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| the unique and relatively stable ways in which people think, feel, and behave |
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| value judgements of a person's moral and ethical behavior |
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| the enduring characteristics with which each person is born |
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| level of the mind in which thoughts, feelings, memories, and other information are kept that are not easily or voluntarily brought into consciousness |
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| part of the personality present at birth and completely unconscious |
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| principle by which the id functions; the immediate satisfaction of needs without regard for the consequences |
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| part of the personality that develops out of a need to deal with reality, mostly conscious, rational, and logical |
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| principle by which the ego functions; the satisfaction of the demands of the id only when negative consequences will not result |
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| part of the personality that acts as a moral center |
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| part of the superego that produces pride or guilt, depending on how acceptable behavior is |
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| disorder in which the person doe snot fully resolve the conflict in a particular psychosexual stage, resulting in personality traits and behavior associated with that earlier stage |
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| five stages of personality development proposed by Freud and tied to the sexual development of the child |
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| first stage occurring in the first year of life in which the mouth is the erogenous zone and weaning is the primary conflict |
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| second stage occurring from about 1 to 3 years of age, in which the anus is the erogenous zone and toilet training is the source of conflict |
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| anal expulsive personality |
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| a person fixated in the anal stage who is messy, destructive, and hostile |
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| anal retenttive personality |
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| a person fixated in the anal stage who is neat, fussy, stingy, and stubborn |
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| third stage occurring from about 3 to 6 years of age, in which the child discovers sexual feelings |
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| situation occurring in the phallic stage in which a child develops a sexual attraction to the opposite-sex parent and jealousy of the same-sex parent |
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| defense mechanism in which a person tries to become like someone else to deal with anxiety |
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| fourth stage occurring during the school years, in which the sexual feelings of the child are repressed while the child develops in other ways |
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| Freud's term for both the theory of personality and the therapy based on it |
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| followers of Freud who developed their own competing psychodynamic theories |
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| Jung's name for the unconscious mind as described by Freud |
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| Jung's name for the memories shared by all members of the human species |
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| Jung's collective, universal human memories |
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| anxiety created when a child is born into the bigger and more powerful world of older children and adults |
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| personalities typified by maladaptive ways of dealing with relationships in Horney's theory |
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| in behaviorism, sets of well-learned responses that have become automatic |
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| social-cognitive learning theorists |
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| theorists who emphasize the importance of both the influences of other people's behavior and of a person's own expectancies of learning |
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| learning theory that includes cognitive processes such as anticipating, judging, memory, and imitation of models |
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| Bandura's explanation of how the factors of environment, personal characteristics, and behavior can interact to determine future behavior |
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| individual's expectancy of how effective his or her efforts to accomplish a goal will be in any particular circumstance |
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| the tendency for people to assume that they either have control or do not have control over events and consequences in their lives |
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| a person's subjective feeling that a particular behavior will lead to a reinforcing consequence |
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| the "third force" in psychology that focuses on those aspects of personality that make people uniquely human, such as subjective feelings and freedom of choice |
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| self-actualizing tendency |
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| the striving to fulfill one's innate capacities and capabilities |
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| the image of oneself that develops from interactions with important, significant poeple in one's life |
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| archetype that works with the ego to manage other archetypes and balance the personality |
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| one's perception of actual characteristics, traits, and abilities |
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| one's perception of whom one should be or would like to be |
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| warmth, affection, love, and respect that come from significant others in one's life |
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| unconditional positive regard |
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| positive regard that is given without conditions or strings attached |
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| conditional positive regard |
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| positive regard that is given only when the person is doing what the providers of positive regard wish |
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| a person who is in touch with and trusting of the deepest, innermost urges and feelings |
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| theories that endeavor to describe the characteristics that make up human personality in an effort to predict future behavior |
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| a consistent, enduring way of thinking, feeling, or behaving |
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| aspects of personality that can easily be seen by other people in the outward actions of a person |
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| the more basic traits that underlie the surface traits, forming the core of personality |
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| dimension of personality in which people tend to withdraw from excessive stimulation |
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| five-factor model (Big Five) |
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| model of personality traits that describes five basic trait dimensions |
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| one of the five factors; willingness to try new things and be open to new experiences |
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| the care of a person gives to organization and thoughtfulness of others; dependability |
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| dimension of personality referring to one's need to be with other people |
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| people who are outgoing and sociable |
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| people who prefer solitude and dislike being the center of attention |
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| the emotional style of a person that may range from easygoing, friendly, and likeable to grumpy, crabby, and unpleasant |
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| degree of emotional instability or stability |
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| trait-situation interaction |
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| the assumption that the particular circumstances of any given situation will influence the way in which a trait is expressed |
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| field of study devoted to discovering the genetic bases for personality characteristics |
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| method of personality assessment in which the professional asks questions of the client and allows the client to answer, either in a structured or unstructured fashion |
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| tendency of an interviewer to allow positive characteristics of a client to influence the assessments of the client's behavior and statements |
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| defense machanism involving placing, or "projecting," one's own unacceptable thoughts onto others, as if the thoughts actually belonged to those others and not to oneself |
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| personality assessments that present ambiguous visual stimuli to the client and ask the client to respond with whatever comes to mind |
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| projective test that uses 10 inkblots as the ambiguous stimuli |
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| Thematic Apperception Test (TAT) |
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| projective test that uses 20 pictures of people in ambiguous situations as the visual stimuli |
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| referringto concepts and impressions that are only valid within a particular person's perception and may be influenced by biases, prejudice, and personal experiences |
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| assessment in which the professional observes the client engaged in ordinary, day-to-day behavior in either a clinical or natural setting |
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| assessment in which a numerical value is assigned to specific behavior that is listed in the scale |
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| assessment in which the frequency of a particular behavior is counted |
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| paper and pencil or computerized test that consists of statements that require a specific, standardized response from the person taking the test |
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| area of psychology focusing on how physical activities, psychological traits, and social relationships affect overall health and rate of illnesses |
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