complete theory in one ppt

1. PERSONALITY
DEVELOPMENT

2. Introduction
Who are you?

3. • It’s a simple question, but it can be difficult to
answer. You could answer with your name,
your job title, your place in relation to your
family, your hobby or passion, where you’re
from, or a description of your beliefs and
values. There are billions of humans with
billions of answers to this question, and each
one can tell a different story about who they
are. While we may have a lot in common with
our fellow humans, like race, religion, skills,
and eye color. There is one thing that makes
us each unique: “PERSONALITY

4. DEFINITION
Personality is the
dynamic organization
within the individual of
those psychophysical
systems that determine
his characteristic
behaviour and
thoughts" (Allport
1961).

5. TERMINOLOGIES
• Character: Personal characteristics that
have been judged or evaluated
• Personality Traits: Stable qualities that
a person shows in most situations
• Temperament: Hereditary aspects of
personality, including sensitivity,
moods, irritability, and distractibility

6. Purpose
• To provide a way of organizing the
many characteristics you know about
yourself and other people.
• To explain the difference among
individuals.
• Explore how people conduct their lives.
• Determine how life can be improved.

7. Historical background
Hippocrates: (c. 400
B.C.) The father of the
Hippocratic Oath
hypothesized two poles
on which temperament
could vary: “hot vs.
cold” and “moist vs.
dry”. This idea results
in four possible
combinations
(hot/moist, hot/dry,
cold/moist, cold/dry)
called “humors” that
were thought to be the
key factors in both
health issues and
personality
peculiarities.
Plato: suggested a
classification of four
personality types or
factors namely;
artistic, sensible,
intuitive, and
reasoning.
Aristotle, proposed a
similar set of factors that
could explain
personality: Iconic (or
artistic), Pistic (or
common sense), Noetic
(intuition) and Dianoetic
(or logic).

8. Types of Personality
Type A
The Type A personality generally
lives at a higher stress level. This
is driven by
• Ambitious
• Rigidly organized
• Highly status-conscious
• Sensitive
• Impatient
• Take more than they can handle
• Want other people to get to
thepoint
• Proactive
• Concerned with time
management
Type B
Type B personality generally
lives at a lower stress
level and are typically:
• Stress Handling
• Lack Of Urgency
• Relaxed
• Less Competitive
• Patient
• Non-aggressive
• Socializing And Enjoying

9. Type A TYPE B

10. THEORIES OF PERSONALITY
• Piaget’s stages of cognitive development
• Freud’s stages of Psychosexual development
• Erikson’s stages of psychosocial development
• Kohlberg’s stage of moral development
• Trait theory
• Tripartite theory of personality
• Behavioral theories
• Humanist theories

11. Pigaet’s theory
Jean Piaget's theory of cognitive development
suggests that children move through four different
stages of mental development.
• Sensorimotor stage: birth to 2 years
• Preoperational stage: ages 2 to 7
• Concrete operational stage: ages 7 to 11
• Formal operational stage: ages 12 and up

13. Freud Stages of psychosexual

14. ERIKSON’S STAGES OF
PSYCHOSOCIAL DEVELOPMENT

15. Kohlberg’s stages of moral
development

16. Trait theory
Personality traits are "enduring patterns of
perceiving, relating to, and thinking about
the environment and oneself that are
exhibited in a wide range of social and
personal contexts.“
Assumptions:
1. Traits are relatively stable over time,
2. Traits differ among individuals
3. Traits influence behavior.

17. a)Three trait theory
1.Cardinal Traits: Traits that dominate an
individual’s whole life, often to the point that the
person becomes known specifically for these
traits.
2.Central Traits: These are the general
characteristics that form the basic foundations
of personality. Terms such as intelligent, honest,
shy and anxious are considered central traits.
3.Secondary Traits: These are the traits that are
sometimes related to attitudes or preferences
and often appear only in certain situations or
under specific circumstances.

18. b) 16 Personality factor theory
Raymond Cattell: from Devon, England,
believed that there were two basic
categories of traits:
1. Surface Traits: Features that make up
the visible areas of personality.
2. Source Traits: Underlying
characteristics of a Personality.

19. CONT....
1. emotional, easily upset vs. calm, stable
2. Intelligent vs. unintelligent
3. suspicious vs. trusting
4. reserved, unfriendly vs. outgoing, friendly
5. assertive, dominant vs. not assertive, humble
6. sober, serious vs. happy-go-lucky
7. conscientious vs. expedient
8. shy, timid vs. venturesome
9. tender-minded vs. tough-minded
10.practical vs. imaginative
11.shrewd vs. forthright
12.self-assured, placid vs. apprehensive
13.conservative vs. experimenting
14.group oriented vs. self-sufficient
15.undisciplined vs. self-disciplined
16.Relaxed vs. tense, driven

20. EYSENCK’S THREE FACTORY
THEORY
• Hans Eysenck, English psychologist, believed that there
are three fundamental factors in personality: 1.
Introversion versus Extroversion 2. Emotionally Stable
versus Unstable (neurotic) 3. Impulse Control versus
Psychotic “The more psychotherapy, the smaller the
recovery rate”
The first two factors create 4 combinations, related to the
four basic temperaments recognized by ancient Greeks:
1. Melancholic (introverted + unstable): sad, gloomy.
2. Choleric (extroverted + unstable): hot-tempered, irritable.
3. Phlegmatic (introverted + stable): sluggish, calm.
4. Sanguine (extroverted + stable): cheerful, hopeful.

