Psychology of trust

TheThe Psychology ofPsychology of
TrustTrust
A psychologist’s perspective on theA psychologist’s perspective on the
principles of “Trust” andprinciples of “Trust” and
“Strengths-Finding”“Strengths-Finding”

From JimFrom Jim 
““If human beings are perceived as potentialsIf human beings are perceived as potentials
rather than problems,rather than problems,
as possessing strengths instead of weaknesses,as possessing strengths instead of weaknesses,
as unlimited rather than dull andas unlimited rather than dull and
unresponsive,unresponsive,
then they thrive and grow to theirthen they thrive and grow to their
capabilities.”capabilities.”

~Barbara Bush~Barbara Bush

Two Complementary AreasTwo Complementary Areas
 Positive Psychology-Positive Psychology- is the scientific study of theis the scientific study of the
strengths and virtues that enable individuals andstrengths and virtues that enable individuals and
communities to thrive. Opposite of Clinicalcommunities to thrive. Opposite of Clinical
Psychology.Psychology.
 This field is founded on the belief that people wantThis field is founded on the belief that people want
to lead meaningful and fulfilling lives , to cultivateto lead meaningful and fulfilling lives , to cultivate
what is best within themselves, and to enhancewhat is best within themselves, and to enhance
their experiences of love, work, and play.their experiences of love, work, and play.

Two Complementary AreasTwo Complementary Areas
 Interpersonal Psychology-Interpersonal Psychology- is the scientificis the scientific
study of persons interacting with otherstudy of persons interacting with other
persons. It posits that within each person arepersons. It posits that within each person are
dynamic motives, partly unconscious,dynamic motives, partly unconscious,
energizing his/her behavior.energizing his/her behavior.
 This field looks at human interaction throughThis field looks at human interaction through
personality typology (i.e. MMPI),personality typology (i.e. MMPI),
communication styles, human needs.communication styles, human needs.

Psychoanalysis: Freud & the PsychePsychoanalysis: Freud & the Psyche
 Freud proposed three structures of the psyche orFreud proposed three structures of the psyche or
personality.personality.
 Id:Id: a selfish, primitive, childish, pleasure-oriented part ofa selfish, primitive, childish, pleasure-oriented part of
the personality with no ability to delay gratificationthe personality with no ability to delay gratification
 Ego:Ego: the moderator between the id and superego whichthe moderator between the id and superego which
seeks compromises to pacify both. It can be viewed asseeks compromises to pacify both. It can be viewed as
our “Sense of Self”.our “Sense of Self”.
 Superego:Superego: internalized societal and parental standards ofinternalized societal and parental standards of
“good” and “bad” & “right” and “wrong” behavior.“good” and “bad” & “right” and “wrong” behavior.

Psyche Structures: A VisualPsyche Structures: A Visual

Freudian/Psychoanalytic PrinciplesFreudian/Psychoanalytic Principles
 Defense Mechanisms-Defense Mechanisms- Psychological strategiesPsychological strategies
brought into play by various entities to copebrought into play by various entities to cope
with reality and to maintain self-image.with reality and to maintain self-image.

 Level I: Psychotic Defenses:Level I: Psychotic Defenses: Almost alwaysAlmost always
pathological, theses defenses permit one topathological, theses defenses permit one to
rearrange external reality and therefore not have torearrange external reality and therefore not have to
cope with it. They are common in overt psychosis,cope with it. They are common in overt psychosis,
in dreams, and throughout childhood.in dreams, and throughout childhood.
 Denial:Denial: Refusal to accept external reality because it is tooRefusal to accept external reality because it is too
threatening.threatening.
 Distortion:Distortion: A gross reshaping of external reality to meetA gross reshaping of external reality to meet
internal needs.internal needs.
 Delusional Projection:Delusional Projection: Grossly frank delusions aboutGrossly frank delusions about
external reality, usually of a persecutory nature.external reality, usually of a persecutory nature.

 More Level II Defense Mechanisms:More Level II Defense Mechanisms:
 Passive Aggression:Passive Aggression: Aggression toward othersAggression toward others
expressed indirectly or passively.expressed indirectly or passively.
 Acting Out:Acting Out: Direct expression of an unconscious wishDirect expression of an unconscious wish
or impulse without conscious awareness of the emotionor impulse without conscious awareness of the emotion
that drives that expressive behavior.that drives that expressive behavior.
 Idealization:Idealization: Subconsciously choosing to perceiveSubconsciously choosing to perceive
another individual as having more positive qualitiesanother individual as having more positive qualities
than he/she may actually have.than he/she may actually have.

