychological health? These questions have been asked and debated by philosophers, scholars, and religious thinkers for several thousand years; but most of these discussions were based on personal opinions that were colored by political, economic, religious, and social considerations. Then, near the end of the 19th century, some progress was made in humanity’s ability to organize, explain, and predict its own actions. The emergence of psychology as the scientific study of human behavior marked the beginning of a more systematic ap- proach to the study of human personality. Early personality theorists, such as Sigmund Freud, Alfred Adler, and Carl Jung, relied mostly on clinical observations to construct models of human behavior. Although their data were more systematic and reliable than those of earlier observers, these theorists continued to rely on their own individualized way of looking at things, and thus they arrived at different conceptions of the nature of humanity. Later personality theorists tended to use more empirical studies to learn about human behavior. These theorists developed tentative models, tested hypotheses, and then reformulated their models. In other words, they applied the tools of scientific inquiry and scientific theory to the area of human personality. Science, of course, is not divorced from speculation, imagination, and creativity, all of which are needed to formulate theories. Each of the personality theorists discussed in this book has evolved a theory based both on empirical observations and on imaginative speculation. Moreover, each theory is a reflection of the personality of its creator. Thus, the different theories discussed in these pages are a reflection of the unique cultural back- ground, family experiences, and professional training of their originators. The usefulness of each theory, however, is not evaluated on the personality of its author but on its ability to (1) generate research, (2) offer itself to falsification, (3) integrate existing empirical knowledge, and (4) suggest practical answers to everyday problems. Therefore, we evaluate each of the theories discussed in this book on the basis of these four criteria as well as on (5) its internal consistency and (6) its simplicity. In addition, some per- sonality theories have fertilized other fields, such as sociology, education, psychotherapy, advertising, management, mythology, counseling, art, literature, and religion.   The Ninth Edition The ninth edition of Theories of Personality continues to emphasize the strong and unique features of earlier editions, namely the overviews near the beginning of each chapter, a lively writing style, the thought-­provoking concepts of humanity as seen by each theorist, and the structured evaluations of each theory. Annotated ­suggested readings are now available online with Connect®, McGraw-Hill Education’s integrated assignment and assessment platform. As were the previous editions, the ninth edition is based on original sources and the most recent formulation of each theory. Early concepts and models are included only if they retained their importance in the later theory or if they provided vital groundwork for ­understanding the final theory. For select chapters, we have developed a Web-enhanced feature titled Beyond Biography, which is available through Connect. xvi

Preface xvii The ninth edition of Theories of Personality uses clear, concise, and comprehensible language as well as an informal writing style. The book is designed for undergraduate students and should be under- stood by those with a minimum background in psychology. However, we have tried not to oversimplify or violate the theorist’s original meaning. We have made ample comparisons between and among theorists where appropriate and have included many examples to illustrate how the different theories can be applied to ordinary day-to-day situations. A glossary at the end of the book contains definitions of technical terms. These same terms also appear in boldface within the text. The present edition continues to provide comprehensive coverage of the most influential theorists of personality. It emphasizes normal personality, although we have also included brief discussions on abnor- mality, as well as methods of psychotherapy, when appropriate. Because each theory is an e­xpression of its builder’s unique view of the world and of humanity, we include ample biographical information of each theorist so that readers will have an opportunity to become acquainted with both the theory and the theorist. What’s New? In the ninth edition, we have made changes that both add to and build upon previous editions. In order to provide a more integrative and broad overview of the book, we have added a new section in Chapter 1 that describes and summarizes the five major theoretical perspectives: psychodynamic, humanistic-existential, dispositional, biological-evolutionary, and learning (social)-cognitive. This overview provides a roadmap for the book but also helps students with the “big picture” of what theories of personality are and how they differ on fundamental assumptions. The psychodynamic theorists are Freud, Adler, Jung, Klein, Horney, Fromm, and Erikson. Humanistic-existential theorists include Maslow, Rogers, and May. Next, the dispo- sitional theorists covered are Allport, and McCrae and Costa, followed by the biological-evolutionary the- orists Eysenck and Buss. Finally, the last perspective is the learning (social)-cognitive theorists Skinner, Bandura, Rotter, Mischel, and Kelly. We arrange the five perspectives in this sequence for historical reasons, moving generally from the oldest to the newest to also provide students with a sense of change and pro- gression in personality theory. As with each new edition, we have also up-dated the “Recent Research” sections of each of the theories. For example, one study examined whether the Buddhist concept of mindfulness is associated with self-actualization and found that the ability to be nonjudgmental and non-self-critical (c­ omponents of mindfulness) predicted scores on self-actualization. Moreover, recent research has lent ­support to Eysenck’s theory that there are systematic differences in the limbic system (especially the amygdala) between people who are high compared to low in neuroticism. Finally, Bandura’s theory has stimulated research reporting that children who bully are most likely to engage in “moral disengagement”—that is, they minimize the consequences of their actions and do not consider what they are doing as harmful. The ninth edition of Theories of Personality is now available online with Connect, McGraw-Hill Education’s integrated assignment and assessment platform. Connect also offers SmartBook for the new edition, which is the first adaptive reading experience proven to improve grades and help students study more effectively. All of the title’s website and ancillary content is also available through Con- nect, ­including: ∙ A full Test Bank of multiple choice questions that test students on central concepts and ideas in each chapter. ∙ An Instructor’s Manual for each chapter with full chapter outlines, sample test questions, and discussion topics. ∙ A Study Guide which includes learning objectives and chapter summaries. In addition, it contains a variety of test items, including fill-in-the-blanks, true-false, multiple-choice, and short-answer questions.

® Required=Results ©Getty Images/iStockphoto McGraw-Hill Connect® Learn Without Limits Connect is a teaching and learning platform that is proven to deliver better results for students and instructors. Connect empowers students by continually adapting to deliver precisely what they need, when they need it, and how they need it, so your class time is more engaging and effective. 73% of instructors who use Using Connect improves retention Connect require it; instructor rates by 19.8%, passing rates by satisfaction increases by 28% 12.7%, and exam scores by 9.1%. when Connect is required. Analytics Students can view their results for any Connect Insight® Connect course. Connect Insight is Connect’s new one-of-a- kind visual analytics dashboard—now available for both instructors and students—that provides at-a-glance information regarding student performance, which is immediately actionable. By presenting assignment, assessment, and topical performance results together with a time metric that is easily visible for aggregate or individual results, Connect Insight gives the user the ability to take a just-in-time approach to teaching and learning, which was never before available. Connect Insight presents data that empowers students and helps instructors improve class performance in a way that is efficient and effective. Mobile Connect’s new, intuitive mobile interface gives students and instructors flexible and convenient, anytime–anywhere access to all components of the Connect platform.

Adaptive THE ADAPTIVE READING EXPERIENCE DESIGNED TO TRANSFORM THE WAY STUDENTS READ More students earn A’s and B’s when they use McGraw-Hill Education Adaptive products. SmartBook® Proven to help students improve grades and study more efficiently, SmartBook contains the same content within the print book, but actively tailors that content to the needs of the individual. SmartBook’s adaptive technology provides precise, personalized instruction on what the student should do next, guiding the student to master and remember key concepts, targeting gaps in knowledge and offering customized feedback, and driving the student toward comprehension and retention of the subject matter. Available on tablets, SmartBook puts learning at the student’s fingertips—anywhere, anytime. Over 8 billion questions have been answered, making McGraw-Hill Education products more intelligent, reliable, and precise. www.mheducation.com

