2. UNIT V- PERSONALITY
• This power point slides contains
- Meaning and Definition of Personality
- Topography
- Types of Personality
- Theories of personality
3. INTRODUCTION:
• The term Personality can be interpreted in
many ways, It includes temperament or
character, but it is not restricted to these. We
often identify it with externals of an individual.
• We are referring to some external aspect-
looks, voice, dress manners and gestures.
The Externals (or physique and appearance)
constitute only one factor in one’s
personality- they do not constitute the whole.
4. MEANING AND DEFINITION OF
PERSONALITY:
• Personality – stems from the latin word
“persona” which was given to the masks actors
wore and the characters they portrayed.
• “Personality is the sum of activities that can be
discovered by actual observations over a long
period of time to give reliable information” –
Watson.
• “Personality is that which permits a prediction of
what a person will do given in a person” –
R.B.Cattell.
5. TOPOGRAPHY
Topography: Stands for the features of an entity and its
structural relationship.
• Personality is something unique and specific. Every one of
us is a unique pattern.
• Self consciousness: The man is described as a person or
to have a personality when the idea of self enters to his
consciousness.
• Personality includes everything about a person. It is all that
a person has about him. It includes all the behavioural
patterns; that is cognitive, affective and covers not only the
conscious activities.
• It is not just a collection of so many traits or characteristics
which is known as personality. Personality is only when we
go carefully in all the aspects – biological as well as social,
we can make an idea about his Personality.
6. TOPOGRAPHY
• Personality is not static; it is dynamic and even in
process of change and modification.
• The process of making adjustment to environment
is continuous. One has to struggle with the
environmental as well as the inner forces
throughout his life span.
• Every personality is the product of heredity and
environment.
• Learning and acquisition of experiences
contributes towards growth and development of
personality. Every personality is the end – product
of this process of learning and acquisition.
7. TOPOGRAPHY
• Personality should not be equated with one’s character.
Character is an ethical concept. It represents amore estimate of
the individual.
• Personality may further be differentiated from temperament
which can be called as a system of emotional disposition. This
system of emotional disposition represents only the effective side
of one’s personality. So personality must be taken as much
beyond that of temperament.
• Personality should be viewed as different from the ego or
individual self. The word ego is generally used for that unified
part of one’s personality, So it is a small aspect of one’s
personality.
• Every person’s personality has one or more distinguishing
feature, that is aiming to an end – towards some goals.
8. TYPES OF PERSONALITY:
• Psychologists advocating various types of personalities, Each
person can be put in one or the other type depending on his
behavioural characteristics, somatic structure, blood types,
fluids in the body or personality traits.
• Classification based on 3 basic elements of the body
• Pitt (bile)
• Bate (wind)
• Kuf (mucus)
HIPPOCRATES CLASSIFICATION:
• He tried to classify all human beings to 4 characteristics
according to their temperaments:
• Choleric
• Melancholic
• Phlegmatic
• Sanguinic
9.
10.
11. CHOLERIC:
• Emotionally weak, but bodily strong
• Active, but irritable (easily angered)
MELANCHOLIC:
• No energy and no happiness
• Pessimistic
• Emotionally as well as bodily weak.
SANGUINIC:
• Bodily strong and emotionally stable
• Excessive blood, cheerful, energetic and optimistic
PHLEGMATIC:
• Emotionally strong, but bodily weak
• Lazy
18. FRIEDMAN’S AND ROSENMAN’S
CLASSIFICATION
TYPE A PERSONALITY:
• Emotionally unstable ,tense, worried, irritating,
competitive
• High achievement motive, moody, indifferent,
active and restless
• Much worried about personality, Crazy,
Perfectionist
• Idealist, hasty, jealous, dissatisfied from the self
and others
• Suspicious, Sensitive, insecure, believer in action
• Not having belief in fate and fortune
19. TYPE B PERSONALIY:
• Emotionally stable, tension free, happy and jolly,
average achieving motive, insensitive, patience
• Self satisfying, calm and quiet
• Flexible, tolerant, realistic, optimistic
• Having faith and trust in one’s self and others
• Adjusts to oneself and others
• Believer of fate and fortune.
• Sincere, but not too serious about the execution
and result of the work.
20. TYPE C PERSONALITY:
• Cancer prone personality
• Responds to stress with hopelessness and
depression
• Suppresses emotions
• Self sacrificing
• Avoid conflicts
21. THEORIES OF PERSONALITY
• TRAIT THEORIES OF PERSONALITY:
Trait is a particular quality of behaviour which are
characteristics in the individual in a wide range of his activities
and which is fairly consistent over a period of time.
ACCORDING TO GORDON W. ALLPORT:
• He classified 2 traits namely cardinal traits and central
traits.
Cardinal traits:
• Most dominating influence
• So much a part of the person that one can be defined by the
trait.
• Not everyone has a cardinal disposition.
Central traits:
• It affects many aspects of our lives, but do not have the
pervasive influence of cardinal traits.
22. • When we refer someone as kind, humerous or
conceited, we are usually referring to a central
trait. These traits are quite generalised and
enduring
• These traits are building blocks of our personality.
