This document discusses personality development from infancy through adolescence. It describes the key stages of development from birth to age 12 and the changes that occur physically, mentally, socially, and emotionally. For example, it notes that during ages 6-9, children become very active and energetic and enjoy playing and collecting things. It also discusses the challenges of adolescence such as peer relationships, sexuality, and vocational choices. The document emphasizes that a child's home environment, relationships, and upbringing are crucial to developing a healthy personality and mental well-being.

2. Name: Seema parveen
Roll No: 2K18/BEDS/73
Subject: HDL
Assigned By: Dr. Amjad Ali Arain.

3.  “Personality is the key to adjustment and
mental health. A healthy, well developed and
well-integrated personality is a guarantee of
effective adjustments.”

4. PERSONALITY: Personality refers to individual
differences in characteristics patterns of thinking
feeling and behaving.
 The word “personality” comes from a Latin
words per and sonare.
 The term personare literally means “to sound
through”.
 The word personare came from these two
words and originally meant actor’s mask

5.  Carl Jung: comes up with the concept of
“persona” which means “public image”.
Persona is a mask worn by a person in
response to the demands of social convention.
Personality is the public personality that people
display to those around them

6.  Personality development begins at birth and
develops gradually. The infant possesses only
the barest rudiments of personality.
Potentialities for growth should be developed
and the process is known as maturation.
 Every feature of personality is influenced by
heredity and at the same time by the
surrounding conditions

7.  Personality is not fixed during the first years of
life.
 Mental health of children are dependent upon
many factors brought by culture and
standards.
 The infant is entirely self-centered.

8.  During the child’s second or third year, he or
she usually becomes stubborn, even to
reasonable suggestions and wishes of others.
This resistance to adult authority is a sign of
the child’s self assertion.
 By the age of three, the child has already
moved towards further personality
differentiation.

9.  The child from four to five years of age is
extremely talkative, and is curious about the
surrounding world.
 At this stage, the child can also be expected to
play well with other children and work with
them on common projects.

10.  The first five years of life is the period of fastest
growth in all aspects – physical, mental, social, and
emotional development.
 Next to feeling loved, the child’s greatest
personality need is for security. It is very
important in developing a stable self-concept,
which is the foundation of child’s personality
development.
 The preschool child has a tremendous store of
energy. Because of this and their increase in social
consciousness, he or she begins to understand the
meaning of personal-social relationship

11.  The sixth year, because of their growing
concern for ethical and moral behavior.
 They are greatly motivated by the sense of
duty and accomplishment. o It is during this
period that latent talents can be discovered.
 Also, children often live in a world of fantasy;
they frequently test their imagination through
work and play. Imitation of adult life gives
them expression and understanding of adult
roles in society.

12.  Children from six to nine years old are usually
very active full of vigor and very energetic.
 Playing continues to be a major preoccupation.
 They attain a degree of physical, social, moral,
and emotional competence at this stage.

13.  They have the tendency to collect different things,
usually valueless and trivial. But to the child, the
collection is part of his or her world, and hoards
them in special places where they will not be
disturbed.
 Children sometimes rebel against their parental
standard because of their attempt to break away
from some dependence from their parents.
Difficulties in learning may arise; social and
speculative interests in group of persons and
classes of objects will begin to develop.

14.  The seventh year is a milestone in a child’s life.
 This is the age of reason and a big
transformation takes place in the psyche.
 He or she becomes very attached to family life,
proud of his or her parents and generally
boasts about them.

15.  The figure “7” plays an important role in a
person’s life. Development follows a pattern of
seven cycles:
 After the age of reason, an individual goes
through seven years of (age of) puberty
 Then follows another seven years of adulthood.

16.  Between eight and nine years old
 Period of “relaxation” where the child takes
time to rest from the exuberant period that
preceded this age.
 Period of preparation for the critical age of
puberty.
 The child likes school work and the eagerness
to learn is at its peak.
 There comes an attachment to organized and
orderly life; the child plans for the future; he or
she is sociable and polite.

17.  The child likes school work and the eagerness
to learn is at its peak.
 There comes an attachment to organized and
orderly life; the child plans for the future; he or
she is sociable and polite

18.  At age ten, however…
 Children become less calm and more difficult
to handle.
 Their minds start to move forward, to develop.
 They start to make judgments and analyze
things.
 They become very critical of anything that
displeases them. Towards the age

19.  Towards the age of eleven and twelve…
 Children will start to hide behind small
affectations and slyness.
 Believes that he or she is misunderstood and
persecuted.
 It is also very difficult what is going on inside
their minds.
 They do not understand themselves either.
 At twelve, childhood begins to fade and
adolescence starts to flourish.

