Personality

Personality: Meaning –Determinants of Personality: Types Theory, Trait Theory and Developmental Theory – Integrated Personality – Assessment of Personality: Projective, Non-Projective techniques and Dream Analysis.

1. Psychology Personality B.Ed. 2015-16 M.Vijayalakshmi Assistant Professor

2. Unit – VII Personality

3. Personality: Meaning – Determinants of Personality: Types Theory, Trait Theory and Developmental Theory – Integrated Personality – Assessment of Personality: Projective, Non-Projective techniques and Dream Analysis.

4. Meaning Latin word – persona -the mask worn by the actors while playing their role in the drama PERSONALITY P – Perception capacity E – Emotional maturity R – responsiveness to the situation S – Sociability O – Originality N – Neutrality A – Appearance (external) L – Leadership feeling I – Integrated T – Tendency Y – Young (in thinking)

5. Definition Personality is the dynamic organization within the individual of those psycho-physical systems that determine his unique adjustment to his environment - Gordon W. Allport

6. Characteristics of Personality Whole rather than its parts Unique Comprises of heredity and environment Made up of traits Dynamic Organized

7. Development of Personality

8. Factors influencing Personality Development

9. Theories of Personality

10. Type theory – Hippocrates’ Classification Choleric Emotionally weak, bodily strong and easily tempted Melencholic Emotionally and bodily weak – Pessimist Phlegmatic Emotionally strong – able to control his emotions - bodily weak – lazy type – always happy Senguine Bodily strong – Energetic – control type – an optimist

11. Kretschmer’s Classification Body Type Body Characteristics Personality Characteristics Pyknic Fat types, in whom fat is more than muscle Social and helping to others Athletic Healthy, balance between muscles and bone development Energetic, optimist can adjust to any situation Asthenic Thin, and lean tall, no muscle, only bone Unsociable, shy, pessimist and always alone

12. Sheldon’s Classification Body Type Body Characteristics Personality Characteristics Endomorphy No muscle development etc. prominent stomach Takes everything easy, sociable and affectionate Mesomorphy Balance between development of stomach and bones Likes to work, interested in adventurous activities Ectomorphy Weak, tall, thin Pessimist, unsociable and alone

13. Jung’s Classification

14. Trait Theory – R.B.Cattell

15. Type-cum-Trait Theory – Hans J. Eysenck

16. Psychoanalytic Theory Id – Pleasure Principle – Unconscious mind Ego – Reality Principle – Sub-conscious mind Superego – Conscience – Conscious mind

17. Freud’s Psycho-sexual Development Theory of Personality

18. Freud’s Psycho-sexual Development Theory of Personality

19. Integrated Personality Self-actualized personality Emotionally and socially mature individual Well adjusted personality

20. Harmony between five Aspects of personality Harmony between one’s abilities and capabilities Harmony among one’s interest Harmony between one’s abilities and interest Harmony between one’s self concept and social constraints Harmony between one’s life goals and social codes of conduct

21. Allport Self extension Self Objectification Be yourself and accept yourself

22. Assessment of Personality

23. Subjective Methods Case History Autobiography Self-rating Eliciting verbal responses of the subject – Questionnaires Attitude Scales Inventories Interview Aptitude Tests Interest Inventories

24. Objective Methods Personality Inventories Observation Check list Rating Scale Sociogram Performance and Situational Tests

25. Projective Methods Perceptive Technique (Rorschach Ink-blot Test) Apperceptive Technique Thematic Apperceptive Test (T.A.T) Sentence Completion Test Story telling and Story Completion Test Free association and Dream Analysis Test Productive Technique

26. Self-rating Subject rates himself Susceptible to distortions due to self-interest Rating by others is more objective and valid Factors like personal bias, generosity error, inaccuracies due to the ambiguity of the rating scale Hallo effect - affect the reliability and validity of rating

27. Questionnaires Device for securing answers to questions by using an inquiry form which the respondent fills in himself. In it, various important questions regarding the topic under investigation or personality traits will find a place - Good & Hatt

