LECT 9 PERSONALITY.ppt
- 2. INTRODUCTION • The word "personality" originates from the Latin word- PERSONA, which means mask. • In the theatre of the ancient Latin- speaking world, the mask was not used as a plot device to disguise the identity of a character, but instead was a convention employed to represent or typify that character.
- 3. DEFINING PERSONALITY • Personality is that pattern of characteristic thoughts, feelings, emotions, attitudes, and behaviors that distinguishes one person from another and that persists over time and situations.
- 4. DEFINING PERSONALITY • Personality can also be defined as the set of characteristics that distinguishes us from others and leads us to act consistently across situations.
- 5. DEVELOPMENT OF PERSONALITY • How does personality develop? • What factors in development lead to stable and consistent behaviors? • Where do personality traits come from and what accounts for individual differences?
- 6. FACTORS IN PERSONALITY DEVELOPMENT • We shall consider psychological, physiological and social-cultural factors in personality development as agued by different psychologists.
- 7. Psychodynamic/Psychological Approach to Personality Development • The Psychodynamic approach was developed by Sigmund Freud • This approach attributes personality development to psychological forces in child hood experiences as the main determinants.
- 8. • Freud's theory of personality development further emphasizes that psychological forces operate on the three different levels of the mind. • It is especially interested in the dynamic relations between conscious motivation and unconscious motivation.
- 9. Sigmund Freud's Three Levels of Mind • The conscious mind :includes everything that we are aware of. It contains the contents of current awareness: those things that occupy the focus of your attention at the moment. • This is the aspect of our mental processing that we can think and talk about rationally.
- 10. Sigmund Freud's Three Levels of Mind • The preconscious mind is the part of the mind that represents ordinary memory. • While we are not consciously aware of this information at any given time, we can retrieve it and pull it into consciousness when needed.
- 11. Sigmund Freud's Three Levels of Mind • The unconscious mind is a reservoir of feelings, thoughts, urges, and memories that outside of our conscious awareness. • Most of the contents of the unconscious are unacceptable or unpleasant, such as feelings of pain, anxiety, or conflict.
- 12. • According to Freud, the unconscious continues to influence our behavior and experience, even though we are unaware of these underlying influences.
- 13. Sigmund Freud's Three Levels of Mind • Freud likened these three levels of mind to an iceberg. • The top of the iceberg that you can see above the water represents the conscious mind. • The part of the iceberg that is submerged below the water but is still visible is the preconscious. • The bulk of the iceberg lies unseen beneath the waterline and represents the unconscious.
- 14. Structure/Elements of Personality • According to Sigmund Freud's psychoanalytic theory of personality, personality is composed of three elements. • These three elements of personality-- known as the id, the ego and the superego--work together to create complex human behaviors.
- 15. Structure/Elements of Personality • Each person also possesses a certain amount of psychological energy that forms the three basic structures of personality: the id, the ego, and the superego. These three structures have different roles and operate at different levels of the mind.
- 16. The id • The id is the only component of personality that is present from birth. • This aspect of personality is entirely unconscious and includes of the instinctive and primitive behaviors. • According to Freud, the id is the source of all psychic energy, making it the primary component of personality.
- 17. The id • The id is driven by the pleasure principle, which strives for immediate gratification of all desires, wants, and needs. • If these needs are not satisfied immediately, the result is a state anxiety or tension. • For example, an increase in hunger or thirst should produce an immediate attempt to eat or drink.
- 18. The id • The id is very important early in life, because it ensures that an infant's needs are met. • If the infant is hungry or uncomfortable, he or she will cry until the demands of the id are met.
- 19. The id • However, immediately satisfying these needs is not always realistic or even possible. If we were ruled entirely by the pleasure principle, we might find ourselves grabbing things we want out of other people's hands to satisfy our own cravings. This sort of behavior would be both disruptive and socially unacceptable.
- 20. The id • According to Freud, the id tries to resolve the tension created by the pleasure principle through the primary process, which involves forming a mental image of the desired object as a way of satisfying the need.
