Personality dfzfasfa
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Transcript of Personality dfzfasfa
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THEORIES OF PERSONALITY
SUDHESH N.TAssistant Professor
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CONCEPT OF PESONA!"T#
Latin word persona
Allport - “dynamic organizationwithin the individual of thosepsycho-physical systems thatdetermine his unique adjustmentto his environment”
Cattell – “it is that which permits aprediction of what a person will doin a given situation”
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ersonality is dynamic !rganized and not static "ncludes physical# mental $ emotional
traits %nique and speci&c Adjustment to one's environment
()hi*its self consciousness !rganization of psychophysical
systems
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+ometimes disorganized roduct of heredity and environment
"t is an end product of learning $acquisition ,easured one
"ts just an estimation +ystem of emotional disposition
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THEO"ES OF PESONA!"T#
*road categories
.ype approach# trait# psycho-analyticand humanistic approach/
0ippocrates# 1retschmer $ +heldon
Ancient "ndian concept – Ayurveda
2ata3wind4# pitt3*ile4 and 5uf3mucus4– 6 *asic elements of *ody
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C!ASS"F"CAT"ON $ A#U%EDA
Dominanceof the
Element
Personalit&T&'e
Somaticcharacteristi
cs
Personalit&characteristi
cs
Air $ (ther3space4
2ata +lightly *uilt#dull dar5 hair
and eyes# dryrough s5in#su7er from stii7 joints#constipation
8estless withactive minds#
emotionallyinsecure# poormemory#insomnia#depression#good artists and
enjoyingtravelling#solitary $re*ellious
9ater $ (arth 1apha :ig *oned#overweight# Lot of sleep#rational spea5 $
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Dominanceof the
Element
Personalit&T&'e
Somaticcharacteristi
cs
Personalit&characteristi
cs
;ire $ 9ater itta
Average *uild#rudycomple)ion or
red hair# moles#;rec5les oracne# tendencyto go grey $*ald early#green eyes
"ntense#argumentative#critical sharpintelligence#
good leaders#enjoy sports#hunting#politics# vividdreams
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H"PPOCATES
Classi&ed *y *ody
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(ETSCH)E
According to :iological .ypes withrespect to the physical structure
y5nic 3fat *ody4 – socia*le# jolly#easy going
Athletic 3*alanced *ody4 –energetic# optimistic# adjusta*le
Leptosomatic3lean$ thin4 –unsocia*le# reserved# shy#sensitive# pessimistic
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SHE!DON
hysical structure – temperament (ndomorphic – highly developed
viscera – easy going# socia*le#
a7ectionate ,esomorphic – *alanced viscera –
craving for muscular activity# self-
assertive# loves ris5 $ adventure (ctomorphic – undeveloped viscera
– pessimistic# unsocia*le# reserved/
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AD"CA! *EHA%"O"S)
Learning .heories
Classical and !perant Conditioning
avlov# .horndi5e and :/; +5inner
8einforcement theory – .he *asis of:ehaviour
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*.F S+inner ,-/0 $-/1
*orn in +usquehanna# ennsylvania
elder of two sons
“ " was taught to fear >od# the police# and
what people will thin5 ” 3+5inner# ?@B#
p/ B4/
()periments designed to test certain
hypotheses
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8einforcement – .he *asis of *ehavior
.he act of strengthening a response *yadding a reward# thus increasing the
li5elihood that the response will *e repeated 8espondent *ehavior and operant *ehavior
A response made to or elicited *y a speci&cstimulus/ (gD 5nee jer5
:ehavior emitted spontaneously or voluntarilythat operates on the environment to change it/(gD +neezing# any 0uman *ehavior
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+5inner *o)
+chedules of reinforcement
8einforcer and reinforcement
Eegative reinforces and punishment
+haping :ehavior
Chaining :ehavior
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Positi2e and Negati2e
einforcement A pleasant e)perience is given as areinforcer or reward immediatelyafter the desira*le response occurs/
An unpleasant e)perience iswithdrawn from the situationprovided the desira*le response isgiven/
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Punishment
Eegative reinforcement is the elimination of anunpleasant e)perience whereas punishment
involves presentation of an unpleasant
e)perience/
(7ect of punishment is uncertain
Eormally do not strengthen *ehavior
Li5ely to produce undesira*le emotional e7ects
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Sha'ing *eha2ior
0ow are these comple) *ehaviorslearnedF
0ow can an e)perimenter or a parentrein-force and condition a pigeon or achild to perform *ehaviors that are notli5ely to occur spontaneouslyF
,ethod of successive appro)imationor +haping
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Sha'ing
An e)planation for the acquisitionof comple) *ehavior/ :ehavior
such as learning to spea5 will *ereinforced only as it comes toappro)imate or approach the
&nal desired *ehavior/ +uperstitious *ehaviour
