Theories of personality

1. PERSONALITY

2. OUTLINE
1) INTRODUCTION,GORDON ALLPORT AND HANS EYSNCK’S
THEORY OF PERSONALITY ( ADEEBA 397)
2) PSYCHO-ANALYTICAL THEORY OF FREUD ( SHIZA 394)
3) ERIC ERIKSON THEORY OF PERSONALITY ( NIMRA 401)
4) BEHAVIORAL APPROACH – MILLER AND BANDURA (TAHSEEN 377)
5) HUMANISTIC APPROCH BY MASLOW ( AROOBA 396)

3. WHAT IS PERSONALITY?
THE COMBINATION OF CHARACTERISTICS OR
QUALITIES THAT FORM AN INDIVIDUAL'S
DISTINCTIVE CHARACTER.

4. THEORIES OF PERSONALITY

5. GORDON ALLPORT

6. CONCEPTS
1) A HUMANISTIC VIEW OF PERSONALITY:
2) THE THEORY OF TRAIT:
CARDINAL TRAITS
CENTRAL TRAITS
SECONDARY TRAITS
COMMON TRAIT
PERSONAL DISPOSITION

7. PERSONALITY DEVELOPMENT

8. PERSONALITY STRUCTURE
1) PERSONAL DISPOSISTION
2) PROPRIUM

9. HANS EYSNECKS

10. CONCEPTS
1) TRAIT AS PERSONALITY SCANNER
2) DIMENSIONS
3) INHIBITION THEORY
4) AROUSAL THEORY

11. PERSONALITY DEVELOPMENT
1) THE ROLE OF HERIDITY
2) ROLE OF SOCIALIZATION

12. STRUCTURE OF PERSONALITY

13. PSYCHO-ANALYTICAL
APPROCH OF FREUD

14. Psychoanalysis
 The conscious, subconscious and unconscious mind.
 The ID Ego and Super ego
 Life and death instincts
 Psychosexual development
 Defense mechanism

15. Models of Mind

16. Life and Death Instincts
 Life Instinct(Eros)
Instinct that deals with basic survival, pleasure and
reproduction.
 Death Instinct(Thenatos)
Unconscious desire to die

17. Structures of Mind
ID
 Driven by pleasure principle
 Need immediate gratification
 Newborn child is all id
Ego
 Operates on the reality principal
 Strives to satisfy the id's desires in realistic and socially appropriate ways

18. Super Ego
 Incorporates the values and morals of society
 Moralistic goals rather than simply realistic ones
CONTINUE……..

19. Defense Mechanism
 Repression: Ego keep undesirable id impulses from reaching
consciousness.
 Suppression: Individual’s conscious attempt to stop anxiety-provoking
thoughts by simply not thinking about them.
 Denial: Person’s refusal to perceive an unpleasant event in external
reality.
 Displacement: unconscious attempt to obtain gratification

20.  Sublimation: form of displacement in which the unacceptable id
impulses themselves are transformed
 Regression: movement from mature behavior to immature behavior
 Projection: attributing our own undesirable characteristics to others
 Reaction Formation: conversion of an undesirable impulse into its
opposite
 Rationalization: justification of behavior by using plausible, but
inaccurate, excuses.
CONTINUE………

21.  Intellectualization: dissociation between one’s thoughts and feelings.
 Undoing : by performing some action that nullifies the undesirable one
 Compromise Formation use of contradictory behaviors to gain some
satisfaction for an undesirable impulse
CONTINUE………

22. Psychosexual development
 The adult personality emerges as a composite of early childhood
experiences
 Freud placed emphasis on the five stages of psychosexual development
 During these stages unresolved conflicts may arise

24. Erick Erikson

25. Concept:
 According to psychosocial theory, we experience eight
stages of development over our lifespan, from infancy
through late adulthood. At each stage there is a crisis or
task that we need to resolve. Successful completion of each
developmental task results in a sense of competence and a
healthy personality. Failure to master these tasks leads to
feelings of inadequacy.

26. Developmental Stages

27. Conclusion
Strength:
 Good validity.
 Broad framework of deveopment.
Criticism:
 Expain "how" things but not "why".
 More biased toward boys development.

28. BANDURA’S
SOCIAL-COGNITIVE THEORY

29. CONTRIBUTION TO PSYCHOLOGY
 OBSERVATIONAL LEARNING
 BOBO DOLL STUDIES
 SOCIAL LEARNING THEORY
 SELF-EFFICACY CONCEPT

30. BASIC CONCEPTS
1) ACCORDING TO BANDURA, BEHAVIOR IS NOT CAUSED SOLELY BY
INNER FORCES OR ENVIROMENTAL INFLUENCES. BANDURA BELIEVES
THAT BEHAVIOR OCCUR AS A RESULT OF A COMPLEX INTERPLAY
BETWEEN INNER PROCESSES AND ENVIROMENTAL INFLUENCES.
2) BANDURA POSTULATES A TRIADIC RECIPROCAL DETERMINISM, IN
WHICH COGNITIVE AND OTHER PERSONAL FACTORS, BEHAVIOR, AND
ENVIROMENTAL INFLUENCES ALL OPERATE INTERACTIVELY AS
DETERMINANT OF ONE ANOTHER.

