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Page 1: personality rbce

Submitted to:-

Dr. Harpreet Kaur gill

Submitted by :-

Harwinder Kaur, 1375

M.A. Edu. 2nd sem

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SUB-THEMESUB-THEME

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CONTENTS

• WHAT IS PERSONALITY

• INTRODUCTION

• MEANING OF PERSONALITY

• DEFINITIONS OF PERSONALITY

• ASPECTS OF PERSONALITY

• CHARACTERSTICS OF PERSONALITY

• INTEGRATION OF PERSONALITY

• TYPES OF PERSONALITY

• THEORIES OF PERSONALITY

• MEASUREMENT OF PERSONALITY

• TYPES OF MEASUREMENT PERSONALITY

• TEST OF PERSONALITY

• CONCLUSION

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WHAT IS PERSONALITY?

Personality includes all the special qualities people have that make them different from each other. These include : charm, energy disposition, attitude temperament, cleverness and all feeling and behaviours they exhibit.

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INTRODUCTION OF PERSONALITY

Personality is the particular combination of emotional, attitudinal, and behavioral response patterns of an individual

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MEANING OF PERSONALITY

The term personality is derived from the Latin word “Persona” meaning a “Mask”. Personality is a patterned body of habits, traits, attitudes and ideas of an individual as these are organized externally into roles and statuses and as they relate internally to motivation, goals and various aspects of selfhood.

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DEFINITIONS OF PERSONALITY

G.W. Allport :- personality is the dynamic organization within the individual of those psychophysical systems that determine his unique adjustment to his environment.

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Woodworth’s view :- “Personality is the total quality of individual’s behaviour”.

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Aspects of Personality Physical aspect Intellectual aspect Emotional aspect Social aspect Volitional aspect Moral aspect Biological aspect Cognitive aspect

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Characterstics of personality Self- Consciouness Unique Sociability Adjustability Goal-directed Unity and integrability Consistency Persistance Dynamic and flexible

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INTEGRATION OF PERSONALITY A person in whom the various aspects of

personality i.e., physical, intellectual, emotional, and social are working in a harmonius and effective manner.

ie``k AijhI sæKsIAq ijs iv`c sæKsIAq dy v`K - v`K pihlU (srIirk,bOiDk,Bwvwqimk Aqy swmwijk) susMgq Aqy pRBwvsæwlI FMg nwl kMm kr rhy hn

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Characteristics of Integration of Personality Balance between mental process Harmonius adjustment to social environment Adequate perception Positive self- concept Ego involvement Adequate inter- personal relations Adequate feelings of security Adequate feeling of self- confidence

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Intellectually developed and emotionally mature

Healthy attitudes and interest Healthy philosophy of life

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Types of Personality

Modern Classification

Jung’s Cllassification

Hippocrate’s Cllassification

Kretschmer’s Classification

Sheldon’s Classification

Spranger’s Classification

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Modern Classification

Men of feeling Morgan and Gilliland According

•Elated (pRsMnic`q)

•Depressed (audwsIn)

•Irritable (icVicVw)

•Unstable (AsiQr)Men of actionMen of thought

•Abstract thinking (sUKm icMqk)

•Idea thinkers (ivcwr icMqk)

•Thinks – thinkers(icMqn leI icMqk)

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Jung’s Classification

Introverts Extroverts(Subjective, Solitude, Idealists,

Self-Centered,

Better in writing)

(Objective, Society, realists, Interested in other people,

Better in speech, Dominant)

Ambiverts (Balanced )

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Hippocrate’s Classification

Sanguine AwSwvwdI Melancholic inrwSwvwdI Choleric kRRRoDI Phlegmatic mMd

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Kretschmer’s Classification

Asthenic SkqIhIx Athletic iKfwrI Pyknic nwty Dysplastic imSrq

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Sheldon’s Classification

Endomorphic type golwkwr Mesomorphic Awieqwkwr Ectomorphic lMbwkwr

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Spranger’s Classification

Theoretical type isDwNiqk Economic AwriQk Social smwijk Aesthetic klwqimk Political rwjnIiqk Religious Dwrimk

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Theories of Personality Type theoriesTraits theoriesPersonality dynamic

theories

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Type Theories Constitution rcnw Physical dimensions srIr dIAW imxqIAW jW

bxqr Values mu`l dw isDWq Behaviour ivvhwr dw isDWq Psycho-sexual development mnoilMgI ivkws Nature theory pRikrqI isDWq Self-feeling theory svY-Bwvnw dw isDWq Miscellaneous types Putkl iksmW

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Trait theories of personality

Walter Michael –the book “Introduction to Personality”

“Trait is a continuous dimension on which individual differences may be arranged quantitatively in terms of the amount of characteristics, the individual has.”