xx Preface  Acknowledgments Finally, we wish to acknowledge our gratitude to the many people who have contributed to the completion of this book. First of all, we are grateful for the valuable help given by those people who reviewed earlier editions of Theories of Personality. Their evaluations and s­uggestions helped greatly in the preparation of this new edition. These reviewers include the following: ­Robert J. D­ rummond, University of North Florida; Lena K. Ericksen, Western Washington University; Charles S. Johnson, William Rainey Harper College; Alan L­ ipman, George Washington University; John Phelan, Eric Rettinger, Elizabeth Rellinger, Evert C­ ommunity College; Linda Sayers, Richard Stockton College of New Jersey; Mark E. Sibicky, Marietta College; C­ onnie Veldink, Illinois College; Dennis Wanamaker; Kevin Simpson, Concordia University; Lisa Lockhart, Texas A&M University–Kingsville; Natalie Denburg, University of Iowa Hospitals and Clinics; Kristine Anthis, Southern Connecticut State University; Eros DeSouza, Illinois State University; Yozan D. Mosig, University of Nebraska–Kearney; Angie Fournier, Virginia Wesleyan College; Atara Mcnamara, Boise State University; Randi Smith, Metro State College of Denver; and Myra Spindel, Florida International University–Miami. Carrie Hall, Miami University of Ohio; Kenneth Walters, State University of New York at Oneonta; and Melissa Wright, Northwest Vista College. Thanks also to Colorado College students Jenny Wool and Emma Agnew for their help with the updated related research sections on the humanist theorists. In addition we are also grateful to the following reviewers whose feedback helped to shape the ninth edition: Jennifer Cosgrove, Concordia University–CA; Kylie G. Cole, University of Maine; David Devonis, Graceland University–Iowa; William Bradley Goeltz, Young Harris College–Georgia; Prof. John Hays, Southside Virginia Community College; Cameron John, Utah Valley University; Stephen P. Joy, Albertus Magnus College–Connecticut; William Price, North Country Community College–New York; Grace Srigley, North Carolina State University; William G. Vasquez, Palo Alto College–Texas; Christopher VerWys, Rensselaer Polytechnic Institute–New York. We appreciate the strong support we have had from our publisher. We would like to express our special thanks to Jamie Laferrera, brand manager; Jasmine Staton, editorial coordinator; and the ansrsource developmental editing team led by Anne Sheroff and Reshmi Rajeesh. We are also indebted to Albert Bandura for his helpful comments on the chapter dealing with social cognitive theory. We also wish to thank these other personality theorists for taking time to discuss ap- propriate sections of earlier editions of this book: Albert Bandura, Hans J. Eysenck (deceased), Robert McCrae, Paul T. Costa, Jr., Carl R. Rogers (deceased), Julian B. Rotter (deceased), and B. F. Skinner (deceased). Finally, JJF and GJF thank Mary Jo Feist (deceased), Linda Brannon, and Erika Rosenberg, and T-AR thanks Annika and Mia Davis for their emotional support and other important contributions. As always, we welcome and appreciate comments from readers, which help us continue to improve Theories of Personality. Jess Feist Lake Charles, LA Gregory J. Feist Oakland, CA Tomi-Ann Roberts Colorado Springs, CO

PART ONE Introduction C h a p t e r 1    Introduction to Personality Theory  2 1

CHAPTER 1 Introduction to Personality Theory ⬥ What Is Personality? © Purestock/SuperStock ⬥ What Is a Theory? Theory Defined Theory and Its Relatives Why Different Theories? Theorists’ Personalities and Their Theories of Personality What Makes a Theory Useful? ⬥ Dimensions for a Concept of Humanity ⬥ Research in Personality Theory ⬥ Key Terms and Concepts 2

Chapter 1   Introduction to Personality Theory 3 Why do people behave as they do? Do people have some choice in shaping their own personality? What accounts for similarities and differences among people? What makes people act in predictable ways? Why are they unpredictable? Do hidden, unconscious forces control people’s behavior? What causes mental disturbances? Is human behavior shaped more by heredity or by environment? For centuries, philosophers, theologians, and other thinkers have asked these questions as they pondered the nature of human nature—or even wondered whether humans have a basic nature. Until relatively recent times, great thinkers made little progress in finding satisfactory answers to these questions. More than 100 years ago, however, Sigmund Freud began to combine philosophical specula- tions with a primitive scientific method. As a neurologist trained in science, Freud began to listen to his patients to find out what hidden conflicts lay behind their assortment of symptoms. “Listening became, for Freud, more than an art; it became a method, a privileged road to knowledge that his patients mapped out for him” (Gay, 1988, p. 70). Freud, in fact, was the first to develop a truly modern theory of personality, based mostly on his clinical observations. He developed a “Grand Theory,” that is, one that attempted to explain all personality for all people. As we see throughout the course of this book, many other theorists from different points of view have devel- oped alternative grand theories. The general trend over the course of the 20th century was to base theories more and more on scientific observations rather than on clinical ones. Both sources, however, are valid foundations for theories of personality. What Is Personality? Humans are not alone in their uniqueness of and variability between individual members of the species. Individuals within every living species exhibit differ- ences or variability. Indeed, animals such as octopi, birds, pigs, horses, cats, and dogs have consistent individual differences in behavior, otherwise known as per- sonality, within their species (Dingemanse, Both, Drent, Van Oers, & Van Noord- wijk, 2002; Gosling & John, 1999; Weinstein, Capitanio, & Gosling, 2008). But the degree to which individual humans vary from one another, both physically and psychologically, is quite astonishing and somewhat unique among species. Some of us are quiet and introverted, others crave social contact and stimulation; some of us are calm and even-keeled, whereas others are high-strung and per- sistently anxious. In this book, we explore the explanations and ideas that various men and women have had concerning how these differences in human personal- ity come about. Psychologists differ among themselves as to the meaning of personality. Most agree that the word “personality” originated from the Latin persona, which referred to a theatrical mask worn by Roman actors in Greek dramas. These ancient Roman actors wore a mask (persona) to project a role or false appearance. This surface view of personality, of course, is not an acceptable definition. When psy- chologists use the term “personality,” they are referring to something more than the role people play.

4 Part I   Introduction No two people, not even identical twins, have exactly the same personalities. © by golf9c9333/Getty Images However, personality theorists have not agreed on a single definition of person- ality. Indeed, they evolved unique and vital theories because they lacked agreement as to the nature of humanity, and because each saw personality from an individual reference point. The personality theorists discussed in this book have had a variety of backgrounds. Some were born in Europe and lived their entire lives there; others were born in Europe, but migrated to other parts of the world, especially the United States; still others were born in North America and remained there. Many were influenced by early religious experiences; others were not. Most, but not all, have been trained in either psychiatry or psychology. Many have drawn on their experiences as psycho- therapists; others have relied more on empirical research to gather data on human personality. Although they have all dealt in some way with what we call personality, each has approached this global concept from a different perspective. Some have tried to construct a comprehensive theory; others have been less ambitious and have dealt with only a few aspects of personality. Few personality theorists have formally defined personality, but all have had their own view of it. Although no single definition is acceptable to all personality theorists, we can say that personality is a pattern of relatively permanent traits and unique characteristics that give both consistency and individuality to a person’s behavior (Roberts & Mroczek, 2008). Traits contribute to individual differences in behavior, consistency of behavior over time, and stability of behavior across situations. Traits may be unique, common to some group, or shared by the entire species, but their pattern is different for each individual. Thus each person, though like others in some ways, has a unique personality. Characteristics are unique qualities of an individual that include such attributes as temperament, physique, and intelligence.

Chapter 1   Introduction to Personality Theory 5 What Is a Theory? The word “theory” has the dubious distinction of being one of the most misused and misunderstood words in the English language. Some people contrast theory to truth or fact, but such an antithesis demonstrates a fundamental lack of understanding of all three terms. In science, theories are tools used to generate research and organize observations, but neither “truth” nor “fact” has a place in scientific terminology. Theory Defined A scientific theory is a set of related assumptions that allows scientists to use logical deductive reasoning to formulate testable hypotheses. This definition needs further explanation. First, a theory is a set of assumptions. A single assumption can never fill all the requirements of an adequate theory. A single assumption, for example, could not serve to integrate several observations, something a useful theory should do. Second, a theory is a set of related assumptions. Isolated assumptions can neither generate meaningful hypotheses nor possess internal consistency—two cri- teria of a useful theory. A third key word in the definition is assumptions. The components of a theory are not proven facts in the sense that their validity has been absolutely established. They are, however, accepted as if they were true. This is a practical step, taken so that scientists can conduct useful research, the results of which continue to build and reshape the original theory. Fourth, logical deductive reasoning is used by the researcher to formulate hypotheses. The tenets of a theory must be stated with sufficient precision and logical consistency to permit scientists to deduce clearly stated hypotheses. The hypotheses are not components of the theory, but flow from it. It is the job of an imaginative scientist to begin with the general theory and, through deductive rea- soning, arrive at a particular hypothesis that can be tested. If the general theoreti- cal propositions are illogical, they remain sterile and incapable of generating hypotheses. Moreover, if a researcher uses faulty logic in deducing hypotheses, the resulting research will be meaningless and will make no contribution to the ongo- ing process of theory construction. The final part of the definition includes the qualifier testable. Unless a hypothesis can be tested in some way, it is worthless. The hypothesis need not be tested immediately, but it must suggest the possibility that scientists in the future might develop the necessary means to test it. Theory and Its Relatives People sometimes confuse theory with philosophy, or speculation, or hypothesis, or taxonomy. Although theory is related to each of these concepts, it is not the same as any of them. Philosophy First, theory is related to philosophy, but it is a much narrower term. Philosophy means love of wisdom, and philosophers are people who pursue wisdom through