- 21. The Ego • The ego is the component of personality that is responsible for dealing with reality. According to Freud, the ego develops from the id and ensures that the impulses of the id can be expressed in a manner acceptable in the real world. • The ego functions in the conscious , preconscious , and unconscious mind.
- 22. • The ego operates based on the reality principle, which strives to satisfy the id's desires in realistic and socially appropriate ways. • The reality principle weighs the costs and benefits of an action before deciding to act upon or abandon impulses. • In many cases, the id's impulses can be satisfied through a process of delayed gratification--the ego will eventually allow the behavior, but only in the appropriate time and place.
- 23. The Super Ego • The last component of personality to develop is the superego. The superego is the aspect of personality that holds all of our internalized moral standards and ideals that we acquire from both parents and society--our sense of right and wrong. The superego provides guidelines for making judgments. According to Freud, the superego begins to emerge at around age five.
- 24. The Super Ego • There are two parts of the superego: • The ego ideal includes the rules and standards for good behaviors. • These behaviors include those which are approved of by parental and other authority figures. Obeying these rules leads to feelings of pride, value and accomplishment.
- 25. The Super Ego • The conscience includes information about things that are viewed as bad by parents and society. • These behaviors are often forbidden and lead to bad consequences, punishments or feelings of guilt and remorse.
- 26. The Super Ego • The superego acts to perfect and civilize our behavior. • It works to suppress all unacceptable urges of the id and struggles to make the ego act upon idealistic standards rather that upon realistic principles. • The superego is present in the conscious, preconscious and unconscious
- 27. The Interaction of the Id, Ego and Superego • With so many competing forces, it is easy to see how conflict might arise between the id, ego and superego. • According to Freud, the key to a healthy personality is a balance between the id, the ego, and the superego.
- 28. Physiological/Biological Aspect of PersonalityDevelopment • The physiological/ biological basis of personality development is the theory that personality is influenced by the biology of the brain: structure and function of the brain; hormones and body structure.
- 29. Physiological/Biological Aspect of PersonalityDevelopment • For instance, in human beings, the frontal lobes are responsible for foresight and anticipation, and the occipital lobes are responsible for processing visual information. • In addition, certain physiological functions such as hormone secretion also affect personality.
- 30. Physiological/Biological Aspect of PersonalityDevelopment • For example the hormone testosterone is important for sociability, affectivity, aggressiveness, and sexuality. • As a very rough guide, 50% of our personality is determined by genetic factors.
- 31. Genetic & Molecular Correlations to Personality • Different personality traits are likely to be determined by genes in different proportions. • For example, studies show that neuroticism (emotional instability) is determined more by genes.
- 32. Social-Cultural Factors in Personality Development • As a very rough guide, 50% of our personality is determined by environmental factors (parenting, peers, schooling, etc), though exact figures are a matter of debate.
- 33. Social-Cultural Factors in Personality Development • Different personality traits are likely to be determined by environmental factors in different proportions. For example, studies show that extroversion (outgoingness) appears to be more determined by environmental factor.
- 34. Social-Cultural Factors in Personality Development • Family structure, the intellectual, cultural, personality and family health, educational methods, etc.. Of particular importance is emotional relationship between mother and child, especially in the first years of life. • Emotional deficiencies of this period may have negative effects on the child's entire life.
- 35. Social-Cultural Factors in Personality Development • Educational attitude adopted by parents in relation to child: Educational attitude Protection: Child grew up in a protective learning environment tends to become passive, conformist, over-control, cautious, diffident, shy, polite, serious etc.
- 36. BODY STRUCTURE AND PERSONALITY • According to Kretschmer, there is a close relationship between one’s body structure and personality. • There are three types of body types: Asthenic Type- The body is tall, thin and narrowly built. • The individual is generally reserved, withdrawn, sensitive to criticism and makes very few friends.
