ABC/123 Version X Week 4 Assignment Worksheet PSY/203 Versio

ABC/123 Version X 1 Week 4 Assignment Worksheet PSY/203 Version

Complete the following table. Theorists Main tenets of theory Unique contributions Limitations Freud Jung Adler Horney Defense Mechanisms Match the example with the appropriate defense mechanism. 1. _____A woman is involved in a car accident that left her paralyzed from the waist down, but she cannot remember any details of the accident. 2. _____Taking a test makes me nervous, so I bite my nails. 3. _____My boss yelled at me at work today and it made me very upset. I went home and ended up yelling at my spouse that night. 4. _____Even though I drink alcohol every day, I am not an alcoholic. 5. _____I hate Alex, but I am overly nice and friendly when interacting with him at work. 6. _____I broke up with my boyfriend, but I am fine with it because he was a loser anyway. 7. _____I am convinced that my husband is cheating on me, even though I am the one who frequently thinks about cheating on him. 8. _____I am very frustrated at work and just want to scream, but instead I go to the gym and work out my frustration on the treadmill. A. Displacement B. Rationalization C. Repression D. Sublimation E. Projection F. Denial G. Regression H. Reaction Formation Psychosexual Stages of Development Fill in the appropriate psychosexual stage for the following descriptions. 1. The ______ stage focuses on mature sexual relationships. 2. A 3rd grader still sucks their thumb. They may have a(n) _______ fixation. 3. An adult who exhibits a lack of self-discipline and messiness may have struggled with toilet training. This person may have experienced difficulty in the ________ stage. 4. A child tends to prefer the parent of the opposite sex and views the same-sex parent as a threat. This conflict occurs in the _______ stage 5. Children tend to focus on peer relationships with same-sex friends and other nonsexual activities. This behavior occurs in the _______ stage. Stress and Coping Consider the following scenario: You have unexpectedly lost your job due to layoffs at your company. You are the sole provider of income for your family. You are worried about how you will pay your bills and support your family during this time. Write 150 to 200 words describing how stress can affect you physically and mentally, and which coping strategies you may use to work through this situation. Grading Guide: Personality Perspectives Paper PSY/203 Version Write a 1,250- to 1,500-word paper comparing the main themes of the social-cognitive perspective with the humanistic perspective. · Describe the main concepts involved in each perspective. · Explain how the perspectives differ from one another. · Identify possible limitations of each perspective. Include a minimum of two peer-reviewed resources. Format your paper consistent with APA guidelines.

Paper For Above instruction

The comprehensive understanding of personality theories provides significant insights into human behavior, motivations, and individual differences. Among the many perspectives, the social-cognitive and humanistic approaches are particularly influential, each offering unique concepts and explanatory frameworks. This paper critically compares these perspectives, exploring their core tenets, differences, limitations, and implications for understanding personality development.

Introduction

The field of personality psychology encompasses diverse theories attempting to explain how individuals differ and develop psychologically. The social-cognitive perspective emphasizes the interplay between personal factors, environmental influences, and behavior, highlighting the importance of observational learning and self-efficacy. Conversely, the humanistic perspective focuses on the innate drive toward self-actualization and personal growth, stressing subjective experience and individual responsibility. Comparing these perspectives elucidates their respective contributions and limitations in explaining personality phenomena.

Core Concepts of the Social-Cognitive Perspective

The social-cognitive theory, primarily associated with Albert Bandura, revolves around the concept that behavior is shaped by observational learning, modeling, and cognitive processes. Key components include self-efficacy—the belief in one's capacity to execute actions necessary for desired outcomes—and reciprocal determinism, which describes the dynamic interaction between personal factors, behavior, and environmental influences (Bandura, 1986). The perspective underscores the significance of cognitive processes such as expectations, beliefs, and perceptions, which mediate the influence of external stimuli on behavior (Pajares, 1996). A central theme is that individuals are proactive in shaping their environment and behavior based on self-regulatory mechanisms and observational learning from others (Mischel, 2004).