• Most people can be characterised by a fairly small
number of central traits.
• Secondary traits are the least important traits,
because they affect relatively narrow aspects of
our lives and are less reliable.
23. ACCORDING TO RAYMOND CATTELL:
Source traits:
• Thought to be fundamental
• Most basic dimension of personality
• These are considered as the causes of behaviour.
• Example:
• Intelligence
• Ego strength
• Self sufficiency and domination
Surface traits:
• Groups of observations that are correlated
• Example :
• Altruism (helping others)
24. ACCORDING TO HANS AND SYBIL EYSENCK :
Three genetically influenced dimensions.
1.Extroversion- Introversion:
• -Extroversion (directing attention outward on other people and
environment)
• -Introversion ( focusing attention outward on other people and
environment)
A person high in Extroversion:
• Sociable and outgoing
• Prefers group activities
• Impulsive
• Deserve novelty
A person high in Introversion:
• Quiet and reserved
• Inhibited and prefers solitary
25. 2.Neuroticism:
• Measures a person’s level of emotional stability
/instability
• Refers to an individual’s tendency to become
upset or emotional
• High neuroticism (instability) will indicate lower
emotional control, lack of persistence and being
unreliable.
• Stability refers to opposite tendencies, like being
calm, even- tempered and reliable.
26. 3.Psychoticism:
• Which indicates a personal level of tough
mindedness / tender mindedness
corresponds to superego strength.
• Tough minded people are hostile, have
difficulty in dealing with reality and
insensitive
• Tender minded people are friendly,
empathetic and cooperative.
27. 5 FACTOR MODEL:
• Openness: imagination and insight
• Conscientiousness: Thoughtfulness, good impulse
control and have goal directed behaviour
• Extraversion: Excitable, Sociability, talkativeness,
assertiveness and high amounts of emotional
expressiveness
• Agreeableness: Trust, altruism, kindness, affection and
other pro social behaviour
• Neuroticism: Experience emotional instability, anxiety,
moodiness, irritability and sadness
•
28. TYPES THEORIES OF
PERSONALITY:
TYPES THEORIES:
• Hippocrates theory of personality
• Kretschmer’s classification of personality
• Sheldon’s classification of personality
refer types
• Jung’s classification of personality
• Friedman and Rosenmen’s classification
30. CONSCIOUS:
• Part of the mind that deals with what one is aware
of at a given moment.
• We can verbalise our conscious experience.
PRECONSCIOUS:
• Ordinary memory
• Can be brought to conscious level from here.
UNCONSCIOUSNESS:
• Largest part of our mind, which is not directly
accessible to awareness.
• Contains all our immoral urges, violent motives,
unacceptable sexual desires, irrational thoughts
and repressed feelings and ideas that are tied to
anxiety, conflict and pain.
31. • The iceberg metaphor is used to help us
understand Freud’s topographical model.
• The repressed feelings and thoughts in the
unconscious do not disappear.
• According to Freud, they exert an influence on
our conscious awareness.
• The unconscious material cannot come to
conscious mind voluntarily, it requires special
procedure known as psycho analysis which brings
the unconscious material into conscious
awareness
33. Id:
• Present at the time of birth.
• It contains the sex (life) instinct or libido
and the aggressive (death) instinct called
Thanatos.
• It tries to satisfy the basic needs for
survival, operates on the pleasure
principle and seeks immediate
gratification.
34. EGO:
• It develops when child learns to meet the
wishes and demands of the id, in accordance
with the outside world.
• Operates according to the reality principle.
• Acts as a mediator between the Id and the
reality, often suppressing the Id’s urges until an
appropriate situation arises.
• The ego is mostly conscious.
• Its struggle with the Id lies outside the
awareness of the conscious.
35. Superego:
• exercises moral judgement and societal rules
in keeping the ego and Id in check.
• It develops around the age of five.
• The superego is the last function of the
personality to develop.
• It includes the conscience and the ego ideal.
• The conscience can push the ego by causing
feelings of guilt
36. Ego ideal is an imaginary picture of how
one ought to be.
• The constant struggle between the id, ego
and superego is significant in personality
and in our Psychological disorders.
• The key factor is to a healthy personality is
to maintain a balance between the id, ego
and the super ego.
37. PSYCHO SEXUAL DEVELOPMENT:
• We pass through a series of psycho
sexual stages from birth to adulthood.
• Id’s energies are focussed on various
pleasure sensitive areas called erogenous
zones.
• Excessive psychic energy may be left
behind in a stage and this can cause
problems in one’s adult life. Freud referred
this phenomenon as fixation.
38.
39. Oral stage:
• Pleasure is centred on the moth region is the form
of sucking, chewing and biting.
• Most of the conflict deals with weaning, either from
the breast to the bottle or from liquid to solid form
of food.
• Fixation at this stage may leads to passive
dependence or the person may become sarcastic.
• They may also feel gratified through excessive
eating, smoking or drinking.
• Conflicts at the time of weaning can leads to
sarcasm and hostility.