G. W. Allport’s

R.B. Cattell’s

H.J. Eyesenck’s

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Theories of Personality Dynamics

Psycho-analytic theory of Freud (1856-1937) Carl Jung’s Analytic Psychology Alfred Adler’s Individual Psychology (1870-

1937) Rank’s Theory of Birth Trauma (1884-1939) Karen Horney’s Basic Anxiety Theory Sullivan’s theory of Inter-personal

relations(1892-1949)

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What does personality assessment achieve ?

Tests must be both reliable and validReliability: consistency, same results

over period of timeValidity: the test measures what it

professes to measureMeasure of personality varies by

theoretical perspective

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• Personality Assessment assists counselor in :

• Understanding the behavior of a particular Individual

• Helps counselor comes to a conclusion about a possible future course of action

• Helps counselor make predictions about a person’s unique future behavior

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Measurement of Measurement of PersonalityPersonality• ijhVI cIj sUKm jW sQUl ijhVI cIj sUKm jW sQUl

iksy vI rUp ivc hY, ijs dI iksy vI rUp ivc hY, ijs dI pirBwSw kIqI jw skdI pirBwSw kIqI jw skdI hY[ivAkiqqv iek sMklp hY[ivAkiqqv iek sMklp hY,Dwrnw hY,mnu`K dIAW hY,Dwrnw hY,mnu`K dIAW KslqW, ivSySqwvW, KslqW, ivSySqwvW, XogqwvW, rucIAW, XogqwvW, rucIAW, psMdW, vyKx-socx dy psMdW, vyKx-socx dy FMgW, iBMn-iBMn FMgW, iBMn-iBMn aukswhtW dy pRiqkrmW, aukswhtW dy pRiqkrmW, ivvhwrW Awid dw sMgiTq ivvhwrW Awid dw sMgiTq puMj hY[ ies leI ies dI puMj hY[ ies leI ies dI imxqI vI ho skdI hY[imxqI vI ho skdI hY[

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Subjected Methods

Objective Method

Projective Techniques

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(A) Subjective Method

• Autobiography method

• Case History method

• Biography method

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Autobiography

Autobiography is the study of the subject narrated or written by himself. It is a faithful record of one’s past and present. Psychologists supply the various headings of the story, if needed. The subjects narrates or writes about various aims, ambitions, achivements, attitude, adventures, events, experiences, interests and activities of his life.

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Case history method

In this method, we collect information about hereditary and environmental factors which influence personality development of the individual. It is a sort of physical, intellectual, academic, emotional and social history of the individual.

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Questionnaire

A questionnaire contains a long list of questions designed to collect information from the individual

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Definition of Questionnaire

Goode and Hatt Acc.:- “In general the word ‘questionnaire’ refers to a device for securing answers to questions by using a form which the respondent fills in himself.”

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Barr et al. (1953)Acc.:- “Questionnaire as a systematic

compilation of questions that are administered to a sample of population form which information is desired”.

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Types of QuestionnaireInterrogative form pRSn sUck rUp (hW jW nWh)audwhrn:- kI qusI ieMjInIAirMg psMd krdy ho ?Inventory form sUcI rUp (KwlI QwvW)audwhrn :- mYN ----- rucI lYNdw hW [Check list form cYY`k ilst rUp ( )audwhrn :- hyTW kuJ ik`iqAW dy nW id`qy hn [‘

dw inSwn aus ik`qy qy lgwau ijsnMU qusI psMd krdy

ho[

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Questionnaire Form

Open Form Questionnaire Closed Form QuestionnairePictorial Form Questionnaire

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Open form Questionnaire

It is also known as Free Responses or Unstructured Type Questionnaire. As the name of the form indicates, the respondent is at liberty to express his attitudes, interest, preferences and decisions in his own words because no clues are provided

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Closed form Questionnaire

The closed or structured form requires short and ‘check’ responses. It may provide for making ‘Yes’ or ‘No’ ,or just a ‘check’ from a list of suggested responses.

