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Human behaviour.and personality development.ppt
1. HUMAN BEHAVIOUR AND
PERSONALITY DEVELOPMENT
• Supervised by:
Ms. Sonia
(Lecturer, NIN)
• Presented by:
Monika sharma
(M.Sc. Nursing 1st year)
2.
3. INTRODUCTION
• Human behavior refers to the range of activities
exhibited by humans and which are influenced by
culture, attitudes, emotions, values, ethics, authority,
rapport and genetic factors.
4. Definition:
• Human behavior, in general is the potential and
expressed capacity for physical, mental, and
social activity during the phases of human life.
OR
Behavior can be defined as a response/s which
is observed directly/indirectly. Direct
observation is possible by studying the
responses of people to a work environment.
Indirect observations are decision
6. • Individual Differences
result of interaction between individual
characteristics and the characteristics of the
environment in which the behavior occurs.
Inherited
• Individual characteristics:
Learned
7. • Individual characteristics: age, sex, race, education
and abilities, psychological factors
• Environmental factors: as economic conditions, social
and. cultural norms, and political factors
8. • social environment: relationships with family, friends,
co-workers, supervisors and subordinates and
membership in groups such as unions
9. • Caused Behavior (Motivation)
People's behavior is need based,
so for the effective performance and positive behavior
there should be proper motivation of the person.
10. • Value of the Person (Human Dignity):
People have to be treated with respect and as an
individual.
They should be recognized and treated accordingly
to increase uniqueness of the person.
11. MODELS OF HUMAN BEHAVIOUR:
• Psychoanalytic Model
• Existential Model
• Internal vs. External Determinants of Behavior
• Personality vs. the Environment
• Cognition vs. the Environment
12. • Psychoanalytic Model (Freud):
behavior is not always consciously explained.
"Unconscious" is the major factor which guides the
individual's behavior.
behavior depends on three factors:
id, Ego and Super ego.
13.
14. • Id:
1.) childhood
2.) pleasure principle
3.) unconscious
4.) can be constructive and destructive(
aggressiveness ,fighting, destroying)
5.) controlled with maturity
15. • Ego:
1.) conscious stage of behaving
2.) maintain balance between id and
superego
16. • Superego:
• 1.) represents conscience of the individual
• 2.)Based on perfection principles.
• 3.) depend upon cultural values and morals
17. Existential Model:
• the depersonalizing effects of environment forces
individuals to make their own destiny. So the
individuals shape their own identity and make their
"existence" meaningful and worthwhile to
themselves.
(survival for the fittest)
18. Internal vs. External Determinants of Behaviour
• Internal: genetic endowment
• External: environment
19. Personality vs. the Environment
• Both personality and situational variables
must be taken into account in order to explain
an individual's behavior
20. Cognition vs. the Environment
• Depends upon individual's past responses
(Stimulus and response)
22. Personality
• Acc. To Munn N.L :
“Personality may be defined as the most
characteristic, an integration of individual structures,
mode of behavior, interests, attitudes, capacities,
abilities and aptitude”.
23. Personality development:
• Different on different stages
• Childhood
• Adolescence
• Adulthood
• Old age
24. First six years:
• starts with the pregnancy or pre-natal period
• Formed by the end of three years ,after that only
further development of these qualities takes place.
• activities like feeding, weaning, loving, scolding,
beating and developing the habits of cleanliness
25. • Proper love and care -- emotional stability
• Excessive love and pampering --- unnstable and
stubborn
• 2-3 years: friendship, determination and influencing
others
• of 4-5 years: competitiveness develops.
26. Pre-adolescence or Pre-pubertal childhood
• pre-pubertal childhood
1.) school environment affects the child.
2.) child learns equality, freedom and
independent.
3.) Success and failure during adjustment in
the group teaches good and bad habits in the child.
4.) leans leadership quality.
27. Puberty and adolescence :
• maturing of sex organs
• more independent
• If child is restricted in this stage then personality
development may stops
• development of personality
28. Adulthood:
• requires more adjustments
• do job, gets married and gives birth to children.
• If these are satisfactory, then personality remains
balanced and if unsatisfactory then maintaining
balance of personality becomes difficult.
•
30. THEORIES OF PERSONALITY
DEVELOPMENT:
• Psycho-analytical theory:
• Psychosocial theory:
• Abrahm Maslow Theory:
• Social Cognitive Theory:
• TRAIT THEORY (Gordon Allport’s Trait Theory):
31. Psycho-analytical theory: by Sigmund
Freud(1856-1939)
Id (pleasure principle)
• three parts. Ego(reality principle)
Superego
32.
33. • five psychosexual stages:
1.) The oral stage
2.) The anal stage
3.) The phallic or oedipal stage
4.) A latency stage
5.) The genital stage
34.
35. Psychosocial theory : by Eric H.
Erikson(1902-1994)
• Age development task
0-18month trust vs. mistrust
18-3yr autonomy vs. shame and doubt
3-5 yr initiative vs. guilt
5-12 yrs industry vs. inferiority
13-19yrs identity vs. role confusion
20-40 yrs intimacy vs. isolation
40-65 yrs generatively vs. stagnation
65-death ego integrity vs. Despairs
36.
37. Abraham Maslow Theory:
• Two things:
our capacity for growth or self actualization
our desire to satisfy a variety of needs.
38.
39. Social Cognitive Theory
• personality development is primarily shaped by three
factors:
Environmental
Cognitive- personal factors
Behavior
40. • Environment: social, cultural
• Cognitive: perception and interpretation
• Cognitive-personal: beliefs, values, expectations,
genetic influences
41.
42. TRAIT THEORY (Gordon Allport’s Trait
Theory):
• A trait are stable characteristic that causes
individuals to behave in certain ways.
43. Types of traits
• cardinal traits(dominate an individual’s whole life,
often to the point that the person becomes known
specifically for these traits.)
• central traits (general characteristics, intelligent,
honest, shy and anxious
• secondary traits ( These are the traits that are
sometimes related to attitudes or preferences ) often
appear only in certain situations or under specific
circumstances. Some examples would be getting
anxious when speaking to a group or impatient while
waiting in line.
