Personality Theorist

Personality Theorist

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Outline

Introduction

Thesis Statement

Background

Key Concepts

Human Nature and Individual Differences

Behavior Potential

Expectancy

Reinforcement Value

Psychological Situation

Healthy Development

Research

Critique

Application

Personal Response

Conclusion

References

Julian B. Rotter (Social Learning Theory)

Introduction

There are many theories, which concern personality, and are extremely beneficial in many ways. Also, the theories are as a result of the research done by notable theorists in the field of personality. An example is Jean Piaget, who came up with the theory of Moral Reasoning Stage. Julian Rotter proposed the social learning theory, which is accepted by many personality theorists. Rotter believed that there are cognitive factors, which affect the behavior of people (Mearns, 2012). Environmental factors are responsible for determining how people behave based on the existing reinforcements (Mearns, 2012). In turn, performance is influenced by the expectations, which people have, concerning the future (Haggbloom, 2002). Furthermore, there is a need to know how the social learning theory is being used in the modern world (Haggbloom, 2002).

This paper seeks to give an analysis concerning the social learning theory by Rotter, and its role in personality theory.

Background

Julian Rotter was born in October of 1916 in Brooklyn, New York. His parents were Jewish immigrants and Julian was their third son. It is not until the Great Depression that Rotter’s father had been the owner of a successful business. This event had an enormous impact on Rotter’s life, as he became extremely influenced by the impacts of the Depression. It dawned on him that people were suffering from social injustices they could not fight it. Furthermore, he became aware that people were being affected by the situational environment they were subjected (Haggbloom, 2002).

While in high school, Rotter started developing an interest in psychology as he read widely. Most of the books he read were the one written by famous psychologists, such as Adler and Freud (Haggbloom, 2002). Later on, he attended Brooklyn College, and regularly went for seminars organized by Adler. Moreover, he even visited Adler’s home as part of his Society of Individual Psychology meetings. Rotter attended the prestigious University of Iowa after graduating from Brooklyn College. At the university, he met and frequently interacted with another notable psychologist, known as Kurt Lewin (Haggbloom, 2002). Rotter chose to take up courses in speech pathology while at the university. Wendall Johnson is a famous semantic who studied together with Rotter. The former was a positive influence on Rotter’s psychological career. Rotter became aware of issues such as misuse and use of language, based on a psychological aspect (Haggbloom, 2002).

He continued further with his studies and earned a Masters degree. Rotter had an opportunity to intern at the Worcester State Hospital in the department of clinical psychology. During that time, only a few people had the opportunity of finding such an internship. At Indiana University, Rotter commenced on his PHD studies in the field of clinical psychology (Haggbloom, 2002). In the year 1941, he graduated with a Doctorate degree after his dissertation was completed. It is as a result of his extensive study in clinical psychology that he became a pioneer worth mentioning. The training he received is now known as being a traditional mode (Haggbloom, 2002).

Fortunately, he had an opportunity to work at the Ohio State University as an academician. The start of his journey towards developing a psychological theory began at this point. He integrated the personality theory and the learning theory to come up with the social learning theory (Haggbloom, 2002). In the year 1954, his books ‘Social Learning and Clinical Psychology were published. Another notable event in his life include; when he came up with training models to be used by clinical psychologists. He even participated in the Boulder Conference and up to date, his ideas are still used by psychologists (Haggbloom, 2002).

Key Concepts

As the social learning theory was being developed by Rotter, in clinical psychology, a dominant perspective existed. The latter refers to a psychoanalysis method developed by Freud. It sort to determine people’s behavior based upon their instinctual motives, which are deep-seated. According to Freud, people are not usually aware about their unconscious impulses and thus viewed to be naïve (Bradberry, 2007). Furthermore, in order to treat people, an analysis of their experience during childhood had to be conducted. Also at that time, most clinical psychologists used the drive theory as a common learning approach. It meant that people are usually motivated by impulses, which are physiologically based. In turn, individuals become satisfied at extremely high rates (Bradberry, 2007). As Rotter developed his social learning theory, he chose to deviate from drive- based behaviorism and instinct-based Psychoanalysis (Bradberry, 2007). According to him, every psychological theory should have a principle that is psychologically motivated. The motivating factor behind Rotter’s theory was the ‘empirical law of effect’. The latter states that in order to be stimulated positively, people have to be motivated. Moreover, when people do not want to be stimulated unpleasantly, reinforcement usually occurs (Bradberry, 2007). In turn, Rotter made sure to combine study of personality and behaviorism. He did this without using motive force, which is considered being a physiological drive or instinct (Haggbloom, 2002).