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Construction of Questionnaire

Purpose of Questionnaire :- A good questionnaire must serve two major purpose.

First- It must translate the objectives of an investigation into specific questions.

Secondly – The questionnaire must motivate the respondents to communicate the required information

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Language Information Level of the respondentSocial acceptance of responsesLeading QuestionsSequence of questionsThe form or type of questionsLength of the questionnaireExpert’s opinionPreliminary tryout of the questionnaireValidation of questionnaireReliability of questionnaireAdministration of a questionnaireAnalysing and interpreting questionnaire responses

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Use of Questionnaire in Guidance Programme Intercsts Behaviour Aptitude Miscellaneous information Data Causes of maladjustment

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Characterstics of good Questionnaire Significant job Short and Comprehensive Clear objectives Clear directions Well worded No confidential matter Not suggestive Order of queastions Interesting No annoying questions Easy to tabulate and interpret

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Interview Interview is a called “conversation with a

purpose”. It is face to face relationship between the interviewer and the interviewee.

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Definitions of Interview

Acc. To Macoby’s view :- “ Interview is face to face verbal interchange in which one person, the interviewer attempts to elicit information on expression, opinions or beliefs from another person or persons”

Acc. To Wrightstone and Others :- “The Interview is a method for obtaining data by face –to – face conference with an individual.”

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Types of Interview Unstructured interview :- Unstructured

interview aims at assessing the personality of the individual without the aid of any previously decided set questions. This type of interview is very flexible and adaptable.

Structured interview :- Inorder to reduce the subjectivity of unstructured interview procedure is structured. Interview is to be conducted according to a prepared set of questions, and areas of inquiry to be covered.

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Types of Interview Diagnostic interview Administrative interview Employment interview Admission interview Informative interview Research interview Counselling interview

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Functions of Interview• To have a face to face talk with the

interviewee and to assist him• To collect information from the interview• To part information to the interviewee• To motivate the interviewee and enable

him to take interest in himself• To help the interviewee in solving

educational, vocationaln and psychological problems

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Steps of Interview• Preparation of the Interview• Unfolding the problem• Joint working of the problem• Closing the Interview• Evaluation and Follow up

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Qualities of good Interviewer

• Good listener• Good Orator• Ability to establish rapport• Attitude towards interviewee• Humorous• Emotional maturity• Objective attitude• No surprise• Conversation• Personality and philosophy of life

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Advantages of Interview

Flexible Natural Variety of purposes Solution of problems Useful even for illiterates Easy to conduct

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Limitations of Interview

Subjective Time Consuming Needs axperts Artificial situation Digression Difficult to interpret Lacks reliability and validity

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Objective Methods

• Methods of observation

(1) Controlled observation

(2) Uncontrolled observation

• Situation Tests

(1) Real Situation Test

(2) Imaginary Situation Test

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• Behavioural Test

• Rating Scale Method

• Sociometric Method

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(1) Controled Observation :- implies under certain rules and standardised conditions-(a)Time Sampling(b) Day Record Teaching(c)Syestematic Record (2) Uncontroled Observation :-

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Situation testsSituation tests Real Situation testReal Situation test Imaginary Situation testImaginary Situation testIn this method, here situations are artificially created in In this method, here situations are artificially created in

which an individual is expected to perform acts which an individual is expected to perform acts related to the personality traits under testing. For related to the personality traits under testing. For example, to test the honesty of an individual, some example, to test the honesty of an individual, some situation can be created and his reaction can be situation can be created and his reaction can be evaluated in terms of honesty or dishonesty.evaluated in terms of honesty or dishonesty.

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Sociometric Method

It may be defined as a technique for revealing and evaluationg the social structure of a group through the measurement of the frequency of acceptance of non-acceptance between the individual who constitute the group. A socio – metric test may be devised for innumerable groups situation. There are four concentric circles, acceptability scores. Sociogram is prepared. Hartshoma and May devised measures for some other aspects of behaviour,such as stealing.

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Rating Scales

By rating is meant the qualified judgment or opinion of one person by another. Opinions are usually expressed on a scale of values. In other words, rating is a technique in which we systematise the expression of opinion concerning a particular trait.

