Theory Tables

Complete the tables as a Learning Team. Each table should be completed for its respective week, starting with Week Two. Submit the completed tablesto your instructor in Week Five.

Week Two

Theory	Key figures	Key concepts of personality formation	Explanation of the disordered personality	Scientific credibility	Comprehensiveness	Applicability
Psychodynamic	Sigmund Freud	Id, ego, superego; unconscious, preconscious, conscious	Sexual and aggressive instincts; anxiety and the mechanisms of defense	Impossible to test and can account for any outcome To many case studies	Addresses wide range of issues. Most complete of the major theories.	Psychoanalytic Therapy
Attachment	John Bowlby, Mary Ainsworth	effects of early separation from parents on personality development the hindrance or development of instinctual drives	Insecurity in relationships the proximity of adult attachment figures provides a “secure base” for explorations of the environment	Observation of parent–child interactions. Direct behavioral observation is more convincing to the research psychologist because parents’ reports might be inaccurate.	conclusive data can be delivered on a cellular level with studies of the intricacies of the brain and its functioning	attachment behavioral system (ABS)
Psychosocial	Erik Erikson	Trust vs. Mistrust Autonomy vs. Shame and Doubt Initiative vs. Guilt Industry vs. Inferiority Identity vs. Role Diffusion Intimacy vs. Isolation	Badness, mistrust of self and others, pessimism Rigid Self-conscious Shame Inadequacy Inferiority Lack of standards Avoidance Superficial relationships	Observational methods to study the relationships an individual develops or avoids.	the psychosocial as well as the instinctual basis for personality development can be measured to determine	Development of Identity

Week Three

Theory	Key figures	Key concepts of personality formation	Explanation of the disordered personality	Scientific credibility	Comprehensiveness	Applicability
Humanistic	Carl Rogers Abraham Maslow	Congruence, conditional and unconditional positive regard, conditions of worth, real self and ideal self, empathetic understanding, Person-Centered therapy. Hierarchy of Needs: Humanities biological needs and the motivation to obtain these needs: hunger, sleep, and thirst. Psychological needs self- actualization, esteem, affection, belongingness, safety, and physiological   (Cervone and Pervin, 2010, p. 203).	Rationalization, self-experience discrepancy, fantasy, projection. Persons who suffered from incongruence often do not live in reality, often become defensive, and do not live up to their own potential only to others around them. They will also have bizarre and irrational behaviors which could be consistent personality disorders. Maslow believed persons who could not move freely and creatively with access to the needs they have they can become abnormal in their mental and physical functioning.	Empirical research using recordings of therapeutic sessions of Carl Rogers and clients. The Q-sort assessment was used to determine changes within the client’s beliefs of ideal and real self and then they were correlated numerically (Cervon and Pervin, 2010, p. 195).	Humanistic psychology is adaptable in terms that it can help clients accept themselves and allow cohesiveness within the therapeutic setting. It is also geared to help the whole person instead of just certain attributes of the person. This is in addition to Maslow’s Hierarchy of needs.	Can be used for clinical therapy, Personality theory, interpersonal relationship, education, nursing, cross-cultural relations, and other helping professions (Hockenbury and Hockenbury, 2005)

Week Four

Theory	Key figures	Key concepts of personality formation	Explanation of the disordered personality	Scientific credibility	Comprehensiveness	Applicability
Behavioral	John B. Watson	External Behavior emphasized in people’s reactions and behaviors to situations.  Analyzing of behavior and reactions necessary for gaining insight and understanding into human actions.	Disorders like Phobias traced back to learning, develop through conditioning or punishment and association connects to aversive and negative stimuli that carries to adulthood. Individuals are unable to overcome disorders of personality without making associations further from that point though desensitization or positive reinforcement. (Hoermann, Zupanick, & Dombeck, 2011).	Not enough accurate support on behavioral aspect to support concept of theory. Fails to adequately show generalizability in individuals. Experiments done showing operant conditioning and Pavlovian conditioning have been focused on animals and thus more experiments on humans to provide validity (Boulding, 1984).	Comprehensiveness of aspect of behavior shows inability at explaining human language development. Inability to explain language shows large drawback and is highly criticized.	Applicable in school counseling which would attach behaviors to causes and habits formed (Moore, 2011).
Cognitive	George A. Kelley	In constructs they are categories that individuals use in order to understand the world. Individuals behave based on the construed world around them. Construes are limited in range and not used in every situation with individuals constantly updating or revising them.	Disorders are result of individual’s misperceived believe and misinterpretation of different situations that result with the person behaving dysfunctional. Reactions to behavioral and emotionally trying situations are in accordance with interpretation of situation. Basically the thoughts of a person lead to emotions resulting in subsequent behavior (Hoermann, Zupanick, & Dombeck, 2011).	The cognitive aspects comprehensiveness can be broadly grouped into categories such as individuals concerned with construing process, personal knowledge structure, and social embeddings of construing efforts.	Kelly argued validity is found in the usefulness of a theory. Kelly’s theory has been applied widely to different fields like history, linguistics, speech therapy, and psychotherapy.	The validation of constructs with experiences in the world attach to examples of present versus past potential. Flexibility comes in adjusting to change as well as perception of fears and threats (Feist & Feist, 2009).
Social cognitive	Albert Bandura	Three main qualities important in personality development, reasoning through language, its associated with past, future, and present, and involves reflection of self and world. Individuals play active role in development course in which new behaviors are learned through modeling, which plays a role in personality development. Thinking process of individuals like goals, self-evaluation, and belief’s regarding their own capabilities allow people to contribute to personal development in the environment socially (Cervone & Pervin, 2013).	Person’s behavior and world around person affect one another; reciprocal determinism. Found through the study of aggression in adults.	Dimensions of personality, intelligence, as well as motivation. Behaviors reason provided by source traits.	Support of behavioral and cognitive factors, people learn from each other despite behavioral changes. Four conditions distinguish between learning and imitation though observation.  Conditions have to be in place for imitation of behaviors including a person’s attention, reproduction, retention motor, and motivation. Modeling in a person teaches a new behavior which influences the person’s frequency of previously learned behaviors and increases similar behavior usage.	Explains social world and allows for predictions about future interactions of the social world like sports predictions, company statistics and aggression.