20.  The conditions which contribute to the
maintenance of emotional stability in later
life are:
 1. Adequate material facilities
(Nourishing food, sleep that is commensurate to
his or her needs and age, and health that is
intelligently safeguarded) 2. Secure home life.
(The need for affection and status should be
satisfied in home. This will result in confidence
and stable outlook in life.)

21.  Opportunities for self-expression
(The child should be given reasonable opportunity
for self expression.)
4. Protection from high emotional tension (The
child should be safeguarded against severe
traumatic experiences or situations which they
cannot understand and evaluate.)
5. Opportunities for social living
(It is through social intercourse that emotions are
developed in approved ways.)

22.  To grow healthy and strong, children should
have good food, plenty of sleep, exercise and
fresh air. Equally important is the fulfillment of
children’s emotional needs.
 To be both healthy and happy, children needs.
 Love
 Acceptance

23.  Security
 Protection
 Independence
 Faith o
 Guidance
 Control

24.  Adolescence is the period of transition from
dependence on adult direction and protection
to self-determination.
 The pubescent stage is from 12-15 years for
females and 14-17 years for males.
 Many facets of intelligence develop at a rapid
pace with the onset of adolescence.

25.  Emotional attitudes of adolescence are
unpredictable, as they swing from optimism
and enthusiastic cooperation to withdrawal
and pessimistic depression.
 Physiological changes make young
adolescents aware of one’s role.
 The degree of physical energy, the types of
pleasurable activities engaged in are
representative of the interest of one’s cultural
group.

26.  Freedom from parental supervision
 The adolescent faces the problem of achieving
self-discipline while still under parental control
and dependent upon the family.
 2. Constructive use of leisure
 Team sports
 Club activities
 Hobbies.

27. 3. Sexual relationships:
 Emotional difficulties arise because of correct
or inadequate information concerning sex.
 4. Peer adjustment
The peer culture acts as transition period reaching
adult status in the community. 5.Intellectual
maturity
 Attitudes are formed, which are likely to
remain relatively unchanged throughout life

28.  6. Vocational choice
 Adolescent make little or no preparation for an
occupation.
 7. Emotional maturity
Adolescent must learn to channel his/her impulse
to constructive endeavors.
8. Development of life goals
One factor in attaining maturity involves the
development of life goals and healthy personal
philosophy

29.  Personality is basically developmental in
nature and factors, such as learning, training,
and discipline, are of primary importance in its
development. These factors are experienced at
home, in the school and in the community.
 Home and Mental Health
The home is the first and most significant agency
that affects the life of a child. Aside from physical
care, a satisfactory family life is indispensable to
the adequate development of the child.

30.  Because of the relation between personality and
environment, family cohesion and disruption are
fundamentally important to adjustment and
mental health. The saying “a broken home results
in a broken child” has been found to be true in
many instances.
The following aspects of inter-parental relationships
were found to be factors to child adjustment:
1. Tension over matters of sex
2. Problems of ascendancy-submission
3. Lack of consideration for each other.

31. 4. Lack of cooperation concerning the upbringing
of the child
5. Extramarital relations
6. Problems of health
7. Insufficient to talk over differences to mutually
acceptable solutions
8. Insufficient expressions of affection
9. Tension over friends, work, and relatives

32.  M.F Nimkoff described a good home as “one
in which the child has parents who love each
other, who love him, understand his interests,
and do what they can to help him realize them
and thus achieve adequate adjustment.”

33.  Emotional rejection of the child
Rejection may be defined as an overt behavior
toward an individual which leads him to believe
that he is neither loved nor valued. The following
are practice which indicates parental rejection:
1. Emphasis on the children’s shortcomings
2. 2. Severe punishment and negative responses

34. 3. Rigid discipline
4. Desertion
5. Eviction
6. Unfavorable comparisons with other children 7.
Unfavorable verbal statements indicating the he or
she is unwanted

35.  Some parents are so rigid and
uncompromising with their standards that
anxiety is created in the child. Thumb-sucking,
nail biting and bed-wetting, which frequently
are the results of anxiety, are met by threats
and restraints by the parents.

36.  A submissive parent is one who capitulates to
unrealistic demands and requests, usually
following pressures and teasing by the child.
 Submissive behavior of parents tends to
develop conceit, over-confidence, disobedience,
and disrespect for authority in children.

