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    THEORIES OF PERSONALITY

    SUDHESH N.TAssistant Professor

    [email protected]

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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

    [email protected]

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