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+elf control – the a*ility to e)ertcontrol over the varia*les thatdetermine our *ehavior
+elf-control techniques – stimulusavoidance
Applications of operant conditioning– *ehavior modi&cations# to5eneconomy programs
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Schedules of
einforcement Continuous reinforcement schedule/
Fixed interval reinforcement schedule/
Fixed ratio reinforcement schedule/
Variable reinforcement schedule/
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TA"T APPOACH
.houghts# ;eelings# Actions “,ay *e de&ned as a property
within the individual that accountsfor his unique *ut relatively sta*le
reactions to environment”
>/9 Allport# 8/: Cattell# 0/G (ysenc5
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A!!POT3S THEO# OF PESONA!D"SPOST"ON
:asic unit of personality Cardinal traits – primary# dominant#
Central traits – few characteristic
tendencies# less pervasive# generalized
*ehaviour
+econdary traits – not dominant as such#
modi&a*le - attitudes
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CATTE!!3S THEO# $ trait a''raoch
+tructure of personality Common traits – widely distri*uted/
(/g/ 0onesty# aggression# co-operation %nique traits – unique to a person/
(/g/ emotional reactions/ +urface traits – overt manifestation of *ehr/
(gD dependa*ility# curiosity
+ource traits – underlying stctr thatdetermines *ehavior of idvdl/ "ndirectone/(/g/ dominance# su*mission
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E#SENC(3S THEO#
.raits in to .ypes >roup of correlated traits
ersonality .ypes "ntrovert – e)trovert
Eeurotic – sta*ility
sychotic – normal
Hynamics of personality ;our hierarchical levels
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+peci&c response level – child e)hi*itsa particular response to a situation/
0a*itual response level – similarresponses in similar situations
.rait level – form *ehr patterns/ (gDsocia*ility
.ype level – highest level# correlatedtraits integrate to form a type#cooperation# eager – e)trovert/
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HU)"N"ST"C APPOACH
Carl 8ogers – self theory Client – centered therapy
+tructure of pty – organism $ self
"deal self Hynamics – develop $ e)pand self !rganism# self# ideal self $ e)ternal reality –
components
+elf image 3self concept4 $ actual image3real self4
Client-centred therapy – for healthy self
concept/
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PS#CHO4ANA!#T"C APPOACH
;reud's sycho-analytic .heory
6 major parts
.heory of personality dynamics
.heory of personality structure
.heory of sycho-se)ual
development
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D#NA)"CS OF PESONA!"T#
%nconscious part of human mind 6 levels of consciousness .he conscious mind – contains
memories# thoughts $ desires .he preconscious mind – *In
conscious $ unconscious# not fullyaware *ut could *e recalled easily
.he unconscious mind – needs $wishes# strong an)iety# suppressede)periences# hidden area
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;actor of psychic activity is the unconsciousness %nsatis&ed desires $ painful e)periences ;orced down – unconscious layer of the mind –
repression
:hr pattern# personality – determined *y thesuppressed desires $ e)periences
8epression of desires $ feelings – *loc5 theli*ido- psychic energy provide power to mental
activity- leads to severe an)iety $ con
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PESONA!"T# STUCTUE
Composed of 6 major systems .he id # ego and superego
"d !riginal system "nstinctual
8eservoir of psychic energy !perates on pleasure principle Eot concerned with good or *ad
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"t is the true psychic reality "ts actions are more su*jective
"t is the primitive component of thepersonality
(verything psychological that isinherited including instincts
"t neglects values# rules# justice etc
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8ight or wrong# 8eal or unreal
;or reducing tension – choose pleasura*le path
.wo process for full&lling goal
8e
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.hen the secondary process starts developing –it's the second system – ego
.he ego
(go o*eys the reality principle
"t is the decision ma5ing component
"t acts practically
:alancing component
"t mediate the id and e)ternal social world (go considers social realities – rules# customs#
traditions
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"t decides how to *ehave ;reud compares ego to a man on horse *ac5
and id to the horse "t is the e)ecutive of the pty Eever *ecomes completely independent from
id "t originate from id 8eality principle – it uses secondary process-
getting pleasure – reality testing- whether
what is happening is what we wanted
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Su'er ego
,oral component of personality "t wor5s out according to social acceptance "t determines whether pty is goodI*ad
"t focuses on perfection rather than pleasure "t focuses on ideal rather than real/ "t emerge out of the age at around 6-J years "t emerges from id originally id alone# which later di7erentiates
into ego $ superego