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View of Ruth Strang :- “ Rating is, in essence, directed observation.”

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View of Garrett :- “The rating scale is a device for obtaining judgement of the degree which an individual possessses certain behaviour traits and at ributes not readily detectable by objective tests.

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Types of Rating Scale

• Numerical Scale• Standard Scales• Graphic Scales• Rating by Cumulative points• Forced choice ratings• Percentage of group scale

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Numerical Scale

In the typically numerical scale, a sequence of defined numbers is supplied to the rater or to the observer. The rater or the observer assigns to each stimulus, to be rated, an appropirate number in line with these definitions or descriptions.

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Graphic scale

The graphic scale is the most popular and the most widely used type of rating scale. In this scale, a straight line is vertically or horizontal, with various cues to help the rater. The line is either segmented in units or it is continuous. If the line is segmented, the number of parts can be varied.

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Standard scale

In standard scales, a set of standards is presented to the rater. The standards are usually objects of some kind to be rated with pre-established scale values.

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Rating by Cumulated points

The unique and common feature of rating by cumulated points is in the method of scoring. The rating score for an object or individual is the sum or average of the weighted or un weighted points. The ‘check list method’ & the ‘Guess-who technique’ belong to this category of rating

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Forced choice rating

In ‘Forced-Choice-Rating method’ the rater is asked, not to say whether the rate has a certain trait or to say how much of ratee has but to say essentially whether he has more of one trait than another of a pair.

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Percentage of group scale

Here the rater is asked to give the percentage of the group that possessess personality trait on which the person is rated.

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Advantages of Rating Scale

Supplement Selection of students Useful for teacher Knowledge of progress of students Knowledge of achievements & progress of

students Comparison Motivation Removing weakness Helping in sending report Helpful in administration

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Limitations of Rating Scales

Subjective Difficulty in rating Limited contact Low reliability Lack of willinness Non availability of experts Generosity error Sringency error Halo error Error of central tendency Logical error

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Defining the trait Defining the scale Straight forward traits Number of traits Different situations Directions Providing some space Use of scale Trained raters Several raters Independent judgment Uniform standard

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Generosity error : There is human unwillingness to give up favourable judgement of their fellows. The rater’s own feeling and sympathy towards a particular ratess compells him to be generous while rating a particular individual

Stringency error : some raters have the tendency to rate all the individuals low.

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Hello error : Hello means a tendency to rate in terms of general impressions about the ratee formed on the basis of some previous experience.

Central tendency error : There is a tendency in some rayers to rate all the rates near the mid point of the scale.

Logical error : this error occurs when the trait to be rated is misunderstood.

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Projective TechniquesAcc. To Thorpe and

Schmuller :- “The projective method is a means for describing the individual’s pattern of behaviour on the basis of his responses to stimuli.”

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Characteristics of projective Tests

Total Personality Different responses Analysis of responses Unstructured situations Freedom to respond Multi- dimensional responses No right or wrong answer Disguised procedure

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The Rorschach Inkblot Test

Use of inkblots to assess personality functioning proposed by Binet in 1916

Rorschach was first person to use them to identify psychological disorders

began his investigations around 1911

“Psychodiagnostik” 1921 died in 1922 at age of 36

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History of the Test

initially unenthusiastic response to book David Levy brought test to US from Europe his student, Samuel J. Beck, wrote a no. of books about

the test, & helped popularize it until his death in 1980 others who popularized it were Marguerite Hertz, Bruno

Klopfer, Zygmunt Piotrowski & David Rapaport became extremely popular

– WLU library holds about 20 books on Rorschach – there is an annual international conference just on

the Rorschach

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Test StimuliTest Stimuli

inkblots formed by dropping ink on piece of paper & folding it

Rorschach selected 10 from thousands of inkblots he experimented with: five black & gray; 2 black, grey & red; 3 different colours

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Administration of TestAdministration of Test examiner hands card to subjects & asks “what might

this be” examiner keeps a verbatim record of responses to

each card, reaction time & duration of responses, position in which cards are held, spontaneous remarks, emotional expressions

each card administered twice free association inquiry

during inquiry, tester attempts to ascertain what in the inkblot made person see what he/she saw

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What is the Rorschach?What is the Rorschach?