6 Part I   Introduction thinking and reasoning. Philosophers are not scientists; they do not ordinarily con- duct controlled studies in their pursuit of wisdom. Philosophy encompasses several branches, one of which is epistemology, or the nature of knowledge. Theory relates most closely to this branch of philosophy, because it is a tool used by scientists in their pursuit of knowledge. Theories do not deal with “oughts” and “shoulds.” Therefore, a set of prin- ciples about how one should live one’s life cannot be a theory. Such principles involve values and are the proper concern of philosophy. Although theories are not free of values, they are built on scientific evidence that has been obtained in a relatively unbiased fashion. Thus, there are no theories on why society should help homeless people or on what constitutes great art. Philosophy deals with what ought to be or what should be; theory does not. Theory deals with broad sets of if-then statements, but the goodness or badness of the outcomes of these statements is beyond the realm of theory. For example, a theory might tell us that if children are brought up in isolation, completely sepa- rated from human contact, then they will not develop human language, exhibit parenting behavior, and so on. But this statement says nothing about the morality of such a method of child rearing. Speculation Second, theories rely on speculation, but they are much more than mere armchair speculation. They do not flow forth from the mind of a great thinker isolated from empirical observations. They are closely tied to empirically gathered data and to science. What is the relationship between theory and science? Science is the branch of study concerned with observation and classification of data and with the veri- fication of general laws through the testing of hypotheses. Theories are useful tools employed by scientists to give meaning and organization to observations. In addi- tion, theories provide fertile ground for producing testable hypotheses. Without some kind of theory to hold observations together and to point to directions of possible research, science would be greatly handicapped. Theories are not useless fantasies fabricated by impractical scholars fearful of soiling their hands in the machinery of scientific investigation. In fact, theo- ries themselves are quite practical and are essential to the advancement of any science. Speculation and empirical observation are the two essential cornerstones of theory building, but speculation must not run rampantly in advance of con- trolled observation. Hypothesis Although theory is a narrower concept than philosophy, it is a broader term than hy­pothesis. A good theory is capable of generating many hypotheses. A hypothesis is an educated guess or prediction specific enough for its validity to be tested through the use of the scientific method. A theory is too general to lend itself to direct ­verification, but a single comprehensive theory is capable of generating thousands of hypotheses. Hypotheses, then, are more specific than the theories that give them birth. The offspring, however, should not be confused with the parent.

Chapter 1   Introduction to Personality Theory 7 Of course, a close relationship exists between a theory and a hypothesis. Using deductive reasoning (going from the general to the specific), a scientific investigator can derive testable hypotheses from a useful theory and then test these hypotheses. The results of these tests—whether they support or contradict the hypotheses—feed back into the theory. Using inductive reasoning (going from the specific to the general), the investigator then alters the theory to reflect these results. As the theory grows and changes, other hypotheses can be drawn from it, and when tested they in turn reshape the theory. Taxonomy A taxonomy is a classification of things according to their natural relationships. Taxonomies are essential to the development of a science because without clas- sification of data science could not grow. Mere classification, however, does not constitute a theory. However, taxonomies can evolve into theories when they begin to generate testable hypotheses and to explain research findings. For example, Robert McCrae and Paul Costa began their research by classifying people into five stable personality traits. Eventually, this research on the Big Five taxonomy led to more than a mere classification; it became a theory, capable of suggesting hypoth- eses and offering explanations for research results. Why Different Theories? If theories of personality are truly scientific, why do we have so many different ones? Alternate theories exist because the very nature of a theory allows the theo- rist to make speculations from a particular point of view. Theorists must be as objective as possible when gathering data, but their decisions as to what data are collected and how these data are interpreted are personal ones. Theories are not immutable laws; they are built, not on proven facts, but on assumptions that are subject to individual interpretation. All theories are a reflection of their authors’ personal backgrounds, childhood experiences, philosophy of life, interpersonal relationships, and unique manner of looking at the world. Because observations are colored by the individual observer’s frame of reference, it follows that there may be many diverse theories. Nevertheless, divergent theories can be useful. The usefulness of a theory does not depend on its commonsense value or on its agreement with other theories; rather, it depends on its ability to generate research and to explain research data and other observations. Perspectives in Theories of Personality One of the primary functions of scientific theory is to describe and explain how the world works. Psychologists attempt to explain how human thought, emotion, motivation, and behavior work. Yet human personality is so complex that many different perspectives have developed on how to best explain it. These perspectives make different assumptions and focus on different aspects of behavior. In psychol- ogy, there are at least five major theoretical perspectives on what personality is and how it develops. We have organized the book around these five perspectives, one for each section of the book (see Table 1.1).

8 Part I   Introduction Psychodynamic Theories Beginning with Freud, psychoanalytic and then the more general psychodynamic approaches have focused on the importance of early childhood experience and on relationships with parents as guiding forces that shape personality development. Additionally, this view sees the unconscious mind and motives as much more pow- erful than the conscious awareness. Psychoanalysis traditionally used dream inter- pretation to uncover the unconscious thoughts, feelings, and impulses as a main form of treatment of neurosis and mental illness. After Freud, these theorists moved away from the importance of sexuality and more toward social and cultural forces. Humanistic-Existential Theories The primary assumption of the humanistic (currently known as “positive psychol- ogy”) approach is that people strive toward meaning, growth, well-being, happi- ness, and psychological health. States of positive emotion and happiness foster psychological health and pro-social behavior. Understanding these evolved positive aspects of human behavior provides just as much insight into human nature as does understanding the pathological aspects. Existential theorists assume that not only are we driven by a search for meaning, but also that negative experiences such as failure, awareness of death, death of a loved one, and anxiety, are part of the human condition and can foster psychological growth. Dispositional Theories Dispositional theorists argue that the unique and long-term tendencies to behave in particular ways are the essence of our personality. These unique dispositions, such as extraversion or anxiety, are called traits. The field has converged on the understanding that there are five main trait dimensions in human personality. Traits serve the function of making certain behaviors more likely in some people. Biological-Evolutionary Theories Behavior, thought, feelings, and personality are influenced by differences in basic genetic, epigenetic, and neurological systems between individuals. The reason some people have different traits, dispositions, and ways of thinking stems from differences in their genotype and central nervous system (brain structures and neurochemistry). Because they are based on evolved brain systems, human thought, behavior, and personality have been shaped by forces of evolution (natural and sexual selec- tion) over millions of years. The body, brain, and environment co-exist and co- evolve, and so more than any other psychological perspective, this one emphasizes that what we think, feel, and do is always an interaction between nature (biological) and nurture (environment). Learning-(Social) Cognitive Theories If you want to understand behavior, then focus only on behavior, not on hypo- thetical and unobservable internal states such as thoughts, feelings, drives, or motives. All behaviors are learned through association and/or its consequences

Chapter 1   Introduction to Personality Theory 9 (whether it is reinforced or punished). To shape desired behavior we have to understand and then establish the conditions that bring about those particular behaviors. The cognitive perspective argues that how we think about ourselves and other people, as well as the assumptions we make and the strategies we use for solving problems, are the keys to understanding differences between people. Whether we believe we can do something successfully or not influences our behavior as well as our personality. In short, what personality we have is shaped by how we think and perceive the world. TABLE 1.1 Overview of Five Major Theoretical Perspectives in Personality Psychology Perspective Primary Assumptions Focus/Key Terms Key Figures Psychodynamic ∙ First 5 years of life most shape Unconscious Freud Early recollections Adler Humanistic- personality Collective unconscious Jung Existential ∙ Unconscious forces are most Archetypes Klein Object-relations Horney Dispositional important Identity crises Erikson ∙ Neurosis results from Relatedness Fromm Biological- Meaningful life, Maslow Evolutionary unhealthy moving toward, psychological well-being Rogers against, or away from others and growth May ∙ People strive to live Traits Allport meaningful, happy lives Motives McCrae & Costa ∙ People are motivated by growth Brain structures, Eysenck and psychological health neurochemicals, and Buss genes ∙ Personality is shaped by Adaptive mechanisms (Continued) freedom of choice, response to anxiety, and awareness of death ∙ People are predisposed to behave in unique and consistent ways; they have unique traits ∙ There are five trait dimensions in human personality ∙ The foundation for thought and behavior is biological and genetic forces ∙ Human thought and behavior have been shaped by evolutionary forces (natural and sexual selection)