The key principle in the social learning theory by Rotter is that personality is extremely vital. The environment is the principal influence behind how people interact and thus a reflection of personality (Mearns, 2012). It is not possible to claim that one has a personality which is internal, nor one that does not depend on the environment (Haggbloom, 2002). Also, it is not possible to view behavior as being a response, which is automatic, depending on various environmental stimuli. Rotter believed that the only way to understand people’s behavior is through using two methods (Mearns, 2012). This is through examining their environment, as well as their life history, in terms of experiences and learning. One should also consider the person and how they respond, and are aware of various stimuli. According to Rotter, personalities are potential sets that are relatively stable, and have a distinct way of responding to situations (Mearns, 2012).

Rotter believed that behavior and personality will at times be changeable. If one wants to change others behavior, they should change their environment and how they think. In turn, it will be easy to change their responses. Rotter does not agree with theorists who claim that critical periods exist when a personality has been set (Mearns, 2012). Change; is however, affected by life experiences, especially if one has experienced a lot. For example, people with certain beliefs will need a lot of effort before they can change. This means that life experiences play a significant role in determining change among individuals. Rotter often viewed people in a way that is known as being optimistic. Furthermore, the need to establish goals is responsible for influencing people’s behavior. Also, people want to ensure that they are not punished, and thus they ensure that their reinforcement is maximized (Mearns, 2012).

Human Nature and Individual Differences

In the social learning theory model by Rotter, he came up with four major components that predicted behavior. They include psychological situation, reinforcement value, expectancy and behavior potential (Millon, 2004). They give an explanation regarding why people are different, as well as the nature of human beings.

Behavior Potential:

This refers to the possibility of an individual engaging in certain behaviors while at specific situations. It examines the probability and the possibility of behavior that is likely to be manifested by people when in various situations. There are a variety of behaviors, which people can express, depending on the situation they are. In turn, there is a potential behavior for any behavior. An individual will react depending on the environment, which has an extremely high potential (Millon, 2004).

Expectancy

This refers to subjective probability that has a distinct outcome depending on one’s behavior, as well as that of the reinforcer. When individuals have high expectancy levels, they believe that the outcome will be as they have planned, due to their confidence. In contrast, reinforcement has to occur when individuals have expectancies, which are low. They are not confident and in turn, behavior will not change. People are usually motivated by the outcome, which is desirable, and this refers to high expectancy. Experience is what forms the basis of expectancies. Outcomes will be achieved easily if reinforcement had occurred in the past, and thus making their expectancy even stronger (Millon, 2004).

Irrational expectancy is derived from pathology, which is related to matters that concern subjective probability. It has not been proven yet whether a relationship exists between reinforcement and assessment of a person’s subjective nature. In turn, people are likely to underestimate or over estimate the outcomes of their behavior. The result of the latter occurring is likely to be problematic due to distortions (Millon, 2004).

Reinforcement Value

It refers to behavior and the outcomes, which are related to it, and are desirable in nature. Things, which have high reinforcement value, are the ones that people are attracted to, and put more effort in order to materialize. On the other hand, low reinforcement value takes place when people do not want certain events to occur (Millon, 2004). Sometimes, reinforcement levels are similar and this means that people will exhibit reinforcement value at its peak. Reinforcement value is thus normally referred to as being subjective (Millon, 2004). Differences exist between the manners, which people experience various events. For example, children would view punishment from their parents as being negative reinforcement. However, parents who do not make an effort to give their children positive attention, may experience are different reinforcement. The children might in turn attempt to punish their parents, as they believe that they have been neglected. Future reinforces are the ones responsible for giving value to any reinforcements, which take place (Millon, 2004). Minimal goal refers to reinforcement that has a value, which is positive and is least in amount. People believe that they have achieved success once they exceed or equal their goals (Millon, 2004).

Psychological Situation

In Rotter’s social learning theory model, psychological situation does not appear a lot. Rotter believes that a situation is often interpreted differently by people. The environment is often viewed depending on one’s subjective interpretation, instead of basing it on stimuli. In turn, behavior is determined by how people want their lives to be (Haggbloom, 2002).