- 37. • Pyknic Type –The body is short, round and fat • The personality characteristics are sociable, fun loving, hilarious, jolly and good natured. • Athletic –The body is muscular and well developed. • They are energetic, optimistic, easily adjust, interested in action than ideas, practical, and imaginative
- 39. PERSONALITY TRAITS Trait theory is A model of personality • that seeks to identify the basic traits necessary to describe personality. • Trait theorists includes Alport, Cattel and Eysenck who came up with different theories on personality traits • traits are Consistent personality characteristics and behaviors displayed in different situations
- 40. • Personality traits are qualities that a person poses such as patience, honesty consciousness, thoughtfulness and initiative. • Big Five personality traits : The "big five" are broad categories of personality traits and these are:
- 41. PERSONALITY TRAITS 1. Openness to Experience -Appreciating all experiences of life 2.Conscientiousness- A tendency to show self- discipline, act dutifully , and aim for achievement; planned rather than spontaneous behavior; organized, and dependable. 3. Extraversion- sociability and the tendency to seek stimulation in the company of others, and talkativeness. ,
- 42. PERSONALITY TRAITS 4.Agreeableness: A tendency to be compassionate and cooperative rather than suspicious and antagonistic towards others. 5. Neuroticism : The tendency to experience unpleasant emotions easily, such as anger ,anxiety, depression, and vulnerability Acronyms commonly used to refer to the five traits collectively are OCEAN
- 43. Assumptions About Personality Traits • Theorists generally assume that: • a) traits are relatively stable over time, • b) traits differ among individuals, and • c) traits influence behavior. • d) Traits are relatively constant; they do not usually change • TRAITS are consistently are used in order to help define people as a whole.
- 44. Temperaments • A temperament is an aspect of personality that include mood, activity level, and emotion, and the variability of each. • Temperament also refers to those aspects of an individual's personality, such as introversion or extroversion, that are often regarded as innate rather than learned.
- 45. INTROVERSION and EXTROVERSION • Extroversion tends to be manifested in outgoing, talkative, energetic behavior, whereas Introversion is manifested in more reserved and solitary behavior.
- 46. HISTORICAL BACKGROUND OF TEMPARAMENTS • Ancient Greek and Roman thinkers and physicians theorized that physical and mental disorders were the result of an imbalance in one of the four humours • The Four Humours were liquids within the body- blood, phlegm, yellow bile and black bile.
- 47. • These could be connected to the four seasons of the year: • Yellow Bile with summer, black bile with autumn, phlegm with winter and blood with spring. • An excess of any of the four was thought to correspond a certain temperament in the patient. • A large quantity of blood made the patient sanguine or cheerful, perhaps with too much energy.
- 48. • Too much phlegm made him or her phlegmatic, or cool and apathetic. • An excess of black bile, also called spleen or melancholy and thought to be excreted by the spleen, would make a person melancholic or depressive. • Finally, too much yellow bile, or choler, made for a choleric or easily angered temperament. •
- 49. TEMPARAMENTS
- 50. SANGUINE • The sanguine temperament is traditionally associated with air Positive Attributes • People with this temperament tend to be sociable, carefree, enthusiastic, hopeful, talkative, get along well with others and pleasure-seeking, friendly (Make friends easily), compassionate, warm hearted, outgoing
- 51. SANGUINE • Imaginative and artistic, and often have many ideas. Negative Attributes • Weak , unstable, restless, undependable, self centered, revengeful, moody, impractical and negative.
- 52. CHOLERIC • The choleric temperament is traditionally associated with fire. • Positive Attributes • People with this temperament tend to be full of energy, strong willed, determined, independent, optimistic, practical, and productive. (Good leaders, organizers, team builders).
- 53. CHOLERIC • They tend to be task-oriented people and are focused on getting a job done efficiently; their motto is usually "do it now." • They can be ambitious, and like to be in charge. • They can show leadership, are good at planning, and are often practical and solution-oriented.
- 54. CHOLERIC • They appreciate receiving respect and esteem for their work. • They can be best reached through mutual respect and appropriate challenges that recognize their capacities.
- 55. CHOLERIC Negative Attributes • Egocentric , • Easily angered, • Can be cruel, • Sarcastic,
- 56. MELANCHOLIC • The melancholic temperament is traditionally associated with the element of earth. Positive Attributes Serious, analytical, sensitive, perfectionist, loyal, creative, self sacrificing, persistent, tend to think deeper.