10 Part I   Introduction TABLE 1.1  Continued Perspective Primary Assumptions Focus/Key Terms Key Figures ∙ Only explanation for behavior Conditioned responses Skinner Learning- Shaping (Social) Cognitive is the conditions that create Reinforcement Bandura behavior Observational learning Rotter ∙ Learning occurs through Modeling Mischel association and consequences Self-efficacy Kelly of our behavior Cognitive-affective units ∙ Learning also occurs through succeeding or failing and Constructs watching other people succeed or fail at tasks ∙ Personality develops as an interaction between internal and external characteristics of the person ∙ The cognitive constructs we develop to perceive the world and others mold our personalities Theorists’ Personalities and Their Theories of Personality Because personality theories grow from theorists’ own personalities, a study of those personalities is appropriate. In recent years a subdiscipline of psychology called psychology of science has begun to look at personal traits of scientists. The psychology of science studies both science and the behavior of scientists; that is, it investigates the impact of an individual scientist’s psychological processes and personal characteristics on the development of her or his scientific theories and research (Feist, 1993, 1994, 2006; Feist & Gorman, 1998; Gholson, Shadish, Neimeyer, & Houts, 1989). In other words, the psychology of science examines how scientists’ personalities, cognitive processes, developmental histories, and social experience affect the kind of science they conduct and the theories they create. Indeed, a number of investigators (Hart, 1982; Johnson, Germer, Efran, & Overton, 1988; Simonton, 2000; Zachar & Leong, 1992) have demonstrated that personality differences influence one’s theoretical orientation as well as one’s incli- nation to lean toward the “hard” or “soft” side of a discipline. An understanding of theories of personality rests on information regarding the historical, social, and psychological worlds of each theorist at the time of his or her theorizing. Because we believe that personality theories reflect the theorist’s personality, we have included a substantial amount of biographical information on each major theorist. Indeed, personality differences among theorists account for fundamental disagreements between those who lean toward the quantitative side

Chapter 1   Introduction to Personality Theory 11 of psychology (behaviorists, social learning theorists, and trait theorists) and those inclined toward the clinical and qualitative side of psychology (psychoanalysts, humanists, and existentialists). Although a theorist’s personality partially shapes his or her theory, it should not be the sole determinant of that theory. Likewise, your acceptance of one or another theory should not rest only on your personal values and predilections. When evaluating and choosing a theory, you should acknowledge the impact of the theorist’s personal history on the theory, but you should ultimately evaluate it on the basis of scientific criteria that are independent of that personal history. Some observers (Feist, 2006; Feist & Gorman, 1998) have distinguished between science as process and science as product. The scientific process may be influenced by the personal characteristics of the scientist, but the ultimate usefulness of the sci- entific product is and must be evaluated independently of the process. Thus, your evaluation of each of the theories presented in this book should rest more on objective criteria than on your subjective likes and dislikes. What Makes a Theory Useful? A useful theory has a mutual and dynamic interaction with research data. First, a theory generates a number of hypotheses that can be investigated through research, thus yielding research data. These data flow back into the theory and restructure it. From this newly contoured theory, scientists can extract other hypotheses, leading to more research and additional data, which in turn reshape and enlarge the theory even more. This cyclic relationship continues for as long as the theory proves useful. Second, a useful theory organizes research data into a meaningful structure and provides an explanation for the results of scientific research. This relationship between theory and research data is shown in Figure 1.1. When a theory is no Hypothesis Theory Research hape theory meaTnhinegortyo gdiavteas Data res Research data FIGURE 1.1  The Interaction among Theory, Hypotheses, Research, and Research Data.

12 Part I   Introduction longer able to generate additional research or to explain related research data, it loses its usefulness and is set aside in favor of a more useful one. In addition to sparking research and explaining research data, a useful theory must lend itself to confirmation or disconfirmation, provide the practitioner with a guide to action, be consistent with itself, and be as simple as possible. Therefore, we have evaluated each of the theories presented in this book on the basis of six criteria: A useful theory (1) generates research, (2) is falsifiable, (3) organizes data, (4) guides action, (5) is internally consistent, and (6) is parsimonious. Generates Research The most important criterion of a useful theory is its ability to stimulate and guide further research. Without an adequate theory to point the way, many of science’s present empirical findings would have remained undiscovered. In astronomy, for example, the planet Neptune was discovered because the theory of motion gener- ated the hypothesis that the irregularity in the path of Uranus must be caused by the presence of another planet. Useful theory provided astronomers with a road map that guided their search for and discovery of the new planet. A useful theory will generate two different kinds of research: descriptive research and hypothesis testing. Descriptive research, which can expand an exist- ing theory, is concerned with the measurement, labeling, and categorization of the units employed in theory building. Descriptive research has a symbiotic relation- ship with theory. On one hand, it provides the building blocks for the theory, and on the other, it receives its impetus from the dynamic, expanding theory. The more useful the theory, the more research generated by it; the greater the amount of descriptive research, the more complete the theory. The second kind of research generated by a useful theory, hypothesis testing, leads to an indirect verification of the usefulness of the theory. As we have noted, a useful theory will generate many hypotheses that, when tested, add to a database that may reshape and enlarge the theory. (Refer again to Figure 1.1.) Is Falsifiable A theory must also be evaluated on its ability to be confirmed or disconfirmed; that is, it must be falsifiable. To be falsifiable, a theory must be precise enough to suggest research that may either support or fail to support its major tenets. If a theory is so vague and nebulous that both positive and negative research results can be interpreted as support, then that theory is not falsifiable and ceases to be useful. Falsifiability, however, is not the same as false; it simply means that neg- ative research results will refute the theory and force the theorist to either discard it or modify it. A falsifiable theory is accountable to experimental results. Figure 1.1 depicts a circular and mutually reinforcing connection between theory and research; each forms a basis for the other. Science is distinguished from nonscience by its ability to reject ideas that are not supported empirically even though they seem logical and rational. For example, Aristotle used logic to argue that lighter bodies fall at slower rates than heavier bodies. Although his argument may have agreed with “common sense,” it had one problem: It was empirically wrong.

Chapter 1   Introduction to Personality Theory 13 Theories that rely heavily on unobservable transformations in the uncon- scious are exceedingly difficult to either verify or falsify. For example, Freud’s theory suggests that many of our emotions and behaviors are motivated by uncon- scious tendencies that are directly opposite the ones we express. For instance, unconscious hate might be expressed as conscious love, or unconscious fear of one’s own homosexual feelings might take the form of exaggerated hostility toward homosexual individuals. Because Freud’s theory allows for such transformations within the unconscious, it is nearly impossible to either verify or falsify. A theory that can explain everything explains nothing. Organizes Data A useful theory should also be able to organize those research data that are not incompatible with each other. Without some organization or classification, research findings would remain isolated and meaningless. Unless data are organized into some intelligible framework, scientists are left with no clear direction to follow in the pursuit of further knowledge. They cannot ask intelligent questions without a theoretical framework that organizes their information. Without intelligent ques- tions, further research is severely curtailed. A useful theory of personality must be capable of integrating what is cur- rently known about human behavior and personality development. It must be able to shape as many bits of information as possible into a meaningful arrangement. If a personality theory does not offer a reasonable explanation of at least some kinds of behavior, it ceases to be useful. Guides Action A fourth criterion of a useful theory is its ability to guide the practitioner over the rough course of day-to-day problems. For example, parents, teachers, business managers, and psychotherapists are confronted continually with an avalanche of questions for which they try to find workable answers. Good theory provides a structure for finding many of those answers. Without a useful theory, practitioners would stumble in the darkness of trial and error techniques; with a sound theo- retical orientation, they can discern a suitable course of action. For the Freudian psychoanalyst and the Rogerian counselor, answers to the same question would be very different. To the question “How can I best treat this patient?” the psychoanalytic therapist might answer along these lines: If psycho- neuroses are caused by childhood sexual conflicts that have become unconscious, then I can help this patient best by delving into these repressions and allowing the patient to relive the experiences in the absence of conflict. To the same question, the Rogerian therapist might answer: If, in order to grow psychologically, people need empathy, unconditional positive regard, and a relationship with a congruent therapist, then I can best help this client by providing an accepting, nonthreatening atmosphere. Notice that both therapists constructed their answers in an if-then framework, even though the two answers call for very different courses of action. Also included in this criterion is the extent to which the theory stimulates thought and action in other disciplines, such as art, literature (including movies and television dramas), law, sociology, philosophy, religion, education, business