28. Types of Questionnaires Closed Form or Restricted Questionnaire Yes or No, Short response Open Form or Unrestricted Questionnaire Free-response or unstructured form

29. Characteristics of a Good Questionnaire

30. Attitude Scales or Opinionnaire Opinion and Attitude are allied but not Synonymous terms Attitude - Inner feeling or belief of a person towards a particular phenomenon Opinion – what a person says about his attitude towards some phenomenon

31. Types of Attitude Scales Thurstone Technique of Scaled Values Likert Method of Summated Ratings

32. Thurstone Technique of Scaled Values 20 or more statements – express – groups, institution, idea or practice Submitted – panel of 50 or more judges 11 groups – assigning a position to an item Disagreement – discarded Median scale value – falls between 1 to 11 Given to the subjects – check - agreement – responses - quantified

33. Likert Method of Summated Ratings Without the panel of judges Less time and efforts to construct Collecting a number of statements Express definite favourableness or unfavourableness Approximately equal statements Trial test – administrated to the subjects Eliminate – ambiguous SA, A, U, DA & SDA Favourable statements – 5, 4, 3, 2 & 1 Unfavourable statements – 1, 2, 3, 4 & 5 50 * 5 = 250 – Most Favourable response 50 * 3 = 150 – Neutral attitude 50 * 1 = 50 – Most Unfavourable attitude

34. Inventories Personality Inventories Similar to Questionnaire Form of statements Respondent – mark one among three positions Analysis – nature of the personality Sl.No . Statements Always Sometimes Never 1 When speaking to strangers, I feel a bit of nervousness in me

35. Minnesota Multiphasic Personality (MMPI) S.R. Hathaway and J.C. Mekinky 550 statements True, false and cannot say 16 years and older ones Nine clinical scales - Hypochondriasis (HS) Depression (D) Hysteria (HY) Psychopathetic deviant (Pd) Masculinity and feminity interest (Mf) Paronia (Pa) Psychosthenia (Pt) Wschizophrenia (Sc) Hypomania (Ma)

36. Bell’s Adjustment Inventory Available in two forms – school students & adults School students – 140 items Four domains – Family, health, community and emotions 35 items for each domain

37. Interview Oral questionnaire Interviewer & Interviewee Verbal information, face-to-face relationship Introductory, Fact finding, Diagnostic or Prognostic Has a Beginning – establish Rapport Middle – elicit information regarding personality traits End – terminate the interview on a cordial note by thanking the interviewee Noted down or tape recorded - analysis

38. Requisites of a Good Interview

39. Limitations An Art and skill – not present in all Subjectively involved – biggest limitation Interviewer – dominate or humiliate Interviewer – thrust his ideas on the interviewee

40. Uses of Interview Best option to collect information – Children, senior citizen, patients, illiterate persons and VIP in the society Student admission, filling vacant posts, student counselling , occupational guidance, medical counselling and judicial enquiry Research – historical studies, clinical studies and survey

41. Aptitude Tests Science, literature as the latent potentialities or skills Converted into special skills Potentiality of clerical Trained further to write exams in IAS and IPS cadres Group I or II services

42. Measurement of Aptitude Differential Aptitude Tests Verbal reasoning Numerical ability Abstract reasoning Space relations Mechanical Reasoning Clerical speed and accuracy Language usage – Spelling and Grammar First three (1, 2, 3) – measure the functions related to general intelligence 4, 5, 6 & 7 measure specific aptitudes

43. Interest Inventories The tools used for describing and measuring interests of individuals – Interest Inventories or Interest Blanks Self-report instruments – in which the individuals note their own likes and dislikes Frequently used in educational and vocational guidance and in case studies Defined as eagerness, attention, curiosity, likes and dislikes