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9hen ego stronger – *alanced personality
9hen ego wea5er – maladjusted personality
9hen super ego stronger – neurotic pty
9hen id *ecome stronger – delinquent pty
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Ps&cho $ Se5ual
de2elo'ment!ral stage
Anal stage
hallic stage
Latency stage>enital stage
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Oral stage .he &rst year of life ,ain source of erotic stimulation is the mouth
3in *iting# suc5ing# chewing# and so on4 !ral sadistic period ;i)ation at the oral stage could form the *asis
for o*sessive eating or smo5ing later in life ;irst autoerotic e)perience is thum* suc5ing# a
defense against an)iety that satis&es theirse)ual *ut not their nutritional needs/
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Anal stage Children get their erotic pleasure from their
*owel movements# through either thee)pulsion or retention of feces/
Anus emerges as a se)ually pleasura*le zone/ .wo su*-phases# the early anal and the late
anal Children often *ehave aggressively toward
their parents for frustrating them with toilettraining/
society's &rst systematic e7ort to regulatethe child's *iological urges
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e)cessive punishment might producea latent feeling of hostility toward the“trainer#” usually the mother/
Late – children ta5e a friendly interesttoward their feces/
>enital Concern and an)iety of
punishment - >enital an)iety – se)ualan)ieties in later life
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Phallic stage
Around yrs
>enitals *ecome the focus for the child'serotic energy
!edipal comple) - develop an eroticallytinged preference for their mother/
!edipus was separated from his parents at*irth/ Eot 5nowing the identity of his realparents# when he grew up he inadvertently5illed his father and married his mother/
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.hey also feel hostility toward theirfather# whom they view as a competitor
for mom's a7ection/ enis envy
.he way parents and children deal with
the se)ual and aggressive con
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!atenc& stage
– yrs
child's se)uality is largely suppressed
e)panding social contacts *eyond the
immediate family/ "f parental suppression is successful#
children will repress their se)ual drive
and direct their psychic energy towardschool# friend-ships# ho**ies# and othernonse)ual activities/
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6enital 'eriod
pu*erty - adults
(rogenous zone - se) organs
+e)ual urges reappear and focus on the
genitals once again/ se)ual energy is normally channeled
toward peers of the other se)
;reud *elieved that unconscious se)ualcon
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"nstinct – in*orn psychological representation
of an inner somatic source of e)citation
"t determines the direction of *hr
.hurst# hunger# rest# se) etc
*ody is the source of instincts
Eo e)ternal factor lead to pty dev/ – ;reud
"nstinct – *odily need K wish
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Life instincts $ Heath instincts L" - 0elp individual for survive $ racial
propagation
Li*ido – energy to 5eep life instinct
H" – aggressive# destructive/ Herivative
formula
!riginal form – self destructive
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7Child is the father of )an8
Hevelop pty in response to
hysiological growth process
;rustrations
Con
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.ension relieves through "denti&cation Hisplacement
"denti&cation – method *y which a person ta5es over the
features of another person ,ore similar to imitation – its super&cial .a5es place unconsciously Children identify to avoid punishment
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"dentifying things from others
.hat person is model
"denti&cation is also called ,odeling
%nconscious modeling
Hisplacement – if identi&cation *loc5ed# select original
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o*ject
"nternal $ e)ternal *arriers
+trong repression# otherwise new cathe)es will *e
formed
+econd identi&cation# if it fails go for another catha)es
- numerous ones# all this occurs unconsciously# up towe get pleasure – relieve tension
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unishment - good *ehaviors
sychic energy is displacea*le $ distri*uta*le
Hefense mechanism – ego tries to relieve the
e)treme an)iety
"f id is dominant give pleasure
"f super ego dominates# will say to ego that don't
hear id/ +/ego inhi*its all desires of id/
tension always – ego is not strong
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!ther systems – demanding 8epression denial rojection 8eaction formation ;i)ation $ 8egression +u*limation Aggression
8ationalization
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8epression
!ne of the earliest concept of pty
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Personalit& assessment
Muestionnaire
>raphology
"nventory
rojective tests
:ody language
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6ra'holog&
0andwriting can *e a way tounderstand your personality/
=our conscious mind determines 90A.
