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Analysis on Causes of Antisocial Personality Disorder on the Basis of Psychodynamic and Social Learning Theories Yeaseul Park Semmelweis University, Budapest, Hungary Abstracts Rising numbers of people diagnosed to personality disorder worldwide. Systemic review was conducted do revisit the psycho-sociological variables in PD prevalence and with basis of psychodynamic and social learning theories. Good understanding of possible prepositions or cause of PD is essential in developing better form of therapy. Reviews were approached with Freud’s Psychodynamic Theory and Bandura’s Social Learning Theory. Freud’s theory is well-demonstrated the phenomenon of noticeably strong Ids and weakened Superegos in ASPD patients. Current society largely accepts the Bandura’s concept, the social and cultural determinants as a cause to personality disorders. However, neither of the two approaches discussed can fully address all factors to the development of ASPD. Possible biological factors also needed attention. The causes of personality disorders, including ASPD, are still difficult to clearly describe. Keywords: Antisocial, personality disorder, personality, Freud, Bandura, Psychodynamic, Social learning Introduction Personality is the predictable, stable characteristics and the unique behavioral tendencies derived from one’s daily life. This means that the personality indicates who a person is and contains predictable aspects from stable characteristics, coping mechanisms, habitual actions, emotions, and attitudes that are consistently repeated through one’s life. A personality disorder is the condition where one’s stabilized characteristics are socially and morally against or inacceptable in their society. One considers a personality disorder when the patient demonstrates 1. The inadaptability to society with fixed habitual actions or personality and 2. Thinking mechanism as well as excessive use of coping mechanism that cannot satisfy one’s needs (4). Personality disorders are divided into three subcategories, which include paranoid, histrionic, and avoidant types. ASPD is categorized under the histrionic type personality disorder, with symptoms such as avoidance, irrationality, immorality, and criminal tendencies (1). ASPD patients display emotional immaturity, lack of responsibility, and lack of decision making process. Additionally, ASPD patients commonly do not observe the social rules, and cannot process learning from experiences (4). Typical characteristics of ASPD include extreme self-centeredness, lack or absence of ability to form relationships and emotional connections with members in society, and the motive of their antisocial behaviors are indistinct. Since the effectiveness psychological therapy on a patient depends on whether the patient has the ability to form emotional relationships with others and the level of their subconscious processing, this form of therapy is often ineffective among ASPD patience. This study aimed to reviews the role of psyco-sociological variables in PD prevalence and etiology with basis of psychodynamic and social learning theories. By understanding the possible prepositions or cause of PD, better form of therapy may emerge. Materials and Methods Relevant previous studies that are published within 5years are systematically searched, with the key words; personality or antisocial disorder and prevalence or etiology. Certain criteria are set to determine whether topic and methods of studies are appropriate and eligible for inclusion, which the studies include: 1. Reliable numbers of subject data with adequate sampling methods, where participants are adults with abnormal childhood environment (i.e, incarcerated parents), or any childhood experiences that may considerably predisposed to develop PD. 2. At least one control or comparison group. 3. The measurements of subject’s mental and behavioral aspects or academic performances. Approaches with Freud’s Psychodynamic Theory Freud argued that it is required to observe the cumulative history of a patient, which includes not only the current situation but also the family atmosphere, environment, career, and medical histories. Freud did not considered the conscious to be the center of mental life, but he believed in the unconscious plays a more prominent role in mental health. This unconscious portion contains passions, emotions, impulses, and notions that are unable to be controlled at the conscious level, but are in a repressed form. These repressed impulses have structured the lowest part of mental contents and have influence on the cognition ability and behavioral ability at the conscious level (2). Freud subdivided the personality into three components the Id, Ego, and Superego. The Id is aggressive, brutal, and has unorganized primitive system. When the Id is in control, all behaviors are irrational, and expressed in egocentric ways (2). The Ego functions by following reality principles, which leads the Id’s impulse into a socially acceptable form. The Superego, as the judge of the mind, acts with the ego to allow self-control of one’s behaviors. The Superego also follows moral principles to develop and improve one’s conscience and ego-ideal (2). Freud’s personality dynamic theory is the strife in mind-energy distribution between the Id, Ego, and Superego. According to his theory, normal means when the Ego has control