44. Measurement of Interest

45. E.K.Strong’s Vocational Interest Blank (SVIB) Classified for men, women, students and those who left the school long back Blank for men – 420 items with 8 divisions Subject will indicate – Like (L), Dislike (D) and Indifference (I) - Symbols 40 to 55 minutes 17 years of age and above

46. G.F.Kuder Preference Record (KPR) High school and college198 items Comprises of three preferences Ten fields – outdoor, mechanical, computational, scientific, persuasive, artistic, literacy, musical, social service and clerical

47. Observation External behaviour of persons in appropriate situations Controlled or uncontrolled Expert, purposive, systematic, carefully focused and thoroughly recorded Should be accurate, valid and reliable Tools such as check list and score-card, tape-recorder, thermometers, audiometer, stop-watch, binoculars etc.

48. Use of Observation In descriptive research Significant aspects of personality which express themselves in behaviour Physical aspects of school buildings or students and teachers – through physical examination, measurement, assessment and comparison with fixed standards In classroom – learning behaviour Cumulative record – anecdotal evidence – research studies

49. Types of Observation

50. Requisites of a Good Observation

51. Check List Consisting of prepared list of items Used to record the presence or absence of the item By checking ‘yes’ or ‘no’ or by inserting the appropriate word or number Matter of fact and not judgement or opinion In educational studies Educational appraisal studies of school buildings, text books, facilities available Recreation, laboratory, library etc.

52. Rating Scale Personality of a individual is not assessed by himself but by other persons who know the individual well Student – teacher Teacher rating, personality rating, testing the validity of many objective instruments like paper-pencil inventories of personality & School appraisal

53. Limited number of items to which values on a scale have to be assigned The value be represented in the form of a number or one among a series of worded descriptions Usual to have 5 to 7 points on the scale for every item to be rated Highly emotional Occasionally emotional Socially average Very rarely emotional Not at all emotional

54. Limitations Hallo – Effect Rater frequently carry over one generalised impression of the person from one rating to another Generosity Error Rater develops a tendency to over estimate the desirable qualities of the rate whom he likes Constant Error There is a tendency on the part of the rater to see others as opposite to himself on a trait Average Category Rater have a tendency to play it safe and may mark all items in the centre

55. Means of reducing errors Hallo – Effect Various ratings of different persons made independently - without being aware – rating the same person again Generosity Error By using relatively neutral descriptive terms for the scale positions rather than evaluative ones Constant Error To train the raters carefully and make them aware of the possibility of such bias in rating Average Category By splitting the middle point into two – above average and below average

56. Sociogram Graphic way of representing the data Stars Chosen most often – located near the centre of the diagram and the ones chosen less often are placed progressively outward Isolates Not chosen by others – outside Y-shape Chain Circular

57. Performance or Productive Performance of the subject - What he draws What object he makes of plastic clay How he plays a role

58. Situational Tests

59. Psychodrama Play a role spontaneously in a situation Behaviour is observed by trained observers Used to assess the personality of maladjusted persons Director or therapist – organising situations – subject may express his bottled up emotions Central principle – spontaneity of the individual

60. Sociodrama Portrays problem with which the audience is concerned Deals with the problems of the group, its structure and thinking E.g. modern pictures written and directed by creative thinkers They reflect on the screen – corruptions, nepotism, favouritism and redtapism of the administrative set up

61. Projective Techniques To evaluate unconscious behaviour of the individuals Total personality of an individual By projection Relatively indefinite and unstructured stimuli – provided to the subject – asked to structure them – way he likes Unconsciously projects his own desires, hopes, fears, repressed wishes, etc

62. Ink-Blot Test Hermann Rorschach (1882 – 1922) Swiss Psychiatrist - Developed – 1921 Died – 1922 Test Material Administration Scoring Interpretation

63. Test Material 10 cards – Ink-blots Patterns Stiff cardboard of 8”*10” 5 blots – Black and Grey (Card No. 1, 4, 5, 6 and 7) Two – Black and Red (Card No. 2 and 3) Three – multi coloured (Card No. 8, 9 and 10) Ink-blots – highly unstructured Do not have any specific meaning