31. 3) BANDURA ALSO MAINTAINS THAT WE LEARN MUCH OF THE BEHAVIOR
BY WATCHING OTHERS AND THEN REPEAT THEIR ACTIONS.
TECHNICALLY, WE ACQUIRE BEHAVIOR THROUGH OBSERVATIONAL
LEARNING
4) The core of observational learning is modeling. Learning through modeling
involves adding and subtracting from the observed behavior and generalizing from
one observation to another.

33. 5) In Bandura’s view, people who perform effectively have
acquired high (but realistic) efficacy expectations that
guide their actions, whereas people who are unable to
perform adequately in a variety of situations typically have
acquired low and often unrealistic expectations that
adversely influence their performances.

34. PERSONALITY DEVELOPMENT
ACCORDING TO THE THEORY GIVEN BY BANDURA
HUMAN PERSONALITY AND BEHAVIORS ARE DEVELOPED BY:
 OBSERVATION.
 MODELLING.
 IMITATION.

35. DEVELOPMENTAL STAGES
CHILDHOOD:
 MODELLING IS LIMITED TO IMITATION.
 PARENTS PLAY IMPORTANT ROLE.
 1961, BOBO DOLL EXPERRIMENT.
 SELF EFFICACY LEVEL.

36. LATER STAGES
 ADOLESCENCE
 ADULTHOOD
 OLD AGE

37. Neal E. Miller
Introduction:
 Neal Elgar Miller August 3, 1909 – March 23, 2002.
 An energetic man with a variety of interests, including physics,
biology and writing.
 Miller's career in psychology started with research on "fear as a
learned drive and its role in conflict“.
 His most notable work on biofeedback and Frustration-aggression
hypothesis.

38. Learning Theory of Reinforcement
Four fundamentals
 Drive: is the internal stimuli or change within someone that compels them to act. There are two
kinds of drive: primary/innate drives such as hunger, and secondary/learned drives such as fear.
 Cue: is the external stimuli or change within the environment that someone detects.
 Response: is how someone chooses to act in response to the cue. In other words, it’s what
someone does.
 Rewards: if the response is successful in satisfying the drive, then it is rewarded and the behavior
is reinforced.

39. Structure of Personality
 Three basic innate characteristics: specific reflexes, innate response
hierarchies, and primary drives.
 Through these basic characteristics and learning, the infant can
become a fully functioning adult over time.

40. Four Critical Training Situations
 The first situation is the feeding situation.
 The second situation is cleanliness training.
 The third situation is early sex training.
 The fourth situation is anger-anxiety conflict.

41. Rules of Conflicts
 The approach-approach conflict: results when a choice must be made between two
desirable alternatives such as eating a cookie or eating a cupcake.
 Avoidance-avoidance conflict: results when a choice must be made between two
undesirable alternatives such as doing homework or doing chores.
 Approach-avoidance conflict: results when a decision regarding whether to pursue
or avoid something has both positive and negative aspects.

42. HUMANISTIC APPROACH
BY MASLOW

43. CONCEPTS:
Maslow's humanistic theory of personality states that people
achieve their full potential by moving from basic needs to self-
actualization.
The objective of Maslow’s humanistic biology was to establish a
“scientific ethics, a natural value system, a court of ultimate appeal
for the determination of good and bad, of right and wrong”.

44. STUCTURE AND DYNAMAICS OF
PRSONALITY
TYPES OF NEEDS:
1) Basic or physiological needs
2) Meta OR Growth needs

46. CHARACTERISTICS OF SELF-ACTUALIZERS:
• Most self-actualizers had a great sense of awareness,
maintaining a near-constant enjoyment and awe of life.
• They actively engaged in activities that would bring
about this feeling of unity and meaningfulness.
• Most of these individuals seemed deeply rooted in
reality and were active problem-seekers and solvers

47. PERSONALITY DEVELOPMENT:
• Maslow posited a universal, stage-emergent theory of
personal development, in which the individual must satisfy,
at least to a certain extent, the lower needs before higher
ones can become operative.
• Environments that threaten the individual and do not
allow for the satisfaction of basic needs are detrimental to
growth, whereas environments that are supportive and
provide for the gratification of these needs promote growth
toward self-actualization.

48. THANKYOU