Psychology unit v personality( part 1)

B.sc nursing syllabus wise

1. PREPARED BY: Mrs. AKILA. A; M.Sc (N); M.Sc (PSY) Associate Professor PERSONALITY

2. UNIT V- PERSONALITY This power point slides contains Meaning and Definition of Personality Topography Types of Personality Theories of personality

3. INTRODUCTION : The term Personality can be interpreted in many ways, It includes temperament or character, but it is not restricted to these. We often identify it with externals of an individual. We are referring to some external aspect-looks, voice, dress manners and gestures. The Externals (or physique and appearance) constitute only one factor in one’s personality- they do not constitute the whole.

4. MEANING AND DEFINITION OF PERSONALITY: Personality – stems from the latin word “persona” which was given to the masks actors wore and the characters they portrayed. “Personality is the sum of activities that can be discovered by actual observations over a long period of time to give reliable information” – Watson. “Personality is that which permits a prediction of what a person will do given in a person” – R.B.Cattell .

5. TOPOGRAPHY Topography : Stands for the features of an entity and its structural relationship. Personality is something unique and specific. Every one of us is a unique pattern. Self consciousness: The man is described as a person or to have a personality when the idea of self enters to his consciousness. Personality includes everything about a person. It is all that a person has about him. It includes all the behavioural patterns; that is cognitive, affective and covers not only the conscious activities. It is not just a collection of so many traits or characteristics which is known as personality. Personality is only when we go carefully in all the aspects – biological as well as social, we can make an idea about his Personality.

6. TOPOGRAPHY Personality is not static; it is dynamic and even in process of change and modification. The process of making adjustment to environment is continuous. One has to struggle with the environmental as well as the inner forces throughout his life span. Every personality is the product of heredity and environment. Learning and acquisition of experiences contributes towards growth and development of personality. Every personality is the end – product of this process of learning and acquisition.

7. TOPOGRAPHY Personality should not be equated with one’s character. Character is an ethical concept. It represents amore estimate of the individual . Personality may further be differentiated from temperament which can be called as a system of emotional disposition. This system of emotional disposition represents only the effective side of one’s personality. So personality must be taken as much beyond that of temperament . Personality should be viewed as different from the ego or individual self. The word ego is generally used for that unified part of one’s personality, So it is a small aspect of one’s personality. Every person’s personality has one or more distinguishing feature, that is aiming to an end – towards some goals.  

8. TYPES OF PERSONALITY: Psychologists advocating various types of personalities, Each person can be put in one or the other type depending on his behavioural characteristics, somatic structure, blood types, fluids in the body or personality traits. Classification based on 3 basic elements of the body Pitt (bile) Bate (wind) Kuf (mucus) HIPPOCRATES CLASSIFICATION : He tried to classify all human beings to 4 characteristics according to their temperaments: Choleric Melancholic Phlegmatic Sanguinic

9. CHOLERIC: Emotionally weak, but bodily strong Active, but irritable (easily angered) MELANCHOLIC: No energy and no happiness Pessimistic Emotionally as well as bodily weak. SANGUINIC: Bodily strong and emotionally stable Excessive blood, cheerful, energetic and optimistic PHLEGMATIC: Emotionally strong, but bodily weak Lazy

10. KRETSCHMER’S CLASSIFICATION KRETSCHMER’S CLASSIFICATION : According to the physical structures: Pyknic (heavy bodies) Athletic ( balanced body) Leptosomatic/ asthenic ( lean and thin)

11. SHELDON’S CLASSIFICATION Based on physical structures and attached to certain temperamental characteristics :

12. SHELDON’S CLASSIFICATION

13. JUNG’S CLASSIFICATION

14. JUNG’S CLASSIFICATION

15. FRIEDMAN’S AND ROSENMAN’S CLASSIFICATION TYPE A PERSONALITY: Emotionally unstable ,tense, worried, irritating, competitive High achievement motive, moody, indifferent, active and restless Much worried about personality, Crazy, Perfectionist Idealist, hasty, jealous, dissatisfied from the self and others Suspicious, Sensitive, insecure, believer in action Not having belief in fate and fortune

16. TYPE B PERSONALIY: Emotionally stable, tension free, happy and jolly, average achieving motive, insensitive, patience Self satisfying, calm and quiet Flexible, tolerant, realistic, optimistic Having faith and trust in one’s self and others Adjusts to oneself and others Believer of fate and fortune. Sincere, but not too serious about the execution and result of the work.