• The stimuli were generated by dropping ink onto a card The stimuli were generated by dropping ink onto a card and folding itand folding it– They are not, however, random: the ten cards in the They are not, however, random: the ten cards in the

current test were hand-selected out of thousands that current test were hand-selected out of thousands that Rorschach generatedRorschach generated

• Ten blots – 5 black/white, 2 red/gray (II & III) and 3 color Ten blots – 5 black/white, 2 red/gray (II & III) and 3 color (VIII – X)(VIII – X)

• Thought to tap into the deep layers of personality and Thought to tap into the deep layers of personality and bring out what is not conscious to the test takerbring out what is not conscious to the test taker

• The following are the inkblotsThe following are the inkblots

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Rorschach (cont.)Rorschach (cont.)

Exner’s Comprehensive Scoring SystemExner’s Comprehensive Scoring System

1. Location 1. Location

- W = whole (intellectual potential)- W = whole (intellectual potential)

- D = subdivisions (common sense)- D = subdivisions (common sense)

- Dd = details (compulsive tendencies)- Dd = details (compulsive tendencies)

- DW (confabulated detail)- DW (confabulated detail)

2. Content (i.e., general class to where response 2. Content (i.e., general class to where response belongs)belongs)

- people, part of a person, clothing, animal, - people, part of a person, clothing, animal, part of an animal, nature, anatomicalpart of an animal, nature, anatomical

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3. Determinants 3. Determinants (i.e., specific property of the (i.e., specific property of the blot)blot)

- F = shape/outline (rational - F = shape/outline (rational approach)approach)

- M = movement (imagination)- M = movement (imagination)

- C = color (emotional reactions)- C = color (emotional reactions)

- Y = shades of grey (depression)- Y = shades of grey (depression)

4. Form Quality 4. Form Quality

5. typical vs. unusual response5. typical vs. unusual response

6. time6. time

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Thematic Apperception Test Thematic Apperception Test (TAT)(TAT)

• Construct a story about what you see on Construct a story about what you see on the following picturethe following picture

Describe:Describe: - what led up to the scene- what led up to the scene - what is happening- what is happening - what the characters in the story might - what the characters in the story might think or feelthink or feel - how the story will end- how the story will end

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Thematic Apperception TestsThematic Apperception Tests The Thematic Apperception TestThe Thematic Apperception Test (TAT): 30 (TAT): 30

grayscale pictures + one blank for elicitation grayscale pictures + one blank for elicitation of stories – each contain a dramatic event or of stories – each contain a dramatic event or critical situationcritical situation

Most subjects see 10-12 cards, over two Most subjects see 10-12 cards, over two sessionssessions

Based on Based on Murray's Murray's (1938) theory of 28 social (1938) theory of 28 social needs (sex, affiliation, dominance, needs (sex, affiliation, dominance, achievement, attitudes etc.)achievement, attitudes etc.)

People would project into their story their People would project into their story their needsneeds

Attention is paid to the protagonist in each Attention is paid to the protagonist in each story and his/her environmental stressorsstory and his/her environmental stressors

Many variations on this 'story-telling' test existMany variations on this 'story-telling' test exist

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TAT (cont.)TAT (cont.)

Administration: not Administration: not standardizedstandardized- Not the same 20 cardsNot the same 20 cards- Not the same orderNot the same order- Seldom 2 sessionsSeldom 2 sessions- Instructions differInstructions differ

Scoring is MinimalScoring is Minimal Low Reliability & ValidityLow Reliability & Validity

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TAT – scoring/interpretation

Scoring Congruence with picture stimuli Conformity with directions Conflict

Psychometric properties: internal consistency is low; high reliability but diminishes with time, 2 months, r

= .80; 10 months r = .50; Inter-rater reliability vary with studies: range .3 to .9

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Scoring is based on the follwing factors The style of the story: i.e., its length,

language, used , originality etc. Theme of the story: common themes like

parental domination etc. or uncommon themes.

Relation between the end and the plot of story

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The description of the figuers : who are depicted to be in some authority?

Primary and secondary identification : the choice of hero for the story and person second in importance.

Handling of authority figures and sex relationships: the assumption is that the subject organises material from his own personal life and projects it by mean of the figures represented in the pictures. In brief, he reveals his personality in the stories he tells.