Main Concepts of the Humanistic Perspective

Developed by Abraham Maslow and Carl Rogers, the humanistic approach emphasizes personal growth, self-actualization, and the inherent goodness of individuals. It posits that people have an innate tendency toward psychological health and fulfillment, and that subjective experiences are crucial to understanding personality (Maslow, 1943; Rogers, 1951). Core concepts include the self-concept—the organized, consistent set of perceptions about oneself—and unconditional positive regard, which fosters self-acceptance (Rogers, 1959). The approach champions free will, personal responsibility, and conscious experience, asserting that individuals strive for authenticity and meaning in life (Greenberg & Watson, 1998). Unlike deterministic theories, humanism underscores the agency of individuals in shaping their personalities through choices and self-reflection.

Differences Between the Perspectives

The primary divergence between the social-cognitive and humanistic perspectives lies in their foundational assumptions about human nature. The social-cognitive view is deterministic, emphasizing external influences, learned behaviors, and cognitive mediators, implying that personality is shaped largely by environmental factors and modeling (Bandura, 1986). In contrast, humanism adopts a more optimistic view, emphasizing free will, personal agency, and the innate drive toward self-actualization (Maslow, 1943). Additionally, the social-cognitive approach relies heavily on observable behavior and empirical research, whereas humanism prioritizes subjective experience, inner feelings, and qualitative methods (Rogers, 1961). These differing emphases influence their respective diagnostic and therapeutic applications.

Limitations of Each Perspective

Both perspectives face limitations. The social-cognitive approach has been criticized for underestimating biological and emotional factors, and for focusing predominantly on observable behaviors and external stimuli, which may neglect internal emotional states (Bandura, 1997). Its reliance on self-reports of efficacy and expectation can also introduce biases. Conversely, humanistic theories have been critiqued for their lack of empirical rigor and difficulty with operationalization, making their scientific validation challenging (Kirschenbaum & Melton, 2010). Moreover, the emphasis on subjective experience may overlook the influence of social and environmental structures that constrain personal growth respectively.

Conclusion

In conclusion, the social-cognitive and humanistic perspectives offer valuable yet distinct insights into personality development. The former emphasizes behavioral learning and cognitive processes influenced by external factors, while the latter highlights personal agency, self-awareness, and innate tendencies. Recognizing their limitations encourages integrative approaches that encompass biological, environmental, and experiential factors, fostering a comprehensive understanding of human personality.

References

• Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall.
• Bandura, A. (1997). Self-efficacy: The exercise of control. W.H. Freeman.
• Kirschenbaum, H., & Melton, G. B. (2010). The therapeutic factors: An analysis of the humanistic perspective. Journal of Humanistic Psychology, 50(3), 372–391.
• Maslow, A. H. (1943). A theory of human motivation. Psychological Review, 50(4), 370–396.
• Mischel, W. (2004). Toward an integrative model of personality: Little e, big E, and the organism. Journal of Research in Personality, 38(2), 137–151.
• Pajares, F. (1996). Self-efficacy beliefs: Implications for SMS teaching and research. In M. L. Maehr & P. R. Pintrich (Eds.), Advances in motivation and achievement: Vol. 8. Enhancing motivation (pp. 49–72). JAI Press.
• Rogers, C. R. (1951). Client-centered therapy. Houghton Mifflin.
• Rogers, C. R. (1959). A theory of therapy, personality, and interpersonal relationships: As developed in the person-centered approach. In S. Koch (Ed.), Psychology: A study of a science (Vol. 3, pp. 184-256). McGraw-Hill.
• Greenberg, L. S., & Watson, J. C. (1998). Experiential therapy. In R. J. Corsini & D. A. Wedding (Eds.), Current psychotherapies (6th ed., pp. 377–418). Thomson Brooks/Cole.
• Kirschenbaum, H., & Melton, G. B. (2010). The therapeutic factors: An analysis of the humanistic perspective. Journal of Humanistic Psychology, 50(3), 372–391.