For B.Ed. Students

1. personality

2. The word Personality is derived from
the Latin word Persona which
means Mask
According to this root,
personality is the
impression we make
on others; the mask
we present to the
world

3. Personality is the total integration of physical,
intellectual, emotional, social and
character make up of the individual which
is expressed in terms of behaviour,
experiences, manner, attitudes, values,
beliefs, ambitions, aspirations, interests,
habits, sentiments, temperaments and traits.

4. Some Expert Views
• Allport : “Personality is the dynamic
organization within the individual of those
psychophysical systems that determine
his unique adjustment to the environment.”
• Woodworth: Personality as the “total
quality of individual’s behaviour.
• Kurt Lewin’s view : “Personality is a
dynamic totality of systems.”
• J.P. Guilford’s view : “An individual’s
personality is his unique pattern of traits.”

5. Totality of Personality may be
described as:
• The way a person behaves
• The way he acts
• The way he dresses
• The way he sits and stands
• The way he walks
• The way he speaks
• The way he eats and drinks
• Person’s attitudes
• Person’s skills of doing work

6. Traits, Dimensions or Aspect of
Personality
• Physical Traits: Appearance, Weight,
Voice, Colour etc.
• Intellectual Traits: Memory, Imagination,
Thinking, Reasoning etc.
• Emotional Traits: Reactions, Sentiments,
Attitudes, Desires etc.
• Social Traits: Adjustment, Morality,
Acceptance etc.

7. Characteristics of
Personality
• Dynamic
• Organised and Integrated
• Psychophysical system
• Determining tendencies
• Unique
• Adjustability
• Sociability
• Goal-directed
• Consistency
• Persistence
• Self-consciousness

8. Factors affecting personality
• Biological or Hereditary
determinants/Factors
• Socio-Cultural Determinants/Factors
• School related Determinants/Factors
• Social determinants/Factors
• Psychological Determinants/Factors

9. Biological or Hereditary
determinants/Factors
1. Physique and Personality:
Height, Weight,
Complexion, Health
2. Intelligence
3. Gender differences
4. Nervous system
5. Endocrine Glands

10. Endocrine Glands
A. Adrenal Glands: lie on the top of kidneys, secrete (Cortin
and Adrenaline) hormone.
Deficiency of CORTIN : ADDISON’S Disease which
causes poor Judgement, loss of sleep, irritable
behaviour etc.
Over-production: Masculine Character among female
A. Thyroid Gland: (Neck) Affects Physical and Mental
develpment
B. Parathyroid Glands: (back of Thyroid) Calcium-
Phosphorus balance in the blood
C. Pituitary Gland: (Lies at the base of Brain) Master Glands.
Maintains Chemical Equilibrium of the body
D. Gonads/ Sex Glands: male Hormone- Androgens, Female
hormone- Oestrogens, Progesterone and Relaxin

12. Family or Home related
Determinants/Factors
• Home Climate
• Order of birth
• Over protecting/Under Protecting Parents
• Dominant Parents
• Broken Homes
• Size of the Family
• Single child
• Step parents
• Socio-Economic Condition

13. School related
Determinants/Factors
• Teacher’s personality
• Curriculum
• Methods of Teaching
• Co-curricular Activities
• School Environment

14. Social determinants/Factors
• Neighbourhood
• Friends
• Radio, TV and Cinema
• Religious Places
• Culture
• Values

15. Psychological
Determinants/Factors
• Motives
• Interests
• Attitudes
• Will power
• Emotions
• Sentiments
• Character
• Memory
• Reasoning
• Motivation
• Intelligence

16. Freud’s Psychoanalytical Theory
of Personality
Sigmund Freud was
an Austrian neurologist
and the Founder of
Psychoanalysis.

17. The basic idea behind
psychoanalytic theory
is that inner drives,
unconscious motives,
and unresolved needs
from childhood govern
our development.

18. Freud’s personality theory can be
conceptualized according to
structure of personality,
topography of mind & stages
of personality development.