 Level III DM’s: Neurotic DefensesLevel III DM’s: Neurotic Defenses: Common: Common
in everyone, but clearly not optimal for copingin everyone, but clearly not optimal for coping
with reality since they lead to problems inwith reality since they lead to problems in
relationships, work, and enjoying life.relationships, work, and enjoying life.
 Displacement:Displacement: The shifting of sexual or aggressiveThe shifting of sexual or aggressive
impulses to a more acceptable or less threatening target;impulses to a more acceptable or less threatening target;
redirecting emotion to a safer outlet—allowing theredirecting emotion to a safer outlet—allowing the
person to not deal directly with the object of their Forperson to not deal directly with the object of their For
example, a mother may yell at her child because she isexample, a mother may yell at her child because she is
angry at her husband.angry at her husband.

 IsolationIsolation:: Separation of feelings from ideas and events, forSeparation of feelings from ideas and events, for
example, describing a murder with graphic details and noexample, describing a murder with graphic details and no
emotional response.emotional response.
 Reaction Formation:Reaction Formation: Converting unconscious wishes orConverting unconscious wishes or
impulses that are perceived to be dangerous into theirimpulses that are perceived to be dangerous into their
opposites; behavior that is completely the opposite of whatopposites; behavior that is completely the opposite of what
one really wants or feels; taking the opposite belief becauseone really wants or feels; taking the opposite belief because
the true on causes anxiety. This defense can workthe true on causes anxiety. This defense can work
effectively for coping in the short-term but will eventuallyeffectively for coping in the short-term but will eventually
break down.break down.

 Dissociation:Dissociation: Temporary drastic modification ofTemporary drastic modification of
one’s personal identity or character to avoidone’s personal identity or character to avoid
emotional distress; separation or postponement ofemotional distress; separation or postponement of
a feeling that normally would accompany aa feeling that normally would accompany a
situation or thought.situation or thought.
 Intellectualization:Intellectualization: A form of isolation;A form of isolation;
concentrating on the intellectual components of aconcentrating on the intellectual components of a
situation so as to distance oneself from thesituation so as to distance oneself from the
associated anxiety-provoking emotions.associated anxiety-provoking emotions.

 Repression:Repression: Process of pulling thoughts into theProcess of pulling thoughts into the
unconscious and preventing painful or dangerous thoughtsunconscious and preventing painful or dangerous thoughts
from entering consciousness; seemingly unexplainablefrom entering consciousness; seemingly unexplainable
naivety, memory lapse or lack of awareness of one’s ownnaivety, memory lapse or lack of awareness of one’s own
situation and condition; the emotion is conscious, but thesituation and condition; the emotion is conscious, but the
idea behind it is absent.idea behind it is absent.
 Regression:Regression: Temporary reversion of the ego to and earlierTemporary reversion of the ego to and earlier
stage of development rather than handling unacceptablestage of development rather than handling unacceptable
impulses in and adult way (i.e., mid-life crisis)impulses in and adult way (i.e., mid-life crisis)

 Level IV DM’s: Mature Defenses:Level IV DM’s: Mature Defenses: Used byUsed by
“healthy” adults, they optimize one’s ability to“healthy” adults, they optimize one’s ability to
have normal relationships, enjoy work, and takehave normal relationships, enjoy work, and take
pleasure in life.pleasure in life.
 Altruism:Altruism: Constructive service to others that bringsConstructive service to others that brings
pleasure and personal satisfaction (example, Johnpleasure and personal satisfaction (example, John
Walsh).Walsh).
 Anticipation:Anticipation: Realistic planning for future discomfortRealistic planning for future discomfort
(i.e., an upcoming surgery, etc).(i.e., an upcoming surgery, etc).
 Humor:Humor: Overt expression of ideas and feelingsOvert expression of ideas and feelings
(especially those that are unpleasant to focus on or too(especially those that are unpleasant to focus on or too
terrible to talk about) that gives pleasure to others.terrible to talk about) that gives pleasure to others.