40. Anal stage:
• Pleasure focuses on bowel and bladder
elimination, when the conflict centres on
being trained.
• Anal fixation stemming from harsh toilet
training may leads to adult characteristics like
obsessive traits, compulsive neatness,
striving for perfection or being stingy or
misery or a hoarding tendency.
• Sometimes it leads to messy, disorganised.
41. Phallic stage:
• Children pass through the phallic stage when
the pleasure zone is the genital area.
• Develops unconscious sexual desires
towards the parents of opposite sex, known
as oedipal complex.
• Freud believed that female children have
jealous on male reproductive organ known as
penis envy which may be a reason for
inferiority
42. Latent Stage:
• Sexual feelings lie dormant
• Attention is focused on asexual pursuits
such as school, athletics and same sex
friendships.
Genital Stage:
• Sexual interests mature during the genital
stage,
• People capable of adult love, since lust is
blended with affection.
•
43. NEO FREUDIAN APPROACHES:
VIEW OF ALFRED ADLER:
• One of freud’s earlier associates Alfred adler, agreed
that early childhood experiences are important to
development, but believed that much of personality is
determined by our efforts to overcome feelings of
inferiority.
• Birth order may influence the personality development.
• Older children higher level of goals to achieve to get
back the attention that he or she lost when the
younger siblings were born.
• Middle children were either very social or very
competitive.
• The last born would be more secure, but are generally
pampered and dependent.
44. VIEW OF CARL JUNG:
• He said that unconscious mind contains material more
than repressed.
• Collective conscious consists of images which are
derived from our species, universe experiences. He
referred to these experiences as archetypes.
• In order to develop healthy personality, a kind of
wholeness in which all parts of the personality are fully
developed and harmoniously interpreted.
• He argued that libido energy can be directed externally
(called extraversion) or inward (introversion)
• The introverted person tends to be shy and withdrawn,
where as the extrovert is sociable and outgoing.
46. SOCIAL LEARNING THEORIES:
• John Dollard and Neal Miller were the pioneers of
the social learning theory.
• Habits make up the structure of personality.
• Habits are deeply ingrained, learned pattern of
response governed by 4 elements of learning.
Drive:
• A stimuli (especially an internal stimulus) strong
enough to stimulate a person to act, such as
hunger, pain, lust, frustration or fear.
• External stimuli like disturbances in the
environment can also impel us to act.
• Drives can be Primary (hunger) or Secondary
(learned) like ambition or power.
47. Cues:
• External stimuli or signs that guide
responses (especially those that signal the
likely presence or absence of
reinforcement) by telling us when, how
and power to respond.
Responses:
• Any behaviour, either observable or
internal, that are most likely to bring about
reinforcement.
48. Reward:
• Drive reduction behaviours serves as
reinforcement.
• These 4 factors shapes learning and in turn,
shapes our behaviour and personality.
Example:
• Aggressive behaviour in an adult viewed as
consequence of his reinforcement history.
• Critical childhood situations which determine
how our responses are reinforced by the
complex.
• Social systems are feeding, toilet training to
express our anger and aggression.
49. VIEW OF ALBERT BANDURA:
• He emphasised the role of social learning in
personality.
• Human beings think and regulate their own
behaviour
• There is continuous mutual interaction
between the Person (P), his behaviour (B)
and the external environment (E).
50. • Through social learning, we learn to observe the
behaviour of others and we later reproduce it
when required.
• Human beings cognitive skills enable them not
only to reproduce observed behaviours, but also to
create ne and original behaviour.
• Human beings think and regulate their behaviour
through self observation.
• Self efficacy is how well one can function in given
situation.
• People are more likely to engage in certain
behaviour when they believe they are capable of
implementing those behaviours successfully, this
means that they have high self- efficacy.
51. ROGERS THEORY OF
PERSONALITY:
Rogers reviewed the personality structure with one concept that is
“self”. Or self concept.
• Self concept is the organised, consistent set of perceptions about
oneself.
• Self concept is influenced by the experience , that is a person
has in his life and his interpretations of those experiences.
• It may not be consistent with our actual experiences.
• If there is any disparity between self concept and experiences
can results in incongruence.
• A certain amount of incongruence can be expected, if it is too
large, as it can leads to distortion or denial of experiences, which
can impair our psychological wellbeing.
54. According to Rogers, our self-image or how we see
ourselves may be different from our ideal self or what
we would like to be.
• The closer our self- image and ideal self are to each
other, the more consistent or congruent.
• Rogers said that a growth- promoting climate requires
3 conditions being genuine, acceptance and empathy.
• Unconditional positive regard (non judgemental
acceptance) given to children by significant people in
their environment, especially their parents, will ensure
the development of a healthy personality.
• Rogers believed that for a person to achieve self-
actualisation, they must be in a state of congruence.
• He describes an individual who is actualising as a fully
functioning person. Such individual’s are well adjusted,
well balanced and interesting to know.
55. Characteristics of the fully functioning
person:
• Open to experience
• Existential Learning
• Trust feeling
• Creativity
• Fulfilled Life