19. Basic concepts of frued’s psychoanalytic theory of personality
• He initially described a class of drives known as
the life instincts and believed that these drives
were responsible for much of our behaviour.
• He proposed two types of instincts:
LIFE INSTINCTS (Eros)
DEATH INSTINCTS (Thanatos)

21. Life Instincts (Eros)
• Sometimes referred to as sexual instincts,
• The life instincts are those which deal with basic survival,
pleasure, and reproduction.
• These instincts are essential for sustaining the life of the
individual as well as the continuation of the species.
• While we tend to think of life instincts in terms of sexual procreation, these
drives also include such things as thirst, hunger, and pain avoidance.
• The energy created by the life instincts is known as libido.
• The life instincts are focused on the preservation of life, both of the
individual and of the species.
• This drive compels people to engage in actions that sustain their own lives,
such as looking after their health and safety.
• It also exerts itself through sexual drives, motivating people to create and
nurture new life.
• Positive emotions such as love, affection, social actions, and social
cooperation are also associated with the life instincts.
• These behaviours support both individual well-being and the harmonious
existence of a cooperative and healthy society.

22. Death Instincts
(Thanatos)
• The concept of the death instincts was initially
described in Beyond the Pleasure Principle, in
which Freud proposed that “the goal of all
life is death.”
• Freud believed that people typically channel their
death instincts outwards.
• Aggression, for example, arises from the death
instincts.
• Sometimes these instincts towards destruction
can be directed inwards, however, which can
result in self-harm or suicide.

23. STRUCTURE OF PERSONALITY
Sigmund Freud's
psychoanalytic theory of
personality argued that
human behavior was the
result of the interaction of
three component parts of
the mind: the id, ego, and
superego.

24. The id
• The id is the only component of personality that is
present from birth.
• Centre of both life and death instincts.
• Store house of mental energy of libido.
• The id demands immediate satisfaction .
• Contains innate urges, instincts, desires and wishes
guided by pleasure seeking principle.
• The id is not affected by reality, logic or the everyday
world.
• It operates an animal level.
• Immoral, don’t obey laws, rules
• Blindly follow sex instincts and aggression.
• Contains repressed desires, feelings and thoughts etc.

25. The ego
• Ego functions as a policeman to check the unlawful activities of the Id.
• It is the adjuster between the wishes of the ID and the demands of reality.
• It is said to be ‘the chief administrator of the mind.
• Ego is both conscious and unconscious. But it is largely conscious.
• It is logical in nature.
• It deals with reality of environmental conditions.
• The ego is the component of personality that is responsible for dealing with
reality.
• It develop between the ages of 4-6 months.
• Initially the ego is 'that part of the id which has been modified by the direct
influence of the external world'
• It engages in secondary process thinking, which is rational, realistic, and
orientated towards problem solving.

26. SUPER EGO
• Super-ego is the representative of sociability and morality.
• It represents the influence acquired from other persons, parents
and society.
• It is differentiated part of the ego.
• It is exercises control over the ego.
• It is the moral critic that maintains in ego an unconscious guilt
feeling.
• It has been equated with the conscience. It blocks the impulses
which violate the social norms.
• It is known as moral self.
• Works on perfection principle.
• The superego incorporates the values and morals of society
which are learned from one's parents and others.
• The superego provides guidelines for making judgments.

27. ID is animalwithin man,
ego is manwithin man
super-ego is godwithin man

28. Topographical Aspect OF Mind/personality
• Conscious Mind
• Preconscious/sub-conscious
mind
• Unconscious mind

29. THE CONSCIOUS MIND
• It includes everything that we are aware of.
• This is the aspect of our mental processing
that we can think and talk about rationally.
• Events & experiences that are easily
remembered or retrieved are considered to
be within one’s conscious awareness.
• Example- Telephone numbers, birthday of
self & dates of special holidays.

30. THE PRECONSCIOUS MIND
• It includes all memories that may have been
forgotten or are not in present awareness
but with attention can be readily recalled into
consciousness.
• Example- telephone numbers, addresses
once known but little used.
• It is thought to be partially under the control
of the super-ego, which helps to suppress
unacceptable thoughts and behaviors.

31. THE UNCONSCIOUS MIND
• It includes all memories that one is unable to bring to
conscious awareness.
• It is the largest of the three topographical levels.
• It consists of unpleasant & non essential memories
that have been repressed & can be retrieved
through therapy, hypnosis & with other substances
that alter awareness.
• According to Freud, the unconscious continues to
influence our behavior and experience, even though
we are unaware of these underlying influences.

