Psychology

Different theories of personality relay varied messages as to why an individual acts and behaves in a certain way. In some cases, they even try to foresee how a person will end up like in the future based on observed and gathered data from him or her. In the case study discussed by this paper, three schools of thought will be used to shed light and explain a high- strung high school sophomores behavior.

Ashley may be seen as anal- expulsive, if viewed through the Freudian psychoanalytic perspective. According to this theory, Ashley went through her toddler years with a set of parents who focused more on dealing with the negative rather than praising the childs positive acts. The theory further states that punishing a child for not properly adhering to his or her toilet training would eventually produce an adult who is disorganized, lacks self- control, and possibly cruel.

Ashleys frustrations and anxious behavior stems from childhood traumatic experiences that happened one after the other. The theory suggests that the birthing process itself may be one cause of nervous behavior in adulthood with this called the automatic stress. This conveys vulnerability on the individuals part towards an uncontrolled situation, and while growing up, the child goes through other experiences that bring out the same level of helplessness felt at the time of birth, which then leads to what is called the signal anxiety. Challenging tasks where failing is a possibility, is one such example, thus, her frequent frustrations on difficult duties.

Anxiety is believed to be a customary part of life, experienced especially when an individual moves from one stage to another, according to the humanistic theory. This part of Ashleys life then is an expected stage, and is a signal that she is moving on to a higher, and more advanced level in Abraham Maslows Heirarchy of Needs. When faced with conflicts such as taxing responsibilities, and difficulty in dealing with others (as evidenced by her sometimes overly critical judgments), Ashley exhibited signs that placed her between the quest for safety and security and the search for belongingness, love, and acceptance in Maslows Heirarchy of Needs.

Ashleys rash and undisciplined behavior is seen by a humanist as a step towards self-actualization, while psychoanalysis views them as a by- product of negative events in the persons history. Humanism dwells on Ashleys present state, and gives an analysis of what she is like in real time while psychoanalysis looks at her as an outcome of her past.

The third school of thought that is used to explain Ashleys behavior is the Social- Cognitive theory. It intimates that both internal and external forces affect behavior, and that both have equal effects on an individuals current and future behavior. Ashleys display of lack of discipline, planning, and her critical judgment of others may have been behaviors that she learned from people she hangs out with. It is typical of adolescents her age to find cliques, and look for belongingness, and the level of her interaction with others is seen in the level of her assimilation of behaviors displayed within her peer group. This theory maintains that individuals would most likely adapt the conduct of those they feel closest to. As mentioned earlier, this theory recognizes an internal aspect in behavior formation. It still gives credit to a human beings advanced way of thinking and reasoning in incorporating others behavior.  It believes that learning does not necessarily equate to a change in behavior but that behavior modification actively involves a persons moral and ethical standards.

The concepts discussed were just three of the many psychological perspectives of personality and development that is in circulation today. One persons conclusion may be different from another, but what everyone should remember is the universal fact that the differences do not make one right, and the other wrong.