over the Id and Superego (2). If the Id and Superego replaced the Ego, then such a condition would be considered neurotic and a personality disorder would form. Approaches with Bandura’s Social Learning Theory Bandura’s Cognitive Social Learning Theory explains the how environmental and cognitive factors effects personality development. Bandura thought that one must understand the social situation or social role in order to understand human behavior and personality development. Hence, behavioral, personal, and environmental determinants are the Reciprocal Determinants to each other (2). Social learning theory contrasts classic behavioral theorists’ assertions that the motive of one’s action is environmental factors and the “Behavior is best understood as responses to the environment” (2, p.230), but rather assumes a triadic Reciprocal Determinism. A child not only chooses what he wants (personality to behavioral determinant), but also is affected by his actions and thoughts about himself (behavioral to personal determinant), thoughts and knowledge are formed from books, media, and other environmental aspects (environmental to personal determinants). Additionally, a child’s behavior and reaction will likely depend on whom or what the child is observing (environmental to behavioral determinants) Finally, according this Bandura’s theory, the child’s action may affect his situation (behavioral to environmental determinants) (2). Bandura’s theory also suggests that human behaviors are not only acquirable from praise or punishment but also can be learned from observing a model, and thus the role of a model is important in creating the observer’s behavior (2). Bandura believed that through Vicarious Reinforcement individuals observed another’s action as well as outcome of the action and as a result they would adequately learn the consequence of the action. Results Prevalence rate is as high as 3% in male and 1% in female populations and men are 4-7% more prone to experience ASPD than women (4). Most of ASPD patients are urban poor and have experienced mental cruelty and physical abuse during their childhood. Early onset for ASPD is before age fifteen and 75% of criminals are considered to have ASPD (1). Freud’s theory is demonstrated in ASPD patients as they appear to have noticeably strong Ids and weakened Superegos. As the consequence of the Id, the pleasure principle, acts as the main controller of the mind, Ego’s reality side and Superego’s moral side are thus repressed. As the characteristics easily seen in ASPD patients, when the mental-energy distribution is focused on the Id, the person becomes extremely irresponsible and consistently expresses behaviors that violate society’s rules and laws. ASPD patients also have too little contribution of the Superego toward their mental functioning. Freud’s Superego theory can be subdivided into Ego-ideal and Conscience (2). Development of the Superego is dependent on the praise an individual receives as a child. Based on this assessment of Freud’s theory, it is easy to infer how the ASPD patient’s childhood conditions could affect their personality development and result in a personality disorder. Mental or physical abuse or traumatic events in childhood can be a contributing factor for ASPD because the Ego can become unable to manage the reality of these events and in turn shuts down. Another possible cause of ASPD can be explained by Freud’s term unconscious. The accumulation of impulses under unconsciousness wins over repressing forces and begins to collide against the conscious (2). With ASPD the conflicts between the unconscious and conscious are express outwardly. This explanation is demonstrated with ASPD’s narcissistic characteristics and considers themselves as the victims who are forced to be isolated from society. Therefore, ASPD patients activate excessive defensive mechanisms, which lead patients to be more isolated from society and become further unable to develop rational speculations. In addition, it is possible to reduce ASPD patient’s impulsive actions by redeveloping the patient’s weakened Superego to balance the Id, Ego and Superego’s contribution to patient’s mental content. Social learning theories also state the importance of unique self-regulation (2). Humans can control their own behavior by adjusting environmental aspects, exhibiting cognitive power, and computing the consequences of their actions. The chronic repetitions in antisocial behaviors and emotional maturation in ASPD patience are considered the result of inappropriate modeling and learning process developed in childhood. Therefore, ASPD patients are thought to have a decreased ability in predicting consequences of their behavior and lack the ability to self-regulate. ASPD is further enhanced by the negative family environments many of these patients have been exposed to. Such conditions led to faulty modeling and increase the risk for the development of personality disorders. For example, a child will model their parents because they are convenient to observe. A child with aggressive parents may indirectly learn antisocial behaviors from their parents, the model (2). This is possible because this negative behavior may be accepted within the home and not punished. The ASPD patients have confusion with morals and values because the difference between right and wrong is not effectively taught. ASPD is often caused