 Sublimation:Sublimation: Transformation of negativeTransformation of negative
emotions or instincts into positive actions,emotions or instincts into positive actions,
behavior, or emotion.behavior, or emotion.
 Suppression:Suppression: TheThe conscious decisionconscious decision to delayto delay
paying attention to an emotion or need in orderpaying attention to an emotion or need in order
to cope with the present reality; able to laterto cope with the present reality; able to later
access the emotion and accept it.access the emotion and accept it.

Psychoanalytic Principles, cont.Psychoanalytic Principles, cont.
 Transference:Transference: is a psychological phenomenonis a psychological phenomenon
characterized by unconscious redirection ofcharacterized by unconscious redirection of
feelings of one person to another. For instance,feelings of one person to another. For instance,
one could mistrust somebody who resembles anone could mistrust somebody who resembles an
ex-spouse in manners, voice, externalex-spouse in manners, voice, external
appearance; or be overly compliant to someoneappearance; or be overly compliant to someone
who resembles a childhood friend.who resembles a childhood friend.
 Can be both conscious, pre-conscious, andCan be both conscious, pre-conscious, and
unconscious.unconscious.

 Projection:Projection: (aka, “Projection Bias”) is a defense(aka, “Projection Bias”) is a defense
mechanism in which one attributes (“projects”) tomechanism in which one attributes (“projects”) to
others one’s own unacceptable or unwanted thoughtsothers one’s own unacceptable or unwanted thoughts
and/or emotions. Projection reduces anxiety byand/or emotions. Projection reduces anxiety by
allowing the expression of the unwanted subconsciousallowing the expression of the unwanted subconscious
impulses/desires without letting the ego recognizeimpulses/desires without letting the ego recognize
them.them.
 In other words, you are projecting your own feelings,In other words, you are projecting your own feelings,
emotions or motivations onto another person withoutemotions or motivations onto another person without
realizing your reaction is really more about you than it isrealizing your reaction is really more about you than it is
about the other person.about the other person.

 Some Examples:Some Examples:
 Transferrence:Transferrence: Your job may be “the familyYour job may be “the family
reunion” you are avoiding and you are forced toreunion” you are avoiding and you are forced to
go to each day.”go to each day.”
 Projection:Projection: Your girlfriend may remind you ofYour girlfriend may remind you of
all the irritating things your mother did to youall the irritating things your mother did to you
when you were growing up. “Love at first sight”when you were growing up. “Love at first sight”
is usually a projection.is usually a projection.

A Social Psychological ConstructA Social Psychological Construct
 Cognitive dissonanceCognitive dissonance is an uncomfortable feelingis an uncomfortable feeling
caused by holding two contradictory ideascaused by holding two contradictory ideas
simultaneously. The "ideas" or "cognitions" in questionsimultaneously. The "ideas" or "cognitions" in question
may include attitudes and beliefs, and also themay include attitudes and beliefs, and also the
awareness of one's behavior. The theory of cognitiveawareness of one's behavior. The theory of cognitive
dissonance proposes that people have a motivationaldissonance proposes that people have a motivational
drive to reduce dissonance by changing their attitudes,drive to reduce dissonance by changing their attitudes,
beliefs, and behaviors, or bybeliefs, and behaviors, or by justifying orjustifying or
rationalizingrationalizing their attitudes, beliefs, andtheir attitudes, beliefs, and behaviorsbehaviors..[[

Erikson’s Stage 1: Trust vs. MistrustErikson’s Stage 1: Trust vs. Mistrust
 I am what I am given…I am what I am given…
““Mama? Papa?”Mama? Papa?”
 An infant is helpless. He is totally dependent on othersAn infant is helpless. He is totally dependent on others
for his needs. During this stage, the infant learns whetherfor his needs. During this stage, the infant learns whether
the world in which he lives can be trusted. When he isthe world in which he lives can be trusted. When he is
hungry and cries, will he be fed? When he is unwell forhungry and cries, will he be fed? When he is unwell for
afraid, will he be comforted?afraid, will he be comforted?