Week Five

Theory	Key figures	Key concepts of personality formation	Explanation of the disordered personality	Scientific credibility	Comprehensiveness	Applicability
Trait	Gordon Allport, Henry Murray, Raymond B. Cattell, Hans Eysenck.	Theories of personality built on variability constructs. Five-factor model encompasses most dimensions of character traits used to describe personality in fundamental lexical hypothesis (Cervone & Pervin, 2010). Key concepts include five categories that define personality traits. These include, Neuroticism, Extraversion, Openness, Agreeableness and Conscientiousness with subcategories in each section that describes personality constructs that pertain to each category.	The Five-factor model of personality can help to predict personality disorders. An explanation of a disordered personality can be found within the five primary factor traits in combination to biological predispositions, and environmental influence. Disordered personality can be described as long-term patterns of thought or behaviors that are maladaptive coping patterns.	Recent empirical scientific evidence supports the five factor trait theory. The studies conducted on this topic suggest that trait theory is constructed of general traits That include a stability of traits over time, and the role that genetics or a biological influence of personality constructs (Boyle & Saklofske, 2004; Matthews et al., 2003). At Each category of the five factor trait model theory have been contested by numerous sources by scientific evidence supports the trait theory in general dimensions of personality constructs.	Trait theories are comprehensive in general terms. The categories are organized into dimensions of personality that can be used to define aspects of individual personality through the organization of subcategories.	Can be used in clinical assessment referring to DSM-IV-TR manual in the identification of personality disorders, or mental illness. Applicable to scientific research involving development and behavior. Applicable to identify general dimensions of behavior.
Biologically oriented		Can be biologically oriented and developed through environmental exposure through developing years. Also, can alter in response to experiences or through accident, illness, injury, disease, or a natural aging process.	Disordered personality can be biologically oriented. The individual may develop specific aspects of character in response to neurobiological development. The neural structures of the brain may have caused mechanisms or structures in the brain to develop in ways that may cause a biological predisposition toward specific traits. However, a predisposition to specific traits is influenced through social interactions. Some personality theorists would debate that biological predispositions alter in response to the nature vs. nurture debate.	Empirically collected scientific evidence from credible sources supports biological orientation or influence defined in the five factor model of personality. However, some sources argue that personality constructs are both influenced by nature vs. nurture and cannot be determined solely through a biological predisposition.	Biological orientation in comprehensive terms helps to explain dimensions of personality that may have originated during development.	The applicability of trait theory stemming from biological orientation can differentiate what is genetically inherited to what has developed through environmental influence.

References

Boulding, K. E. (1984). B. F. Skinner: A dissident view. Behavioral and Brain Sciences, 7(4), 483-484.

Boyle, Gregory J.; Matthews, Gerald; and Saklofske, Donald H., "Personality theories and models: An overview" (2008). Humanities & Social Sciences papers. Paper 299.http://epublications.bond.edu.au/hss_pubs/299

Cervone, D. & Pervin, L.A. (2010). Personality: Theory and research (11^th ed.). Hoboken, NJ:John Wiley & Sons, Inc.

Feist J. & Feist, G. J. (2009). Theories of personality (7^th ed.). New York, NY: McGraw Hill.

Hockenbury, D.H & Hockenbury, S.E. (2005).Psychology. (4^thed.). Worth Publishing.

Hoermann, S., Zupanick, C. E., Dombeck, M. (2011). MentalHelp.net. Retrieved from http://www.mentalhelp.net/poc/view_doc.php?type=doc&id=41565&cn=8

Moore, J. J. (2011). Behaviorism. Psychological Record, 61(3), 449.

Moss, S. (2008). Psych-it.com.au.  Five factor model of personality.

            http://www.psych-it.com.au/Psychlopedia/article.asp?id=80