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Play Technique Through play, social and abnormal behaviour

of the children can be known because the children try to describe their feelings of tension, aggression, fear and frustration to the objects they use as a play material and these feelings and expression through play. Children are given every opportunity to play freely with toys. But the play situations should be planned and controlled in order to make some valid conclusions.

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Word Association test In this method, the subject is asked to speak

out the first word that come to his mind after listening the stimulus word. These words are selected from various areas of conflict, for example, family, school, friends etc. In evaluating word association test, two factors are noted;

Contd….

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(a) Reaction time : i.e. the time between the word spoken by the experimenter and response word spoken by the subject

(b) Response word : i.e. which word the subject speaks in response to a word spoken by the examiner.

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Sentence Completion Test

In this method, the subject is given some incomplete sentences. In each case the beginning is given. The subject is asked to go through the list quickly and complete each sentenc.

Example:

(a)I do not like….

(b)I love….

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Personality Inventories

Personality inventories are used to study the attitudes and other characterstics of person.inventories exist in the form of questionnaies.

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Some personality inventores are

Bell Adjustment Inventory : Two forms adults and for the students, 223 items, final has 140 items measure four categories.

(1)Health

(2)Home

(3)Social

(4)Emotional adjustment 36 item each,reliability 0.80 to 0.90

Items – Do you day dream frequently.”

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• Bernreater Personality Inventory consist 125 items, measure, (1) Neuroticism, (2) self- sufficiency (3) Extroversion,(4) Dominancy,(5) lociability, (6) lack of self-confidence, relibility 0.80 to 0.90 used 9 and 166 also adults.

Items – Do people ever come to you for advice.

• Allport and Allport : A-S Reaction study two form men and women. The study men has 33 items, for women 34 items. Situations are presented verbally.

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Evaluation High reliability, validity inadequateItems are sometimes very ambigousWe do not know any norm for ideal

adjustment or behaviourThey have very low diagnostic valueThey are useful in the study of group

trends in differebtiating between group of adjusted and meladjusted rather than between individuals.

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Examples of Projectives

Rotter Incomplete Sentences Blank (RISB)

Complete the following sentences to express your real feelings:- I like ……..- My greatest fear ……..- This PSY 3090.D instructor is ……..

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RISB (cont.)

Designed to screen for emotional maladjustment Info about wishes, desires, likes, dislikes, fears, and

locus of control 40 items: easy to administer (group or ind.) Rigorous scoring system: high interrater r Scoring ranges from 0 to 6 Responses are scored as to the degree of conflict

expressed, optimism shown, length of responses, omissions

Psychometrically sound but less used

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Draw-a-Person Test

- Originally to assess children’s intelligence- Now: a screening procedure for emotional

disturbance- Cannot constitute a diagnosis

- The administration:Draw a personDraw a person of the opposite sexDraw yourself

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Draw-a-Person Test Administrator Asks:

- Can you please draw a person?- Draw whatever you like in any way

you like?

Administrator Then Asks:

- Draw a person of the opposite sex?

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Draw-a-Person Test (cont.) Subjective vs. quantitative scoring system Clinician looks for:

Sequence of body parts Verbalizations during the drawing process Size & placement of figures on the page Amount of action depicted Systematization in doing the task Number of erasures Shading Gender of picture Over attention to certain body parts

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Other common projective tests CAT – Children Apperception Test – (Bellak,

1975) Word Association Test – Rapaport et al. (1946,

1968) – 60 words: neutral and traumatic – scored: popularity, RT, content, test-retest responses

Sentence Completion – Rotter Incomplete Sentences Blank – 40 sentences – evaluated on 7 point scale by “need for therapy” to “extremely good adjustment”

House-Tree-Person Test (Buck, 1948) & Draw-A-Person (Machover, 1949): Subject is asked to draw Scoring is on absolute size, relative size of

elements, omissions

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Conclusion

Personality is no single trait or ‘quality’ of a person. The entire pattern of behaviour points to his personality. The personality of a person is a mirror of his whole organised behaviour patterns.

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References

Dr. J .S. Walia Prof. S.P. Chaube Dr. Menakshi From Wikipedia, the free

encyclopedia R.A. Sharma

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