Stage 1: Trust vs. MistrustStage 1: Trust vs. Mistrust
 If an infant’s physical and emotional needs areIf an infant’s physical and emotional needs are
met in a consistent and caring way, he learns thatmet in a consistent and caring way, he learns that
his mother or caregiver can be counted on and hehis mother or caregiver can be counted on and he
develops and attitude of trust in people. If hisdevelops and attitude of trust in people. If his
needs are not met, an infant may become fearfulneeds are not met, an infant may become fearful
and learns not to trust the people around him.and learns not to trust the people around him.
 Can lead to life-long trust issues such as ReactiveCan lead to life-long trust issues such as Reactive
Attachment Disorder (RAD) in extreme cases.Attachment Disorder (RAD) in extreme cases.

Stage 2:Stage 2:
Autonomy vs. Shame & DoubtAutonomy vs. Shame & Doubt
 I am what I can do…I am what I can do…
““Up, Up and Away!!”Up, Up and Away!!”
 The toddler realizes that he is a separate person with thisThe toddler realizes that he is a separate person with this
own desires and abilities. He wants to do things forown desires and abilities. He wants to do things for
himself without help or hindrance from other people. Thehimself without help or hindrance from other people. The
toddler’s favorite word “No” is a declaration oftoddler’s favorite word “No” is a declaration of
independence and a bid for increased autonomy.independence and a bid for increased autonomy.

Autonomy vs. Shame & DoubtAutonomy vs. Shame & Doubt
 Parents have to balance the opposing virtues ofParents have to balance the opposing virtues of
encouragement and restraint. If a toddler’s effortsencouragement and restraint. If a toddler’s efforts
to do things are his own were frustrated by over-to do things are his own were frustrated by over-
protective parents then he may not have manyprotective parents then he may not have many
opportunities to develop autonomy. On the otheropportunities to develop autonomy. On the other
hand, if a toddler was harshly criticized forhand, if a toddler was harshly criticized for
“accidents” (e.g., wetting, soiling, spilling/breaking“accidents” (e.g., wetting, soiling, spilling/breaking
things) then he may develop doubt about his ownthings) then he may develop doubt about his own
abilities to tackle new challenges.abilities to tackle new challenges.

Stage 3: Initiative vs. GuiltStage 3: Initiative vs. Guilt
 I am what I imagine…I am what I imagine…
 Parents who take time to answer their preschoolers'Parents who take time to answer their preschoolers'
questions reinforce their intellectual initiative. But parentsquestions reinforce their intellectual initiative. But parents
who see their children's questions as a nuisance may stiflewho see their children's questions as a nuisance may stifle
their initiative and cause them to be too dependent ontheir initiative and cause them to be too dependent on
others and to be ashamed of themselves.others and to be ashamed of themselves.
 It is also during this stage that a rudimentaryIt is also during this stage that a rudimentary conscienceconscience
emerges, regulating their initiative and imagination. Hisemerges, regulating their initiative and imagination. His
behavior is guided by concept of "right" and "wrong" asbehavior is guided by concept of "right" and "wrong" as
spelt out by his parents. If the parents' expectations arespelt out by his parents. If the parents' expectations are
unrealistic or if they punish him too severely for hisunrealistic or if they punish him too severely for his
mistakes then he may develop an oppressive burden ofmistakes then he may develop an oppressive burden of
guilt.guilt.

Stage 4: Industry vs. InferiorityStage 4: Industry vs. Inferiority
 I am what I can achieve…I am what I can achieve…
““Scared of School?”Scared of School?”
 The child soon learns that he can win recognition fromThe child soon learns that he can win recognition from
parents, teachers and peers by being proficient in hisparents, teachers and peers by being proficient in his
school work. The attitudes and opinions of others becomeschool work. The attitudes and opinions of others become
important. The school plays a major role in the resolutionimportant. The school plays a major role in the resolution
of the developmental crisis of initiative versus inferiority.of the developmental crisis of initiative versus inferiority.

Stage 4: Industry vs. InferiorityStage 4: Industry vs. Inferiority
 Children who cannot master their school work mayChildren who cannot master their school work may
consider themselves a failure and feelings of inferiorityconsider themselves a failure and feelings of inferiority
may arise.may arise.
A child may also feel a sense of shame if his parentsA child may also feel a sense of shame if his parents
(and/or others important to him) unthinkingly share his(and/or others important to him) unthinkingly share his
"failures" with others. Shame stems from a sense of"failures" with others. Shame stems from a sense of
self-exposure, a feeling that one's deficiencies areself-exposure, a feeling that one's deficiencies are
exposed to others.exposed to others.

Psychology of trust

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