Behavioral Dentistry Second Year

1. ‫الفكي‬ ‫محمد‬ ‫د.عبدالعزيز‬
‫السريري‬ ‫النفس‬ ‫علم‬ ‫استشاري‬
‫بالخبر‬ ‫الجامعي‬ ‫فهد‬ ‫الملك‬ ‫مستشفي‬
‫الدمام‬ ‫جامعة‬
Personality Theories
and Measurements
Dr.Abdelaziz Elfaki,Phd.

2. The word personality is derived from the
Latin term persona, originally representing
the theatrical mask used by ancient
dramatic players.
personality is seen as a complex pattern of
deeply embedded psychological
characteristics that are expressed
automatically in almost every area of
psychological functioning.

3. Personality is often confused with two
related terms, character and temperament.
Character refers to characteristics acquired
during our upbringing and connotes a degree
of conformity to virtuous social standards.
Temperament, in contrast, refers to a basic
biological disposition toward certain
behaviors.

4. Twin Studies
MZ twins and DZ twins
Suggests heritability estimates of .5 for
personality traits
Shared environment = what siblings share,
parenting practices, neighborhood, family
life.
Nonshared environment is everything else.
More important than shared environment

6. Environmental stability
Three types of person-environment transactions
Reactive
Different individuals exposed to the same environment,
experience it, interpret it, and react to it differently
Example: schemas
Evocative
An individual's personality evokes distinctive
responses form others
Examples: coercive child, happy child
Proactive/Selective
Individuals select or create environments of their own

7. Trait consistency steadily increases with age
Consistency peaked at 50-59 age
Lowest at ages 0 to 3

8. Some debate about this (ages 50 to 70 appear to
be more stable(
Certainly the 20s is an important time to look at
for personality development
People often gaining independence from families
Moving away
Going to college and/or joining workforce
Getting into committed relationships and having
children

9. Personality TheoryPersonality Theory Main ideasMain ideas
Psychoanalytic TheoryPsychoanalytic Theory Emphasizes the importance of early childhood experiences,Emphasizes the importance of early childhood experiences,
repressed thoughts, and conflict between conscious andrepressed thoughts, and conflict between conscious and
unconscious forcesunconscious forces
Behaviorist TheoryBehaviorist Theory Focuses on the way rewards and punishment shape our actionsFocuses on the way rewards and punishment shape our actions..
Social Learning TheorySocial Learning Theory Cognitive-personal factors, our behaviors, and environmentalCognitive-personal factors, our behaviors, and environmental
factors interact to shape our personalitiesfactors interact to shape our personalities
Cognitive TheoryCognitive Theory Our analysis of our own perceptions, thoughts, and feelings shapeOur analysis of our own perceptions, thoughts, and feelings shape
our personalitiesour personalities
Humanistic TheoryHumanistic Theory Emphasizes our capacity for personal growth, development of ourEmphasizes our capacity for personal growth, development of our
full potential, and freedom to make choicesfull potential, and freedom to make choices
Trait TheoryTrait Theory Focus on identifying, measuring, and classifying similarities andFocus on identifying, measuring, and classifying similarities and
differences in personality characteristics or traitsdifferences in personality characteristics or traits..

10. All port's Trait Theory
Allport classified the labels according to
the degree to which they applied in
differing circumstances ,proposing
three levels of traits.

11. Cardinal Trait :a single characteristic that
determines behavior in almost all situations.
It appears to control almost everything a
person does ,unifying and integrating the
person`s behavior.
.

12. Central Traits : are not as broad as cardinal
traits but are relatively general and apply in
many situations.
Secondary Traits :less consistent and less
generalized ,apply in limited circumstances.

13. Cattell`s Personality Factors : from a large
list of descriptive adjectives Cattell used
factor analysis to identify what he called the
16primary or source traits of personality.
He developed a test “16-PF” to measure an
individual`s expression of each of these traits.

14. The “Big Five.” A combination of new
research and analysis of older work has
shown that people in different cultures ,age
groups , and occupations consistently tend
to use five major categories or traits to
describe personality.

16. There are several different ways to evaluate
personality:
Self-Report Tests
Projective Tests
Behavioral Assessments
Interviewing

17. Self-Report Tests
Questionnaires containing statements to
which the individual can respond with
answers such as “yes, may be, no” “true
,false ,can not say”.

18. Minnesota Multiphasic Personality Inventory
)MMPI(
Most clinically-used personality test
567total questions.
Originally designed to assess abnormal
behavior

20. Projective Tests
The subject usually is presented with a
series of ambiguous stimuli and asked for a
description of or a story about each.
The theory of these tests is that a person
will reveal some personality characteristics
By introducing them ( or projecting them
onto )the stimulus provided.

21. Projective Test
Rorschach Inkblot Test
Presentation and interpretation of a series
. of black and white and colored inkblots
Personality test that seeks to identify
people’s inner feelings by analyzing their
interpretations of 10 inkblots
Numerous scoring systems exist

23. Series of pictures depicting ambiguous scenes
Subject is asked to create a story about
the scene
Answers are scored based on themes, motives,
and anxieties of main character

25. Examiner or test situation may influence
individual’s response
Scoring is highly subjective
Tests fail to produce consistent results
)reliability problem(
Tests are poor predictors of future behavior
)validity problem(