Theory Tables University Of Phoenix Material

Theory Tablespsych645 Version 27university Of Phoenix Materialtheory

Complete the tables as a Learning Team for each week, starting from Week Two. Submit the completed tables to your instructor in Week Five. The assignment includes analyzing key figures, concepts of personality formation, explanations of disordered personalities, scientific credibility, comprehensiveness, and applicability of various psychological theories across different weeks. Focus areas include psychodynamic theories (Freud, Jung, Adler, Erickson), attachment theory (Bowlby), humanistic perspectives (Maslow, Rogers, Mustakas), behavioral theories (Pavlov, Skinner, Thorndike, Watson, Parsimony), cognitive theories (Bruner, Miller, Piaget, Neisser), social cognitive theories (Bandura, Dweck, Mischel), and trait theories (Allport, Cattell).

The assignment requires a detailed comparison and critique of these theories regarding their scope, scientific credibility, the nature of personality development, and practical applicability in therapy, counseling, and research. Additionally, analyze the strengths and limitations of each framework, considering their comprehensiveness, approach to disordered personalities, and empirical support. Use credible academic sources to support your analysis, including peer-reviewed journals and authoritative textbooks.

Paper For Above instruction

The exploration of personality theories over the past century reflects a rich tapestry of psychological thought, emphasizing different aspects of human behavior, development, and dysfunction. This comprehensive review provides an overview and critique of major theoretical frameworks—psychodynamic, attachment, humanistic, behavioral, cognitive, social cognitive, and trait theories—highlighting their key figures, concepts, scientific credibility, scope, and practical applicability.

Psychodynamic Theories

Developed primarily by Freud, Jung, Adler, and Erickson, psychodynamic theories posit that unconscious forces, childhood experiences, and innate drives shape personality. Freud’s structural model emphasized the id, ego, and superego, asserting that unresolved conflicts manifest as psychological disorders. Jung extended Freud’s ideas with concepts like archetypes and the collective unconscious, introducing a more symbolic view of the unconscious. Adler focused on individual striving for superiority and social interest, emphasizing the role of community and purpose in personality development. Erickson’s psychosocial stages highlighted lifelong development, emphasizing social relationships and identity formation.

These theories are notable for their extensive scope, encompassing childhood, unconscious processes, and social influences. However, their scientific credibility has been challenged because their concepts are often difficult to operationalize and empirically test (Kroger, 2006). Critics argue that the lack of replicability diminishes their standing as strictly scientific frameworks. Nonetheless, psychopathological explanations rooted in psychodynamics have informed numerous therapeutic modalities, notably psychoanalysis and psychodynamic psychotherapy, which focus on bringing unconscious conflicts to awareness (Cervone & Pervin, 2013).

Attachment Theory

Bowlby’s attachment theory emphasizes the importance of early bonds between infants and caregivers. A secure attachment fosters positive internal models, influencing personality and interpersonal functioning in adulthood (Cassidy et al., 2013). While empirical evidence supports the significance of early attachment, critics point out that attachment styles are not necessarily fixed; individuals can develop multiple attachment patterns over time. Methodological limitations include reliance on self-reports and limited observational data. Nevertheless, attachment theory has profoundly impacted clinical practice in counseling, emphasizing the importance of relational histories in understanding adult behavior and emotional regulation.

Humanistic Perspectives

Maslow, Rogers, and Mustakas advocate for a positive, growth-oriented view of personality, emphasizing self-actualization, free will, and the intrinsic motivation for growth. Maslow’s hierarchy of needs posits that individuals strive to fulfill basic needs before pursuing higher psychological and self-fulfillment goals. Rogers emphasized the importance of unconditional positive regard and the development of a congruent self, with client-centered therapy aiming to enhance self-awareness and self-acceptance (Feist & Feist, 2009). These theories are praised for their optimistic view of human potential but criticized for lack of scientific rigor and limited cultural applicability. Their focus on subjective experience and self-report measures enhances clinical relevance but hampers empirical validation (Butler & Haigh, 1954).

Behavioral Theories

Major figures like Pavlov, Skinner, Thorndike, and Watson advocated for observable phenomena, emphasizing reinforcement, punishment, and stimulus-response associations. Behaviorism asserts that personality is a product of learned behaviors, acquired through conditioning. Its parsimony makes it a powerful approach in behavior modification and applied settings (Sternberg & Grigorenko, 2003). Critics highlight its neglect of internal mental processes, motivation, and biological factors, limiting its comprehensiveness. Yet, behavioral principles underpin many effective therapeutic interventions, such as systematic desensitization and token economies.

Cognitive and Social Cognitive Theories

Cognitive theorists (Bruner, Miller, Piaget, Neisser) focus on internal mental representations, information processing, and developmental stages that shape personality. The social cognitive approach, championed by Bandura and Dweck, emphasizes observational learning, self-efficacy, and reciprocal determinism, which account for behavioral variability based on environmental factors and cognition (Bandura, 1986). These theories are well-supported empirically, with robust experimental research underpinning their claims. They emphasize active mental processes, making them highly applicable in educational and clinical settings to modify thought patterns and behaviors.

Trait Theories

Allport and Cattell championed trait theories, attempting to quantify personality through stable dimensions. Traits are viewed as biological and consistent over time and situations. The biological orientation, inspired by Darwin and James, considers genetic and physiological substrates of personality. Trait models, such as the Five-Factor Model, have achieved considerable empirical support and practical utility in personality assessment and prediction of behavior (McCrae & Costa, 1997). Their limitations include ontology debates about the nature of traits and their stability across cultural contexts.

Conclusion

The diverse landscape of personality theories reflects different emphases— unconscious drives, learned behaviors, self-actualization, stable traits, or cognitive processes. Most theories offer valuable insights but also exhibit limitations, especially concerning empirical support and cultural applicability. A comprehensive understanding of personality incorporates multiple perspectives, recognizing that personality is complex, dynamic, and influenced by biological, psychological, and social factors. Future research should integrate these approaches, leveraging advances in neuroscience, genetics, and cross-cultural studies to refine theories further and improve clinical interventions.

References

• Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall.
• Butler, R. C., & Haigh, R. C. (1954). Client-centered therapy: A critique. Journal of Consulting Psychology, 18(3), 182–188.
• Cervone, D., & Pervin, L. A. (2013). Personality Theory and Research (12th ed.). Wiley.
• Cassidy, J., Jones, J. D., & Shaver, P. R. (2013). Contributions of Attachment Theory and Research: A Framework for Future Research, Translation, and Policy. Development and Psychopathology, 25(2), 1415–1434.
• Feist, J., & Feist, G. J. (2009). Theories of Personality (7th ed.). McGraw-Hill Education.
• Kroger, J. (2006). Identity development: Adolescence through adulthood. Sage Publications.
• McCrae, R. R., & Costa, P. T. (1997). Personality trait structure as a human universal. American Psychologist, 52(5), 509–516.
• Sternberg, R. J., & Grigorenko, E. L. (2003). The school of thought: Assessing the problem of measurement. Applied Developmental Science, 7(1), 15–29.