21. BIG FIVE
Big five model Both Cattell’s and Eysenck’s
theory have been the subject of considerable
research, which has led some theorists to
believe that Cattell focused on too many traits,
while Eysenck focused on too few.
As a result, a new trait theory often referred to as
the "Big Five" theory emerged. This five-factor
model of personality represents five core traits
that interact to form human personality. Lewis
Goldberg proposed a five-dimension
personality model, nicknamed the Big five.

22. BIG FIVE
• 1. Openness to Experience: the tendency to be
imaginative, independent, and interested in variety vs.
practical, conforming, and interested in routine.
• 2. Conscientiousness: the tendency to be organized,
careful, and disciplined vs. disorganized, careless, and
impulsive.
• 3. Extraversion: the tendency to be sociable, fun-loving,
and affectionate vs. retiring, somber, and reserved.
• 4. Agreeableness: the tendency to be soft-hearted,
trusting, and helpful vs. ruthless, suspicious, and
uncooperative.
• 5. Neuroticism: the tendency to be calm, secure, and self-
satisfied vs. anxious, insecure, and self-pitying.

23. Strength &Limitation
1. Provide useful descriptions of personality
and its structure.
2. Provided the foundation of valid and reliable
personality devices.
3. Can lead people to accept and use
oversimplified classifications and
descriptions.
4. Underestimate socio-cultural influences on
behaviour.

24. Tripartite theory
• Id
• Ego
• Superego

25. Id
The id is the unorganized part of the personality
structure that contains a human's basic,
instinctual drives.
• Id is the only component of personality that is
present from birth. It is the source of our
bodily needs, wants, desires, and impulses,
particularly our sexual and aggressive drives.
• Example, If the mind was solely guided by the
id, individuals would find it difficult to wait
patiently at a restaurant, while feeling hungry,
and would most likely grab food from
neighbouring tables.

26. Ego
• The Ego is the component of personality that
is responsible for dealing with the reality.
• Just as the ID is the unconscious part of
human personality, Ego is the conscious and
logical part.
• The Ego functions in both the conscious,
preconscious and unconscious mind.
• The Ego operates on the Reality principle,
which strives to satisfy the ID’s desires in
realistic, logically and in socially appropriate
ways.

27. Super Ego
• The last component of personality to
develop is the Superego.
• The Superego provides guidelines for
making judgments.
• The superego represents the norms &
qualities of the individual , his family and
the society and is an ethical constraint on
the behavior.
• It operates on the moral principles.
• Able to differentiate between good and
bad, what is right and wrong.

29. Behavioral theories
• Classical Conditioning
Classical conditioning is one of the best-known
concepts of behavioral learning theory. In this type
of conditioning, a neutral stimulus is paired with a
naturally occurring response. Once an association
has been formed, the previously neutral stimulus will
come to evoke the response.
• Operant Conditioning
Operant conditioning is one of the fundamental
concepts in behavioral psychology. This process
involves strengthening or weakening a behavior
using reinforcement and punishment.

30. Classical conditioning

31. Humanist theories
• The humanistic approach states that the self is composed of
concepts unique to ourselves. The self-concept includes three
components:
• Self worth – what we think about ourselves. Rogers believed
feelings of self- worth developed in early childhood and were
formed from the interaction of the child with the mother and
father.
• Self-image – How we see ourselves, which is important to
good psychological health. Self-image includes the influence of
our body image on inner personality.
• Ideal self – This is the person who we would like to be. It
consists of our goals and ambitions in life, and is dynamic – i.e.
forever changing. The ideal self in childhood is not the ideal
self in our teens or late twenties etc.
• Eg. Maslow’s hireachy needs

32. RESEARCH INPUT
Genetic and Environmental Associations Between Child Personality and
Parenting.
Ayoub M, Briley DA, Grotzinger A, Patterson MW, Engelhardt LE, Tackett JL, Harden KP2 Tucker-Drob EM
Parenting is often conceptualized in terms of its effects on offspring. However, children may
also play an active role in influencing the parenting they receive. Simple correlations
between parenting and child outcomes may be due to parent-to-child causation, child-to-
parent causation, or some combination of the two. We use a multi-rater, genetically
informative, large sample (n = 1411 twin sets) to gain traction on this issue as it relates to
parental warmth and stress in the context of child Big Five personality. Considerable
variance in parental warmth (27%) and stress (45%) was attributable to child genetic
influences on parenting. Incorporating child Big Five personality into the model explained
roughly half of this variance. This result is consistent with the hypothesis that parents
mold their parenting in response to their child's personality. Residual heritability of
parenting is likely due to child characteristics beyond the Big Five.

34. CONCLUSION
Personality is a complex topic of research in psychology,
with a long history of shifting philosophies and theories.
While it’s easy to conceptualize personality on a day-to-
day level, conducting valid scientific research on
personality can be much more complex. The Big Five can
help you to learn more about your unique personality and
help you decide where to focus your energy and
attention. The first step to effectively leveraging your
strengths is to learn what your strengths are. The most
prevalent personality framework is the “Big Five,” or the
five-factor model of personality. Not only does this
theory of personality apply in multiple countries and
cultures around the world (Schmitt et al., 2007), there is a
valid and reliable assessment scale for measuring the
five factors