14 Part I   Introduction administration, and psychotherapy. Most of the theories discussed in this book have had some influence in areas beyond psychology. For example, Freud’s theory has prompted research on recovered memories, a topic very important to the legal profession. Also, Carl Jung’s theory is of great interest to many theologians and has captured the imagination of popular writers such as Joseph Campbell and oth- ers. Similarly, the ideas of Alfred Adler, Erik Erikson, B. F. Skinner, Abraham Maslow, Carl Rogers, Rollo May, and other personality theorists have sparked interest and action in a broad range of scholarly fields. Is Internally Consistent A useful theory need not be consistent with other theories, but it must be consistent with itself. An internally consistent theory is one whose components are logically compatible. Its limitations of scope are carefully defined and it does not offer explanations that lie beyond that scope. Also, an internally consistent theory uses language in a consistent manner; that is, it does not use the same term to mean two different things, nor does it use two separate terms to refer to the same concept. A good theory will use concepts and terms that have been clearly and oper- ationally defined. An operational definition is one that defines units in terms of observable events or behaviors that can be measured. For example, an extravert can be operationally defined as any person who attains a predetermined score on a particular personality inventory. Is Parsimonious When two theories are equal in their ability to generate research, be falsified, give meaning to data, guide the practitioner, and be self-consistent, the simpler one is preferred. This is the law of parsimony. In fact, of course, two theories are never exactly equal in these other abilities, but in general, simple, straightforward theo- ries are more useful than ones that bog down under the weight of complicated concepts and esoteric language. Dimensions for a Concept of Humanity Personality theories differ on basic issues concerning the nature of humanity. Each personality theory reflects its author’s assumptions about humanity. These assumptions rest on several broad dimensions that separate the various personality theorists. We use six of these dimensions as a framework for viewing each theorist’s concept of humanity. The first dimension is determinism versus free choice. Are people’s behaviors determined by forces over which they have no control, or can peo- ple choose to be what they wish to be? Can behavior be partially free and

Chapter 1   Introduction to Personality Theory 15 partially determined at the same time? Although the dimension of determinism versus free will is more philosophical than scientific, the position theorists take on this issue shapes their way of looking at people and colors their concept of humanity. A second issue is one of pessimism versus optimism. Are people doomed to live miserable, conflicted, and troubled lives, or can they change and grow into psychologically healthy, happy, fully functioning human beings? In general, personality theorists who believe in determinism tend to be pessimistic (Skinner was a notable exception), whereas those who believe in free choice are usually optimistic. A third dimension for viewing a theorist’s concept of humanity is cau- sality versus teleology. Briefly, causality holds that behavior is a function of past experiences, whereas teleology is an explanation of behavior in terms of future goals or purposes. Do people act as they do because of what has happened to them in the past, or do they act as they do because they have certain expectations of what will happen in the future? A fourth consideration that divides personality theorists is their attitude toward conscious versus unconscious determinants of behavior. Are people ordinarily aware of what they are doing and why they are doing it, or do unconscious forces impinge on them and drive them to act without aware- ness of these underlying forces? The fifth question is one of biological versus social influences on per- sonality. Are people mostly creatures of biology, or are their personalities shaped largely by their social relationships? A more specific element of this issue is heredity versus environment; that is, are personal characteristics more the result of heredity, or are they environmentally determined? A sixth issue is uniqueness versus similarities. Is the salient feature of people their individuality, or is it their common characteristics? Should the study of personality concentrate on those traits that make people alike, or should it look at those traits that make people different? These and other basic issues that separate personality theorists have resulted in truly different personality theories, not merely differences in terminology. We could not erase the differences among personality theories by adopting a common language. The differences are philosoph- ical and deep-seated. Each personality theory reflects the individual per- sonality of its creator, and each creator has a unique philosophical orientation, shaped in part by early childhood experiences, birth order, gender, training, education, and pattern of interpersonal relationships. These differences help determine whether a theorist will be deterministic or a believer in free choice, will be pessimistic or optimistic, will adopt a causal explanation or a teleological one. They also help determine whether the theorist emphasizes consciousness or unconsciousness, biological or social factors, uniqueness or similarities of people. These differences do not, however, negate the possibility that two theorists with opposing views of humanity can be equally scientific in their data gathering and theory building.

16 Part I   Introduction In building a theory of personality, psychologists should begin on a limited scale and avoid sweeping generalizations that attempt to explain all of human behavior. That course of action was followed by most of the theorists discussed in this book. For example, Freud began with a theory based largely on hysterical neuroses and, over a period of years, gradually expanded it to include more and more of the total personality. Research in Personality Theory As we pointed out earlier, the primary criterion for a useful theory is its ability to generate research. We also noted that theories and research data have a cyclic relationship: Theory gives meaning to data, and data result from experimental research designed to test hypotheses generated by the theory. Not all data, how- ever, flow from experimental research. Much of it comes from observations that each of us make every day. To observe simply means to notice something, to pay attention. You have been observing human personalities for nearly as long as you have been alive. You notice that some people are talkative and outgoing; others are quiet and reserved. You may have even labeled such people as extraverts and introverts. Are these labels accurate? Is one extraverted person like another? Does an extravert always act in a talkative, outgoing manner? Can all people be classified as either introverts or extraverts? In making observations and asking questions, you are doing some of the same things psychologists do, that is, observing human behaviors and trying to make sense of these observations. However, psychologists, like other scientists, try to be systematic so that their predictions will be consistent and accurate. To improve their ability to predict, personality psychologists have developed a number of assessment techniques, including personality inventories. Much of the research reported in the remaining chapters of this book has relied on various assessment procedures, which purport to measure different dimensions of personal- ity. For these instruments to be useful they must be both reliable and valid. The reliability of a measuring instrument is the extent to which it yields consistent results. Personality inventories may be reliable and yet lack validity or accuracy. Validity is the degree to which an instrument measures what it is supposed to measure. Personality psychologists are primarily concerned with two types of validity—construct validity and predictive validity. Construct validity is the extent to which an instrument measures some hypothetical construct. Constructs such as extraversion, aggressiveness, intelligence, and emotional stability have no physi- cal existence; they are hypothetical constructs that should relate to observable behavior. Three important types of construct validity are convergent validity, divergent validity, and discriminant validity. A measuring instrument has conver- gent construct validity to the extent that scores on that instrument correlate highly (converge) with scores on a variety of valid measures of that same construct. For

Chapter 1   Introduction to Personality Theory 17 example, a personality inventory that attempts to measure extraversion should correlate with other measures of extraversion or other factors such as sociability and assertiveness that are known to cluster together with extraversion. An inven- tory has divergent construct validity if it has low or insignificant correlations with other inventories that do not measure that construct. For example, an inventory purporting to measure extraversion should not be highly correlated with social desirability, emotional stability, honesty, or self-esteem. Finally, an inventory has discriminant validity if it discriminates between two groups of people known to be different. For example, a personality inventory measuring extraversion should yield higher scores for people known to be extraverted than for people known to be introverted. A second dimension of validity is predictive validity, or the extent that a test predicts some future behavior. For example, a test of extraversion has predictive validity if it correlates with future behaviors, such as smoking cigarettes, perform- ing well on scholastic achievement tests, taking risks, or any other independent criterion. The ultimate value of any measuring instrument is the degree to which it can predict some future behavior or condition. Most of the early personality theorists did not use standardized assess- ment inventories. Although Freud, Adler, and Jung all developed some form of projective tool, none of them used the technique with sufficient precision to establish its reliability and validity. However, the theories of Freud, Adler, and Jung have spawned a number of standardized personality inventories as researchers and clinicians have sought to measure units of personality proposed by those theorists. Later personality theorists, especially Julian Rotter, Hans Eysenck, and the Five-Factor Theorists have developed and used a number of personality measures and have relied heavily on them in constructing their theoretical models. Key Terms and Concepts ∙ The term “personality” comes from the Latin persona, or the mask that people present to the outside world, but psychologists see personality as much more than outward appearances. ∙ Personality includes all those relatively permanent traits or characteristics that render some consistency to a person’s behavior. ∙ A theory is a set of related assumptions that allows scientists to formulate testable hypotheses. ∙ Theory should not be confused with philosophy, speculation, hypothesis, or taxonomy, although it is related to each of these terms. ∙ Personality theories cover at least five distinct perspectives: psychodynamic, humanistic-positive, dispositional, biological-evolutionary, and learning/ social-cognitive

18 Part I   Introduction ∙ Six criteria determine the usefulness of a scientific theory: (1) Does the theory generate research? (2) Is it falsifiable? (3) Does it organize and explain knowledge? (4) Does it suggest practical solutions to everyday problems? (5) Is it internally consistent? and (6) Is it simple or parsimonious? ∙ Each personality theorist has had either an implicit or explicit concept of humanity. ∙ Concepts of human nature can be discussed from six perspectives: (1) determinism versus free choice, (2) pessimism versus optimism, (3) causality versus teleology, (4) conscious versus unconscious determinants, (5) biological versus social factors, and (6) uniqueness versus similarities in people.