33. STAGES OF PSYCHOSEXUAL
DEVELOPMENT
• Freud described how personality developed
over the course of childhood.
• Psychoanalytic theory suggested
that personality is mostly
established by the age of five.
• Early experiences play a large role in
personality development and continue to
influence behavior later in life.

36. ORAL STAGE: BIRTH TO 18 MONTHS
• Mouth is the first organ to provide pleasure
• During the oral stage, the infant's primary source of interaction occurs through the
mouth, so the rooting and sucking reflex is especially important.
• The mouth is vital for eating and the infant derives pleasure from oral stimulation
through gratifying activities such as tasting and sucking.
• The primary conflict at this age is weaning process.
• If fixation occurs at this stage, Freud believed the individual would have issues
with dependency or aggression.
• Oral fixation can result in problems with drinking, eating, smoking, or nail biting.
• Oral stage fixation might have 2 effects: I. Neglected child might become
psychologically dependent adult continually seeking the oral stimulation denied in
infancy, thereby becoming a manipulative person in fulfilling his/her own needs,
rather than maturing to independence.
• The over-protected child might resist maturation and return to dependence upon
others in fulfilling his or her needs.
• Theoretically, oral-stage fixations are manifested as garrulousness (talkativeness),
smoking, continual oral stimulus (eating, chewing objects), and alcoholism.

38. ANAL STAGE:18 MONTHS TO 3 YEARS
• During the anal stage, Freud believed that the
primary focus of the libido was on controlling
bladder and bowel movements.
• The major conflict at this stage is toilet
training--the child has to learn to control his or
her bodily needs.
• According to Freud, inappropriate parental
responses can result in negative outcomes.

40. PHALLIC STAGE: 3-6 YEARS
• During the phallic stage, the primary focus of the libido
is on the genitals.
• At this age, children also begin to discover the
differences between males and females & become
aware of sexuality.
• Oedipus Complex ( arise in boys): Unconscious sexual
desires towards mother, father is competition
• Electra Complex (arise in girls): Unconscious sexual
desires towards father and mother is competition
• Eventually, the child begins to identify with the same-
sex parent as a means of vicariously possessing the
other parent.
• If fixation occurs at this stage, it will lead to sexual
identity problems, difficulty in accepting authority.

42. LATENCY STAGE:6-12 YEARS
• During the elementary school years, the
focus changes from egocentrism to more
interests in group activities, learning and
socialization with peers .
• The latent period is a time of exploration in
which the sexual energy is still present, but it
is directed into other areas such as
intellectual pursuits and social interactions.

44. GENITAL STAGE:13 YEARS- ADULTHOOD
• During the final stage of psychosexual development,
the individual develops a strong sexual interest in
the opposite sex.
• This stage begins during puberty but last
throughout the rest of a person's life.
• If the other stages have been completed
successfully, the individual should now be well-
balanced, and caring.
• The goal of this stage is to establish a balance
between the various life areas.

46. RELEVANCE OF PSYCHOANALYTIC THEORY
• This theory put Importance to childhood
experiences.
• Provides Knowledge of the structure of the
personality.
• The ability to recognize behavior associated with the
id, ego and the superego assists in the assessment
of developmental level.
• Helps in knowing and curing maladaptive behavior.
• Helps in widening the aim of education for healthy
overall development of child.
• Broad curriculum.
• Selection of adequate methods of teaching.
• Importance of guidance.

47. ALLPORT’S THEORY OF
PERSONALITY DEVELOPMENT
• This theory is given by Gordon Willard
Allport.
• Trait theory
• He identified 17953 terms to define
personality.
• After careful analysis he found 4541 term
to define an individual

48. Classification of traits
1. Cardinal traits
2. Central traits
3. Secondary traits

49. 1) Cardinal traits
• Cardinal traits are central to describe
one’s personality.
• The traits ruling the personality of the
individual e.g sense of humour

50. • Central traits : Focus of Personality. Easily
detected traits that all people have a
certain number. E.g. shyness, timidity,
honesty

51. • Secondary traits : Specific, narrow
dispositions. Less clear. Less important,
style of walking, etc