subsequent to emotionally conflicting situations (1). Hence important environmental determinant with ASPD is whether or not a person has consistent emotional ties other individuals. Bandura considered all behaviors, either learned or mistakenly learned, form the foundations for developing a personality disorder (2). Bandura’s theory suggests behavioral modification as a form of therapy to correct negative behaviors. Behavior modification prevents abnormal actions from being reinforced and substitutes appropriate behaviors. Discussion Classic Behavioral theorists as well as Bandura share their fundamental notion in the learning process as being affected by social or cultural determinants. Personality development is greatly dependent on the social influences received from direct experience or indirect observation. In fact, Freud’s psychotherapy methods, such as free association and dream analysis, are difficult to apply to ASPD therapy. Since often patients with personality disorders like ASPD are not aware of their disorder (1). Therefore, ASPD should be treated in repressing conflicts that causes mental disorder by analyzing repressed mental states under patient’s unconscious. Bandura stated that inner personal regulations including self-judgment, self-efficacy, and self-satisfaction are dependent on outer personal self-regulation through reinforcement and modeling (2). This means with Bandura’s theory, mental self-regulation cannot be accomplished unless under external forces or controls. Therefore, both Bandura and Freud’s theories stress the importance of external forces and controls in developing personality. Freud’s theory explains how severe external forces affect the Ego and overwhelm this process in managing inner conflict and reality. When this occurs, the Id takes control over the Ego’s reality principles. Bandura’s theory explains how severe external forces play a role in the development of abnormal personality. However, we should not ignore the possibilities that biological or genetic factors also plays large role in development of ASPD. Conclusion The causes of personality disorders, including ASPD, are difficult to clearly describe. These disorders are ambiguous in their definitions and symptoms as many of the causes of personality disorder development are thought to be affected from all aspects of one’s life. ASPD patients mentally separate their ‘mental-self’ from society and then physically isolate themselves. ASPD must be considered as a social issue, since patients often show a hostile attitude toward society. As consequence to their disconnection to society, their delusion and adverse sentiment toward society increases and eventually impulsively manifests their antisocial sentiment. Freud’s concept of the Id, Ego, and Superego explain how the Id, which only has aim in wish fulfillment, can take control over the Ego and Superego thus creating the ASPD characteristic of impulsive behaviors. Freud also explained how the ASPD patient’s weaken superego may be the result of negative cultural or family environments. Conversely, Bandura’s concept of triadic reciprocal determinism addresses how the personal, environmental, and behavioral determinants reciprocally effect each other in processing learning experiences and how these learning mechanisms may play a role in the development of ASPD. However, neither of the two approaches discussed can fully address all factors to the development of ASPD. It is important to consider ASPD as a social problem. As members of society, we should work on how discovering innovative and effective ways to help ASPD patients and prevent ASPD development. References 1. Edwards, R. D. (2009). Antisocial Personality Disorder. Retrieved from http://www.medicinenet.com/antisocial_personality_disorder/article.htm 2. Engler, B. (8E.). (2009). Personality Theories. New York: Houghton Mifflin Publishing Company. 3. Ganzzaniga, S. G., & Heatherton, T. F. (2E.). (2005). Psychological Science. New York: W.W.Norton &Company. 4. Long, W. P. (2008). Internet Mental Health: Antisocial Personality Disorder. Retrieved from http://www.mentalhealth.com/dis/p20-pe04.html 5. McGilloway A. et al. (2010). A systemic review of personality disorder, race and ethnicity: prevalence, aetiology and treatment. BMC Psychiatry, 10(33). Retrieved from http://www.biomedcentral.com/1471-244X/10/33 6. Sansone R. A. et al. (2011). The Prevalence of Borderline Personality Disorder in a Consecutive Sample of Cardiac Stress Test Patients. Prim Care Companion CNS Disord, 13(3), PCC.10l01087. doi:10.4088/PCC.10l01087 *** PLEASE NOTE I would like to note that my reference section is in APA format. Since the paper topic is psychology/behavior sciences, I assumed APA style is the most appropriate form. However, I did try to put down in the way you recommended. Yet, I did not change the numbering order in accordance to alphabetic order, to keep the ordering used for incitation. References 1. R. D. Edwards: Antisocial Personality Disorder, http://www.medicinenet.com/antisocial_personality_disorder/article.htm, 27.05.2010. 2. B. Engler: Personality Theories 8E, Houghton Mifflin Publishing Company, 2009., ISBN: 1426648650 3. S.G. Ganzzaniga and T.F. Heatherton: Psychological Science 2E, W.W.Norton &Company, 2005., ISBN: 0393924971 4. W. P. Long: Internet Mental Health: Antisocial Personality Disorder, http://www.mentalhealth.com/dis/p20-pe04.html, 2011.