PART TWO Psychodynamic Theories C h a p t e r 2    Freud Psychoanalysis  20 C h a p t e r 3    Adler Individual Psychology  70 C h a p t e r 4    Jung Analytical Psychology  104 C h a p t e r 5    Klein Object Relations Theory   142 C h a p t e r 6    Horney Psychoanalytic Social Theory   170 C h a p t e r 7    Erikson Post-Freudian Theory  196 C h a p t e r 8    Fromm Humanistic Psychoanalysis  227 19

CHAPTER 2 Freud © Ingram Publishing Freud: ⬥ Applications of Psychoanalytic Theory Psychoanalysis Freud’s Early Therapeutic Technique Freud’s Later Therapeutic Technique ⬥ Overview of Psychoanalytic Theory Dream Analysis Freudian Slips ⬥ Biography of Sigmund Freud ⬥ Related Research ⬥ Levels of Mental Life Unconscious Mental Processing Unconscious Pleasure and the Id, Inhibition and the Ego Preconscious Repression, Inhibition, and Defense Mechanisms Conscious Research on Dreams ⬥ Provinces of the Mind ⬥ Critique of Freud The Id Did Freud Understand Women, Gender, and The Ego Sexuality? The Superego Was Freud a Scientist? ⬥ Dynamics of Personality ⬥ Concept of Humanity Drives ⬥ Key Terms and Concepts Sex Aggression Anxiety ⬥ Defense Mechanisms Repression Reaction Formation Displacement Fixation Regression Projection Introjection Sublimation ⬥ Stages of Development Infantile Period Oral Phase Anal Phase Phallic Phase Male Oedipus Complex Female Oedipus Complex Latency Period Genital Period Maturity 20

Chapter 2   Freud: Psychoanalysis 21 From ancient history to the present time, people have searched for some magic panacea or potion to lessen pain or to enhance performance. One such search was conducted by a young, ambitious physician who came to believe that he had discovered a drug that had all sorts of wonderful properties. Hearing that the drug had been used successfully to energize soldiers suffering from near exhaus- tion, this physician decided to try it on patients, colleagues, and friends. If the drug worked as well as he expected, he might gain the fame to which he aspired. After learning of the drug’s successful use in heart disease, nervous exhaus- tion, addiction to alcohol and morphine, and several other psychological and phys- iological problems, the doctor decided to try the drug on himself. He was quite pleased with the results. To him, the drug had a pleasant aroma and an unusual effect on the lips and mouth. More importantly, however, was the drug’s therapeu- tic effect on his serious depression. In a letter to his fiancée, whom he had not seen in a year, he reported that during his last severe depression, he had taken small quantities of the drug with marvelous results. He wrote that the next time he saw her he would be like a wild man, feeling the effects of the drug. He also told his fiancée that he would give her small amounts of the drug, ostensibly to make her strong and to help her gain weight. The young doctor wrote a pamphlet extolling the benefits of the drug, but he had not yet completed the necessary experiments on the drug’s value as an analgesic. Impatient to be near his fiancée, he delayed completion of his experi- ments and went off to see her. During that visit, a colleague—and not he—­ completed the experiments, published the results, and gained the recognition the young doctor had hoped for himself. These events took place in 1884; the drug was cocaine; the young doctor was Sigmund Freud. Overview of Psychoanalytic Theory Freud, of course, was fortunate that his name did not become indelibly tied to cocaine. Instead, his name has become associated with psychoanalysis, the most famous of all personality theories. What makes Freud’s theory so interesting? First, the twin cornerstones of psychoanalysis, sex and aggression, are two subjects of continuing popularity. S­ econd, the theory was spread beyond its Viennese origins by an ardent and ded- icated group of followers, many of whom romanticized Freud as a nearly mytho- logical and lonely hero. Third, Freud’s brilliant command of language enabled him to present his theories in a stimulating and exciting manner. Freud’s understanding of human personality was based on his experiences with patients, his analysis of his own dreams, and his vast readings in the various sciences and humanities. These experiences provided the basic data for the evolu- tion of his theories. To him, theory followed observation, and his concept of per- sonality underwent constant revisions during the last 50 years of his life. Evolutionary though it was, Freud insisted that psychoanalysis could not be sub- jected to eclecticism, and disciples who deviated from his basic ideas soon found themselves personally and professionally ostracized by Freud.

22 Part II   Psychodynamic Theories Although Freud regarded himself primarily as a scientist, his definition of science would be somewhat different from that held by most psychologists today. Freud relied more on deductive reasoning than on rigorous research methods, and he made observations subjectively and on a relatively small sample of patients, most of whom were from the upper-middle and upper classes. He did not quantify his data, nor did he make observations under controlled conditions. He utilized the case study approach almost exclusively, typically formulating hypotheses after the facts of the case were known. Biography of Sigmund Freud Sigismund (Sigmund) Freud was born either on March 6 or May 6, 1856, in Freiberg, Moravia, which is now part of the Czech Republic. (Scholars disagree on his birth date—the first date was but 8 months after the marriage of his parents.) Freud was the firstborn child of Jacob and Amalie Nathanson Freud, although his father had two grown sons, Emanuel and Philipp, from a previous marriage. Jacob and A­ malie Freud had seven other children within 10 years, but Sigmund remained the favor- ite of his young, indulgent mother, which may have partially contributed to his lifelong self-confidence (E. Jones, 1953). A scholarly, serious-minded youth, Freud did not have a close friendship with any of his younger siblings. He did, however, enjoy a warm, indulgent relationship with his mother, leading him in later years to observe that the mother/son relationship was the most perfect, the most free from ambivalence of all human relationships (Freud, 1933/1964). When Sigmund was three, the two Freud families left Freiberg. Emanuel’s family and Philipp moved to England, and the Jacob Freud family moved first to Leipzig and then to Vienna. The Austrian capital remained Sigmund Freud’s home for nearly 80 years, until 1938 when the Nazi invasion forced him to emigrate to London, where he died on September 23, 1939. When Freud was about a year and a half old, his mother gave birth to a second son, Julius, an event that was to have a significant impact on Freud’s psy- chic development. Sigmund was filled with hostility toward his younger brother and harbored an unconscious wish for his death. When Julius died at 6 months of age, Sigmund was left with feelings of guilt at having caused his brother’s death. When Freud reached middle age, he began to understand that his wish did not actually cause his brother’s death and that children often have a death wish for a younger sibling. This discovery purged Freud of the guilt he had carried into adult- hood and, by his own analysis, contributed to his later psychic development (Freud, 1900/1953). Freud was drawn into medicine, not because he loved medical practice, but because he was intensely curious about human nature (Ellenberger, 1970). He entered the University of Vienna Medical School with no intention of practicing medicine. Instead, he preferred teaching and doing research in physiology, which he continued even after he graduated from the university’s Physiological Institute. Freud might have continued this work indefinitely had it not been for two factors. First, he believed (probably with some justification) that, as a Jew, his opportunities for academic advancement would be limited. Second, his father, who helped finance his medical school expense, became less able to provide monetary

Chapter 2   Freud: Psychoanalysis 23 aid. Reluctantly, Freud turned from his laboratory to the practice of medicine. He worked for 3 years in the General Hospital of Vienna, becoming familiar with the practice of various branches of medicine, including psychiatry and nervous diseases (Freud, 1925/1959). In 1885, he received a traveling grant from the University of Vienna and decided to study in Paris with the famous French neurologist Jean-Martin Charcot. He spent 4 months with Charcot, from whom he learned the hypnotic technique for treating hysteria, a disorder typically characterized by paralysis or the improper functioning of certain parts of the body. Through hypnosis, Freud became con- vinced of a psychogenic and sexual origin of hysterical symptoms. While still a medical student, Freud developed a close professional associa- tion and a personal friendship with Josef Breuer, a well-known Viennese physician 14 years older than Freud and a man of considerable scientific reputation (Ferris, 1997). Breuer taught Freud about catharsis, the process of removing hysterical symptoms through “talking them out.” While using catharsis, Freud gradually and laboriously discovered the free association technique, which soon replaced hypno- sis as his principal therapeutic technique. From as early as adolescence, Freud literally dreamed of making a monu- mental discovery and achieving fame (Newton, 1995). On several occasions during the 1880s and 1890s he believed he was on the verge of such a discovery. His first opportunity to gain recognition came in 1884–1885 and involved his experiments with cocaine, which we discussed in the opening vignette. Freud’s second opportunity for achieving some measure of fame came in 1886 after he returned from Paris, where he had learned about male hysteria from Char- cot. He assumed that this knowledge would gain him respect and recognition from Sigmund Freud with his daughter, Anna, who was a psychoanalyst in her own right. © Mary Evans Picture Library/Alamy Stock Photo