37.  Overprotecting the child
Overprotection of parents involves over attention
and pampering without offering opportunities for
the child to make decisions or to assume
responsibilities
. Factors which appear to account for such
overindulgence:
a. Absence of love and affection in the parent’s
own childhood.
b. b. Inharmonious marital relationships

38.  C. Frustrations of personal achievement or
thwarting of vocational aspirations
 d. Loss of mate or of another child
Other Detrimental Practices Common to Parents
Some parents wish to relive their lives through
their children’s career and thus impose their
vocational or professional ambitions without
regard to the child’s own interest and abilities

39.  Some parents who have acquired considerable
social and economic prestige because of their
perseverance and drive expect their children to
be like them.
 A parent who has a strong preference for a
child of a given sex is likely to make a child of
the undesired sex feel unwanted and/or will
focus emphasis on the preferred sex
characteristics.

40.  Child rearing practices of parents are greatly
influenced by the manner in which they
themselves were reared. The adults upon
whom the child must depend on the exert the
greatest influence on the child’s life- the
parents, Grandparents, aunts, uncles, or an
elder sibling.
 Mother-child relationship
 Father-child relationship
 Parent Surrogates

41.  Through the years, the accepted social and
educational philosophy of child rearing is that
control based on authority and command.
Some still believe that severe regulation of
children is essential for their development. Yet,
when too rigidly enforced, discipline lays the
foundation for later rebellion.

42.  The modern view of discipline does not
dispense with punishment but utilizes it only
when there are certain indications that it will
result in improved adjustment on the part of
the child. Punishment is no longer regarded as
an end in itself or as a repressive measure, but
as means to develop socially desirable behavior

43.  Mental hygienists have long been faced with
the problem of ascertaining the criteria of “full
maturity”, as well as determining what
characteristics mirror the “healthy” versus the
unhealthy” society.
 There is no sharp demarcation line between
normal and abnormal behavior. The difference
between normal behavior and abnormal
behavior is more on the degree that in kind.

44.  PERCIVAL M. SYMONDS CONCEPTS OF
MENTAL HEALTH INCLUDES
 1. A balance or a compromise between the
demands of society and the desires of the
individual.
 2. Maturity, or the absence of infantile and
childish patterns.
 3. Adequate functioning, or the ability to
surmount severe threats and frustrating
situation.

45.  Mental health is the achievement of a satisfactory
adjustment to the requirements of reality. It is a
condition where the basis needs of the individual
are the adequately satisfied and the behavior
patterns adapted conform to the requirements of a
given culture.
 The social criteria of a mentally healthy person
include the determination of how closely a person
resembles others in term of behavior; how well one
gets along and is like by others; how much one
contributes to and supports his or her social group;
and; how much one conform to the codes, laws or
ideals of society or social group.

46.  The individual criteria for mental health
concerns the person him or herself, his or her
happiness, the ability to withstand
psychological stress, the assumption of
personal responsibility, a favorable r realistic
self- perception and self- actualization.
 A functional criteria would involved the
ability of the person to cope with the
environmental stresses and demand efficiently,
productively, and maturely.

47.  Maintain a sound physically health 2. Develop
a wholesome outlook in life. 3. Gain confidence
through achieving even small successes. 4.
Learn to enjoy people and to make stimulating
social contacts. 5. Cultivate a variety of actives
interests. 6. Conquer fears by facing them.

48.  7.Adopt a wholesome attitude towards ex
matters.
 8. Develop sensible independence.
 9. Plan a balanced program of work and play.
 10. Beware of alluring escapes.
 11. Learn to face things as they are.
 12. Strive for a balanced satisfaction of life’s
needs.
13. Remember that time is a great healer.

49.  Healthy interpersonal relationships are good
for personality development and, hence, basic
of mental health. The following are some of the
things a person can do to improve relations
with others.
 1. LEARN TO LIKE PEOPLE – Do not expect
people to respond favorably unless one show
interest in them.
 2. LEARN TO UNDERSTAND PEOPLE –
Every individual, old or young, has cherished
hopes, interest and forms of recreation

50.  LEARN TO BE CONSIDERATE – Practically
everyone reacts favorably to thoughtful people.
Thoughtful person give time and effort to help
others with their problems.
 4. LEARN TO BE SOCIALLY SKILLFUL – a
socially skillful person avoids arguments and
seldom says what he or she thinks. They avoid
crude frankness in favor of intelligently
worded commendations to those who deserved
it.