64. Administration Presented at a time in a particular order Individual – asked – specify what he/she in it Own time and permitted to give any number of responses he likes Experiments take note of the responses given by the subject And the time taken for each card

65. Scoring Responses are entered in specific symbols In four columns Location Content Originality Determinants

66. Location Part of the blot with which the subject associates his response is identified Given by symbols W- whole Blot D- Large details d- Small details s- white spaces

67. Content Content of the response realised by the subject Symbols are given H- Human forms Hd - Human details Ad- Animal details N- Natural objects like rivers, mountains etc O- Inanimate objects like lamp, shade etc

68. Originality Response id original – symbol – O If it is popularly recognised by many individuals – symbol - P

69. Determinants Emphasises the manner of perception Symbol Form – F Colour – C Movement – M Shading - K

70. Scores are entered in a tabular form Location Content Originality Determinants Symbols W D d s H A Hd Ad N P O F C K M Frequency

71. Interpretation If the number of W is greater the d – Subject is considered as mature and intell igent If colour is more than movement – subject is considered as extrovert Poor colour naming responses – considered to indicate lack of emotional control If the individual sees human beings , he/she is regarded as stable If animal - Unstable

72. Thematic Apperception Test (TAT) Henry Murray in 1943 Later – fully developed – C.D.Morgan 30 pictures Expose human beings - a variety of life situations and a blank white card Total – 31 cards Pictures – vague and indefinite Four sets of cards suited to different age and sex groups Conducted in two sessions Atleast a gap of one day in between Using 10 pictures in each session

73. Set – I – 20 pictures – girls below the age of 14 years Set – II – 20 pictures – boys below the age of 14 years Set – III – 20 pictures – females above the age of 14 years Set – IV – 20 pictures – males above the age of 14 years

74. Administration Pictures are presented at a single time Vague and indefinite Subject – asked – develop a story to each picture in a allotted time The story of the subject should be centered round the following question - What is happening in the picture? What has led to the scene? What is being thought of? What will happen?

75. Scoring Hero of the story Theme of the story Style of the story Content of the story Test situation as a whole Particular emphasis or omissions Subject’s attitude towards authority and sex Outcome

76. Sentence Completion Test Introduced by Pyane Subject – given sentences which he is encouraged to complete in any way he likes Sentences are – The future …. I fear …. I am very …. I feel hurt …. I dislike ….. I like …. No one …..

77. Subject gives a clue to certain repressed desires Subject feels to write unco9nsciously reveals the conscious part of his mind Making an interpretation – 3 categories Positive of healthy responses Negative or unhealthy responses Neutral responses Useful in applying projective technique to a group of individuals

78. Story Telling and Story C ompletion T est Children – informed about the beginning of the story Narrating - Father, mother, their son and daughter – going to a picnic on the banks of a river While parents are preparing food – two children playing – suddenly, some one screams…. Person who is being studied asked to complete it Reveal something about his feeling and desires Psychologist – traits of personality of the child – way he finishes the story

79. Free Association Test Developed – Jung Further elaborated by Kent and Rosanoff Involves uttering of a Stimulus word by the tester Subject responds immediately by another word Time taken – long – indicate blocks – need some more probing Response – desires personality

80. Dream Analysis Sigmund Freud and Carl Jung Find out – repressed unconscious desires, emotions and feelings of individual men and women First – psycho-analyst wins the confidence of the subject Subject – asked – take a comfortable position and recline on a sofa Encouraged to talk about his trouble, freely Certain point – stops free conversation and resists in expressing ideas freely Many sittings – came to know – significant factors of personality

81. Analysis of Dream – 5 steps Ask the dreamer to describe his dream and write it out Ask the dreamer to list all the components of the dream, be the people, place, events or circumstances Next – make the dreamer write down all his associations to each of the dream elements Investigator tries to amplify the dream Dreamer is asked to think and describe about yesterday’s events vividly