24 Part II   Psychodynamic Theories the Imperial Society of Physicians of Vienna, whom he mistakenly believed would be impressed by the young Dr. Freud’s knowledge of male hysteria. Early physi- cians had believed that hysteria was strictly a female disorder because the very word had the same origins as uterus and was the result of a “wandering womb,” with the uterus traveling throughout women’s bodies and causing various parts to malfunc- tion. However, by 1886, when Freud presented a paper on male hysteria to the Society, most physicians present were already familiar with the illness and knew that it could also be a male disorder. Because originality was expected and because Freud’s paper was a rehash of what was already known, the Viennese physicians did not respond well to the presentation. Also, Freud’s constant praise of Charcot, a Frenchman, cooled the Viennese physicians to his talk. Unfortunately, in his autobiographical study, Freud (1925/1959) told a very different story, claiming that his lecture was not well received because members of the learned society could not fathom the concept of male hysteria. Freud’s account of this incident, now known to be in error, was nevertheless perpetuated for years, and as Sulloway (1992) argued, it is but one of many fictions created by Freud and his followers to mythol- ogize psychoanalysis and to make a lonely hero of its founder. Disappointed in his attempts to gain fame and afflicted with feelings (both justified and otherwise) of professional opposition due to his defense of cocaine and his belief in the sexual origins of neuroses, Freud felt the need to join with a more respected colleague. He turned to Breuer, with whom he had worked while still a medical student and with whom he enjoyed a continuing personal and professional relationship. Breuer had discussed in detail with Freud the case of Anna O, a young woman Freud had never met, but whom Breuer had spent many hours treating for hysteria several years earlier. Because of his rebuff by the Imperial Society of Physicians and his desire to establish a reputation for himself, Freud urged Breuer to collaborate with him in publishing an account of Anna O and several other cases of hysteria. Breuer, however, was not as eager as the younger and more revolutionary Freud to publish a full treatise on hysteria built on only a few case studies. He also could not accept Freud’s notion that childhood sexual experiences were the source of adult hysteria. Finally, and with some reluctance, Breuer agreed to publish with Freud Studies on Hysteria (Breuer & Freud, 1895/1955). In this book, Freud introduced the term “psychical analysis,” and during the following year, he began calling his approach “psycho-analysis.” At about the time Studies on Hysteria was published, Freud and Breuer had a professional disagreement and became estranged personally. Freud then turned to his friend Wilhelm Fliess, a Berlin physician who served as a sounding board for Freud’s newly developing ideas. Freud’s letters to Fliess (Freud, 1985) consti- tute a firsthand account of the beginnings of psychoanalysis and reveal the embry- onic stage of Freudian theory. Freud and Fliess had become friends in 1887, but their relationship became more intimate following Freud’s break with Breuer. During the late 1890s, Freud suffered both professional isolation and personal crises. He had begun to analyze his own dreams, and after the death of his father in 1896, he initiated the practice of analyzing himself daily. Although his self- analysis was a lifetime labor, it was especially difficult for him during the late 1890s. During this period, Freud regarded himself as his own best patient. In

Chapter 2   Freud: Psychoanalysis 25 August of 1897, he wrote to Fliess, “the chief patient I am preoccupied with is myself. . . . The analysis is more difficult than any other. It is, in fact what para- lyzes my psychic strength” (Freud, 1985, p. 261). A second personal crisis was his realization that he was now middle-aged and had yet to achieve the fame he so passionately desired. During this time he had suffered yet another disappointment in his attempt to make a major scientific contribution. Again he believed himself to be on the brink of an important break- through with his “discovery” that neuroses have their etiology in a child’s seduc- tion by a parent. Freud likened this finding to the discovery of the source of the Nile. However, in 1897 he abandoned the seduction theory and once again had to postpone the discovery that would propel him to greatness. Why did Freud abandon his once-treasured seduction theory? In a letter dated September 21, 1897, to Wilhelm Fliess, he gave four reasons why he could no longer believe in his seduction theory. First, he said, the seduction theory had not enabled him to successfully treat even a single patient. Second, a great number of fathers, including his own, would have to be accused of sexual perversion because hysteria was quite common even among Freud’s siblings. Third, Freud believed that the uncon- scious mind could probably not distinguish reality from fiction, a belief that later evolved into the Oedipus complex. And fourth, he found that the unconscious mem- ories of advanced psychotic patients almost never revealed early childhood sexual experiences (Freud, 1985). After abandoning his seduction theory and with no Oedi- pus complex to replace it, Freud sank even more deeply into his midlife crisis. Freud’s official biographer, Ernest Jones (1953, 1955, 1957), believed that Freud suffered from a severe psychoneurosis during the late 1890s, although Max Schur (1972), Freud’s personal physician during the final decade of his life, contended that his illness was due to a cardiac lesion, aggravated by addiction to nicotine. Peter Gay (1988) suggested that during the time immediately after his father’s death, Freud “relived his oedipal conflicts with peculiar ferocity” (p. 141). But Henri Ellenberger (1970) described this period in Freud’s life as a time of “creative illness,” a condition characterized by depression, neurosis, psychosomatic ailments, and an intense preoc- cupation with some form of creative activity. In any event, at midlife, Freud was suffering from self-doubts, depression, and an obsession with his own death. Despite these difficulties, Freud completed his greatest work, Interpretation of Dreams (1900/1953), during this period. This book, finished in 1899, was an outgrowth of his self-analysis, much of which he had revealed to his friend ­Wilhelm Fliess. The book contained many of Freud’s own dreams, some disguised behind fictitious names. Almost immediately after the publication of Interpretation of Dreams, his friendship with Fliess began to cool, eventually to rupture in 1903. This breakup paralleled Freud’s earlier estrangement from Breuer, which took place almost immediately after they had published Studies on Hysteria together. It was also a harbinger of his breaks with Alfred Adler, Carl Jung, and several other close asso- ciates. Why did Freud have difficulties with so many former friends? Freud himself answered this question, stating that “it is not the scientific differences that are so important; it is usually some other kind of animosity, jealousy or revenge, that gives the impulse to enmity. The scientific differences come later” (Wortis, 1954, p. 163).

26 Part II   Psychodynamic Theories Although Interpretation of Dreams did not create the instant international stir Freud had hoped, it eventually gained for him the fame and recognition he had sought. In the 5-year period following its publication, Freud, now filled with renewed self-confidence, wrote several important works that helped solidify the foundation of psychoanalysis, including On Dreams (1901/1953), written because Interpretation of Dreams had failed to capture much interest; Psychopathology of Everyday Life (1901/1960), which introduced the world to Freudian slips; Three Essays on the Theory of Sexuality (1905/1953b), which established sex as the cornerstone of psychoanalysis; and Jokes and Their Relation to the Unconscious (1905/1960), which proposed that jokes, like dreams and Freudian slips, have an unconscious meaning. These publications helped Freud attain some local promi- nence in scientific and medical circles. In 1902, Freud invited a small group of somewhat younger Viennese physi- cians to meet in his home to discuss psychological issues. Then, in the fall of that year, these five men—Freud, Alfred Adler, Wilhelm Stekel, Max Kahane, and Rudolf Reitler—formed the Wednesday Psychological Society, with Freud as dis- cussion leader. In 1908, this organization adopted a more formal name—the Vienna Psychoanalytic Society. In 1910, Freud and his followers founded the International Psychoanalytic Association with Carl Jung of Zürich as president. Freud was attracted to Jung because of his keen intellect and also because he was neither Jewish nor Viennese. Between 1902 and 1906, all 17 of Freud’s disciples had been Jewish (Kurzweil, 1989), and Freud was interested in giving psychoanalysis a more cosmopolitan flavor. Although Jung was a welcome addition to the Freudian circle and had been designated as the “Crown Prince” and “the man of the future,” he, like Adler and Stekel before him, eventually quarreled bitterly with Freud and left the psycho- analytic movement. The seeds of disagreement between Jung and Freud were prob- ably sown when the two men, along with Sandor Ferenczi, traveled to the United States in 1909 to deliver a series of lectures at Clark University near Boston. To pass the time during their travels, Freud and Jung interpreted each other’s dreams, a potentially explosive practice that eventually led to the end of their relationship in 1913 (McGuire, 1974). The years of World War I were difficult for Freud. He was cut off from communication with his faithful followers, his psychoanalytic practice dwindled, his home was sometimes without heat, and he and his family had little food. After the war, despite advancing years and pain suffered from 33 operations for cancer of the mouth, he made important revisions in his theory. The most significant of these were the elevation of aggression to a level equal to that of the sexual drive, the inclusion of repression as one of the defenses of the ego; and his attempt to clarify the female Oedipus complex, which he was never able to completely accomplish. What personal qualities did Freud possess? A more complete insight into his personality can be found in Breger (2000), Clark (1980), Ellenberger (1970), Ferris (1997), Gay (1988), Handlbauer (1998), Isbister (1985), E. Jones (1953, 1955, 1957), Newton (1995), Noland (1999), Roazen (1993, 1995, 2001), Silverstein (2003), Sulloway (1992), Vitz (1988), and dozens of other books on Freud’s life. Above all, Freud was a sensitive, passionate person who had the capacity for intimate, almost