you write and your su*conscious mindcontrols 0!9 you write/
ersonality characteristics can *e
analyzed *y size# pressure# speed#spacing# slant# and over N otherselements/
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ersonal analysis - 9ant to 5now yourself orpeople you care a*out *etterF =ouOll *esurprised *y the insights you will receive/
HatingIcounseling - "f you want to understand
yourself or your relationships *etter %nderstanding peersI:usiness associates - =ouOre in an important meeting *ut canOt seemto get a PreadP on other participants/ 1nowing
a*out handwriting analysis will provideimportant insights//
Child i i 0 d i i l i i
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Child monitoring - 0andwriting analysis isvery helpful for parents who want tounderstand and monitor their children
through development/ Criminal cases - 9hat 5ind of person
committed the crimeF 9ho is telling thetruthF 1nowing this can help law enforcementdetermine what theyOre up against and thetype of person sought/
Poison penP letters - 0ow dangerous is that
nasty noteF 9hat is the nature of the writerF0andwriting analysis can shed light on thesequestions/
!ld letters - 9hat was >randpa really li5eF
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)ethod
Letter size %pper zone
,iddle zone
Lower zone
ressure
+pacing
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“0andwriting is really Q*rain' writing
RRR// And you can't fool your
*rain# no matter how hard you tryS” –
,ary Ann ,atthews
i i
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9uestionnaire
according to Bogardus, Pis a list of
questions sent to a num*er of persons
for their answers and which o*tainsstandardized results that can *e
ta*ulated and treated statisticallyP/
Use of 9uestionnaire
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.ypes
+tructured Closed ended – yesIno# 6 points# &ve points
etc
!pen ended - used for intensive studies %nstructured –- interviews
ictorial questionnaire – for children
– want to tic5 the picture
"
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"n2entor&
8esem*les with questionnaire
Mstn/ – general device
Hesigned to see5 answers a*out the
person $ pty .raits
8espondent as5ing questions himself
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ersonal Hata +heet 3H+4 – 8/+ woodworth ?? questions
8elated to feelings# fear $ symptoms of mental
disorder
,," – *est 5nown – JJ items –yesInoIdou*tful
(" – assessing neurotic tendencies
+a*le – unsta*le# introverted – e)troverted
+tudy 0a*its "nventory –
:ell's Adjustment "nventory
P : ti T h i
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Pro:ecti2e Techni;ues
9hich study the unconscious mind
,ost suita*le technique
ersonality disorder
:ased on projection
!wn desires# repressed wishes# hope#
fears
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8orschach "n5-*lot .est +wiss sychiatrist – 0erman 8orschach – ?@N?
? cards - *isymmetrical in5-*lot
9e drop in5-drops on a piece of paper andthen fold it# we can o*tain such in5-*lots
Heviant personality
.A. – ,organ $ ,urray – N pictures
CA. – Leopold :ella5 – 6- ?? yrs - ? cards
+entence completion test# Hraw a ,an# etc/
: d l
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:ody language
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.0AE1+R
FOR SHARING YOUR RESOURCES
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