Healthy Personality

According to Rotter, individuals have various personality development rates and they can either be unhealthy of healthy (Bradberry, 2007). Through coming up with his variables, it is possible to know how the latter and the former occur. For example, if people have expectancies, which are low, they will not do much to attempt to change their behaviors. Things they want to accomplish will fail as they do not make an attempt to succeed. Furthermore, when they realize that they have failed, they are affirmed of their low expectancies. He refers to this as being a cycle that is vicious (Bradberry, 2007). Therapists who use social learning seek to increase reinforcement among their clients. People can have a healthy development. So long as they establish goals and work hard towards achieving them, they are assured of success (Bradberry, 2007). In order to have a healthy personality, therapists seek to make sure their clients eliminate their low expectancies and change their goals. In turn, healthy development will be easily achieved (Bradberry, 2007).

Research

While coming up with the social learning theory, Rotter used various hypotheses in his methodology. The predictive formula combines the Reinforcement Value, Behavior Potential and Expectancy. This formula is expressed as BP=f (E & RV) and he used it in order to interpret people’s behaviors based on various probabilities (Lombardo, & Foschi, 2003). The other methodology used by him is by the locus of control, which deals with control reinforcement. It refers to how people can be classified into external and internal continuum (Lombardo, & Foschi, 2003). For example, those who have a locus of control, which is internally strong, are aware that they control their reinforcement. Lastly, Rotter used therapy as a methodology in his research. This helped him in finding out how people’s personality varies depending on their environment (Mearns, 2012).

Critique

There are many psychologists who have progressed with the research done by Rotter concerning personality. Rotter had come up with a framework, which is flexible, and can today still be used in further research. Some personality researchers such as Mearns and Catanzaro have made effective use of the social learning theory (Millon, 2004). They have in turn come up with regulations that concern negative mood known as (NMR) (Millon, 2004). The latter is used to define expectancies, which are usually generalized. The NMR expectancies dictate that when people have negative moods, they have the ability to control it. Furthermore, the researchers follow Rotter’s theory in giving explanations regarding events (Millon, 2004). They have vital information regarding outcomes and coping with events, which are upsetting. This affects people’s health and mood in many ways. Personality theorists hold in high regard the social learning theory by Rotter (Millon, 2004).

Application

The social learning theory is widely used in many sectors due to its many benefits. For example, at the work place, many employers use the theory in order to influence positive behavior among the employees. The employers seek to find ways to motivate their employees to make sure that they become productive. Some of the motivation methods used is increasing salaries, organizing parties, as well as creating excellent work environments for the employees (Bradberry, 2007). In turn, the employees will work hard towards ensuring that they achieve the organizations goals, as they have been offered incentives (Bradberry, 2007). Another example is at school whereby, students are given goals that they have to accomplish. Teachers often set standards, which students should seek to achieve. Moreover, the students are promised a successful future if they pass their examinations. Students strive to achieve the set goals as they have been motivated by the future success. The social learning theory is thus used in many different settings as well as environments (Bradberry, 2007).

Personal Response

There are many situations in a student’s life whereby, the social learning theory by Rotter is applicable. Students can use his theory in order to have a successful social and academic life while in school (Lombardo, & Foschi, 2003). For example, students should always strive to achieve change, which affects them positively in their lives. It is vital that students establish and set up goals, which are realistic. At the same time, their goals should not be extremely low, as this is not desirable. Once the latter has been established, the student will work hard towards achieving their goals. Also, students should not make their negative past life experiences dictate their lives. Instead, they should focus on events and experiences, which are positive. Students will be assured of being successful in all they seek to accomplish while in school (Lombardo, & Foschi, 2003).

Conclusion

In conclusion, it is indeed true that Julian Rotter has made notable achievements in matters concerning personality theories. In turn, he is regarded as being among the leading twentieth century eminent psychologists. His theory of social learning has given explanations of how people behave, while in various environments. Clinical psychologists use this personality theory when treating their clients. Its success is applauded by many, as most clients end up becoming successful. Indeed, Rotter’s social learning theory is one that is of extreme importance.

References

Haggbloom, S. J. et al. (2002). The 100 most eminent psychologists of the 20th century. Review of General Psychology, 6, 139-152.

Millon, Theodore (2004). Masters of the Mind. New York: John Wiley and Sons.

Mearns, Jack. (2012). HYPERLINK “http://psych.fullerton.edu/jmearns/rotter.htm” “The Social Learning Theory of Julian B. Rotter”. California State University, Fullerton. Retrieved from HYPERLINK “http://psych.fullerton.edu/jmearns/rotter.htm” http://psych.fullerton.edu/jmearns/rotter.htm

Bradberry, T. (2007). The Personality Code. New York: Putnam

Lombardo, Giovanni Pietro. & Foschi, Renato. (2003). “The concept of personality in 19th-century French and 20th-century American psychology”. History of Psychology 6, 2, 123–142.