Chapter 2   Freud: Psychoanalysis 27 secretive friendships. Most of these deeply emotional relationships came to an unhappy end, and Freud often felt persecuted by his former friends and regarded them as enemies. He seemed to have needed both types of relationship. In I­nterpretation of Dreams, Freud both explained and predicted this succession of interpersonal ruptures: “My emotional life has always insisted that I should have an intimate friend and a hated enemy. I have always been able to provide myself afresh with both” (Freud, 1900/1953, p. 483). Until he was well past 50, all these relation- ships were with men. Interestingly, Freud, the man who seemed to be constantly thinking of sex, had a very infrequent sex life himself. After Anna, his youngest child, was born in 1895, Freud, not yet 40 years old, had no sexual intercourse for several years. Much of his sparse sexual life stemmed from his belief that use of a condom, coitus interruptus, as well as masturbation were unhealthy sexual practices. Because Freud wanted no more children after Anna was born, sexual abstinence was his only alternative (Breger, 2000; Freud, 1985). In addition to balancing his emotional life between an intimate friend and a hated enemy, Freud possessed an outstanding talent as a writer, a gift that helped him become a leading contributor to 20th-century thought. He was a master of the German tongue and knew several other languages. Although he never won the coveted Nobel prize for science, he was awarded the Goethe prize for literature in 1930. Freud also possessed intense intellectual curiosity; unusual moral courage (demonstrated by his daily self-analysis); extremely ambivalent feelings toward his father and other father figures; a tendency to hold grudges disproportionate to the alleged offense; a burning ambition, especially during his earlier years; strong feelings of isolation even while surrounded by many followers; and an intense and somewhat irrational dislike of America and Americans, an attitude that became more intense after his trip to the United States in 1909. Why did Freud have such a disdain for Americans? Perhaps the most impor- tant reason is that he rightly believed Americans would trivialize psychoanalysis by trying to make it popular. In addition, he had several experiences during his trip to the United States that were foreign to a proper bourgeois Viennese gentle- man. Even before he embarked on the George Washington, he saw his name mis- spelled as “Freund” on the passenger list (Ferris, 1997). A number of other events—some of which seem almost humorous—made Freud’s visit more unpleas- ant than it might have been. First, Freud experienced chronic indigestion and diar- rhea throughout his visit, probably because the drinking water did not agree with him. In addition, he found it both peculiar and problematic that American cities did not provide public restrooms on street corners, and with his chronic indigestion he was frequently in search of a public lavatory. Also, several Americans addressed him as Doc or Sigmund while challenging him to defend his theories, and one person tried—unsuccessfully, of course—to prevent him from smoking a cigar in a nonsmoking area. Moreover, when Freud, Ferenczi, and Jung went to a private camp in western Massachusetts, they were greeted by a barrage of flags of Impe- rial Germany, despite the fact that none of them was German and each had reasons to dislike Germany. Also at camp, Freud, along with the others, sat on the ground while the host grilled steaks over charcoal, a custom Freud deemed to be both savage and uncouth (Roazen, 1993).

28 Part II   Psychodynamic Theories Levels of Mental Life Freud’s greatest contribution to personality theory is his exploration of the uncon- scious and his insistence that people are motivated primarily by drives of which they have little or no awareness. To Freud, mental life is divided into two levels, the unconscious and the conscious. The unconscious, in turn, has two different levels, the unconscious proper and the preconscious. In Freudian psychology the three levels of mental life are used to designate both a process and a location. The existence as a specific location, of course, is merely hypothetical and has no real existence within the body. Yet, Freud spoke of the unconscious as well as uncon- scious processes. Unconscious The unconscious contains all those drives, urges, or instincts that are beyond our awareness but that nevertheless motivate most of our words, feelings, and actions. Although we may be conscious of our overt behaviors, we often are not aware of the mental processes that lie behind them. For example, a man may know that he is attracted to a woman but may not fully understand all the reasons for the attrac- tion, some of which may even seem irrational. Because the unconscious is not available to the conscious mind, how can one know if it really exists? Freud felt that its existence could be proved only indirectly. To him the unconscious is the explanation for the meaning behind dreams, slips of the tongue, and certain kinds of forgetting, called repression. Dreams serve as a particularly rich source of unconscious material. For example, Freud believed that childhood experiences can appear in adult dreams even though the dreamer has no conscious recollection of these experiences. Unconscious processes often enter into consciousness but only after being disguised or distorted enough to elude censorship. Freud (1917/1963) used the analogy of a guardian or censor blocking the passage between the unconscious and preconscious and preventing undesirable anxiety-producing memories from enter- ing awareness. To enter the conscious level of the mind, these unconscious images first must be sufficiently disguised to slip past the primary censor, and then they must elude a final censor that watches the passageway between the preconscious and the conscious. By the time these memories enter our conscious mind, we no longer recognize them for what they are; instead, we see them as relatively pleas- ant, nonthreatening experiences. In most cases, these images have strong sexual or aggressive motifs, because childhood sexual and aggressive behaviors are fre- quently punished or suppressed. Punishment and suppression often create feelings of anxiety, and the anxiety in turn stimulates repression, that is, the forcing of unwanted, anxiety-ridden experiences into the unconscious as a defense against the pain of that anxiety. Not all unconscious processes, however, spring from repression of childhood events. Freud believed that a portion of our unconscious originates from the expe- riences of our early ancestors that have been passed on to us through hundreds of generations of repetition. He called these inherited unconscious images our

Chapter 2   Freud: Psychoanalysis 29 p­ hylogenetic endowment (Freud, 1917/1963, 1933/1964). Freud’s notion of phylogenetic endowment is quite similar to Carl Jung’s idea of a collective uncon- scious (see Chapter 4). However, one important difference exists between the two concepts. Whereas Jung placed primary emphasis on the collective unconscious, Freud relied on the notion of inherited dispositions only as a last resort. That is, when explanations built on individual ­experiences were not adequate, Freud would turn to the idea of collectively inherited experiences to fill in the gaps left by individual experiences. Later we will see that Freud used the concept of phyloge- netic endowment to explain several important ­concepts, such as the Oedipus com- plex and castration anxiety. Unconscious drives may appear in consciousness, but only after undergo- ing certain transformations. A person may express either erotic or hostile urges, for example, by teasing or joking with another person. The original drive (sex or aggression) is thus disguised and hidden from the conscious minds of both persons. The unconscious of the first person, however, has directly influenced the unconscious of the second. Both people gain some satisfaction of either sexual or aggressive urges, but neither is conscious of the underlying motive behind the teasing or joking. Thus the unconscious mind of one person can communicate with the unconscious of another without either person being aware of the process. Unconscious, of course, does not mean inactive or dormant. Forces in the unconscious constantly strive to become conscious, and many of them succeed, although they may no longer appear in their original form. Uncon- scious ideas can and do motivate people. For example, a son’s hostility toward his father may masquerade itself in the form of ostentatious affection. In an undisguised form, the hostility would create too much anxiety for the son. His unconscious mind, therefore, motivates him to express hostility indi- rectly through an exaggerated show of love and flattery. Because the disguise must successfully deceive the person, it often takes an opposite form from the original feelings, but it is almost always overblown and ostentatious. (This mechanism, called a reaction formation, is discussed later in the section titled Defense Mechanisms.) Preconscious The preconscious level of the mind contains all those elements that are not ­conscious but can become conscious either quite readily or with some difficulty (Freud, 1933/1964). The contents of the preconscious come from two sources, the first of which is conscious perception. What a person perceives is conscious for only a transitory period; it quickly passes into the preconscious when the focus of attention shifts to another idea. These ideas that alternate easily between being conscious and preconscious are largely free from anxiety and in reality are much more similar to the conscious images than to unconscious urges. The second source of preconscious images is the unconscious. Freud believed that ideas can slip past the vigilant censor and enter into the preconscious in a