- 57. MELANCHOLIC Negative Attributes • They often prefer to do things themselves, both to meet their own standards and because they are not inherently sociable. • They can become preoccupied with the tragedy and cruelty in the world and are susceptible to depression and moodiness. • Introverted, cautious or even suspicious.
- 58. PHLEGMATIC • The phlegmatic temperament is traditionally associated with water. POSITIVE ATTRIBUTES • People with this temperament may be inward and private, thoughtful, reasonable, calm, patient, caring, and tolerant. They tend to have a rich inner life, seek a quiet, peaceful atmosphere; Act on principle, dependable, and diplomatic.
- 59. PHLEGMATIC • They tend to be steadfast, consistent in their habits, and thus steady and faithful friends. NEGATIVE ATTRIBUTES • Stingy, fearful, indecisive, spectators, unmotivated • People of this temperament may appear somewhat ponderous or clumsy. Their speech tends to be slow or appear hesitant.
- 60. ATTITUDES • An attitude can be defined as a positive or negative evaluation of people, objects, event, activities, ideas, or just about anything in your environment. • An attitude is an expression of favor or disfavor toward a person, place, thing, or event
- 61. ATTITUDES • An attitude is a general feeling ranging from positive to negative. • Attitude determines how one’s behavior will be towards other people or anything. • Attitude also determines the way in which people communicate with each other.
- 63. What is personality Assessment? • Personality assessment is the measurement of one’s personal characteristics to establish his/her personality. • Personality tests provide measures of such characteristics as feelings and emotional states, preoccupations, motivations, attitudes, and approaches to interpersonal relations.
- 64. ASSESSMENT METHODS 1. The interview • Interviews have both verbal and nonverbal (e.g., gestural) components. The aim of the interview is to gather information, and the adequacy of the data gathered depends in large part on the questions asked by the interviewer.
- 65. ASSESSMENT METHODS 2. Self-report inventory - a series of answers to a questionnaire that asks participants to indicate the extent to which sets of statements or adjectives accurately describe their own behavior or mental state
- 66. ASSESSMENT METHODS 3. Observation Method-This involves direct observation of the natural setting of an individual • The researcher/Observer observes the social behavior of people interacting in different settings and situations to determine their personality traits/attributes.
- 68. DEFENSE MECHANISMS • Defense mechanisms are the unconscious strategies that people use to deal with negative emotions. • They are ways that we protect ourselves from things that we don't want to think about or deal with.
- 69. Common Defensive Mechanisms 1. DENIAL • Arguing against an anxiety provoking stimuli by stating it doesn't exist Example • Denying that your physician's diagnosis of cancer is correct and seeking a second opinion
- 70. Common Defensive Mechanisms 2. DISPLACEMENT • Taking out impulses such as anger on a less threatening target. Example • slamming a door instead of hitting as person, yelling at your spouse after an argument with your boss
- 71. Common Defensive Mechanisms • 3. PROJECTION • Placing unacceptable impulses in yourself onto someone else or placing responsibility for unpleasant behavior or someone else. Example • “ I committed murder because I was forced by my friend”.
- 72. Common Defensive Mechanisms • 4. Rationalization • Supplying a logical or rational reason as opposed to the real reason. Example • Stating that you are late for class because of traffic jam when the real reason is that you woke up late.
- 73. Common Defensive Mechanisms 5. SUPRESSION • Banking or throwing unpleasant memories into the unconscious. Example • Forgetting sexual abuse from your childhood due to the trauma and anxiety.
- 74. Common Defensive Mechanisms • 6. SUBLIMATION • Acting out unacceptable impulses in a socially acceptable way Example • Sublimating/turning your aggressive impulses toward a career as a professional boxer; becoming a surgeon because of your desire to cut.
- 75. Common Defensive Mechanisms • 7. REACTION FORMATION • Taking the opposite belief because the true belief causes anxiety • Example • Sour Grape syndrome