17. TYPE C PERSONALITY: Cancer prone personality Responds to stress with hopelessness and depression Suppresses emotions Self sacrificing Avoid conflicts

18. THEORIES OF PERSONALITY TRAIT THEORIES OF PERSONALITY: Trait is a particular quality of behaviour which are characteristics in the individual in a wide range of his activities and which is fairly consistent over a period of time. ACCORDING TO GORDON W. ALLPORT: He classified 2 traits namely cardinal traits and central traits. Cardinal traits: Most dominating influence So much a part of the person that one can be defined by the trait. Not everyone has a cardinal disposition. Central traits: It affects many aspects of our lives, but do not have the pervasive influence of cardinal traits.

19. When we refer someone as kind, humerous or conceited, we are usually referring to a central trait. These traits are quite generalised and enduring These traits are building blocks of our personality. Most people can be characterised by a fairly small number of central traits. Secondary traits are the least important traits, because they affect relatively narrow aspects of our lives and are less reliable.

20. ACCORDING TO RAYMOND CATTELL: Source traits: Thought to be fundamental Most basic dimension of personality These are considered as the causes of behaviour. Example: Intelligence Ego strength Self sufficiency and domination Surface traits: Groups of observations that are correlated Example : Altruism (helping others)

21. ACCORDING TO HANS AND SYBIL EYSENCK : Three genetically influenced dimensions. 1.Extroversion- Introversion: -Extroversion (directing attention outward on other people and environment) -Introversion ( focusing attention outward on other people and environment )   A person high in Extroversion: Sociable and outgoing Prefers group activities Impulsive Deserve novelty A person high in Introversion: Quiet and reserved Inhibited and prefers solitary

22.   2.Neuroticism : Measures a person’s level of emotional stability /instability Refers to an individual’s tendency to become upset or emotional High neuroticism (instability) will indicate lower emotional control, lack of persistence and being unreliable. Stability refers to opposite tendencies, like being calm, even- tempered and reliable.

23. 3.Psychoticism : Which indicates a personal level of tough mindedness / tender mindedness corresponds to superego strength. Tough minded people are hostile, have difficulty in dealing with reality and insensitive Tender minded people are friendly, empathetic and cooperative.

24. 5 FACTOR MODEL: Openness: imagination and insight Conscientiousness: Thoughtfulness, good impulse control and have goal directed behaviour Extraversion: Excitable, Sociability, talkativeness, assertiveness and high amounts of emotional expressiveness Agreeableness: Trust, altruism, kindness, affection and other pro social behaviour Neuroticism: Experience emotional instability, anxiety, moodiness, irritability and sadness

25. TYPES THEORIES OF PERSONALITY : TYPES THEORIES: Hippocrates theory of personality Kretschmer’s classification of personality Sheldon’s classification of personality refer types Jung’s classification of personality Friedman and Rosenmen’s classification

26. PSYCHOANALYTICAL THEORIES OF PERSONALITY : Sigmund Freud is the founder of psycho analysis.  

27. CONSCIOUS: Part of the mind that deals with what one is aware of at a given moment. We can verbalise our conscious experience. PRECONSCIOUS: Ordinary memory Can be brought to conscious level from here. UNCONSCIOUSNESS: Largest part of our mind, which is not directly accessible to awareness. Contains all our immoral urges, violent motives, unacceptable sexual desires, irrational thoughts and repressed feelings and ideas that are tied to anxiety, conflict and pain.

28. The iceberg metaphor is used to help us understand Freud’s topographical model. The repressed feelings and thoughts in the unconscious do not disappear. According to Freud, they exert an influence on our conscious awareness. The unconscious material cannot come to conscious mind voluntarily, it requires special procedure known as psycho analysis which brings the unconscious material into conscious awareness

29. STRUCTURE OF THE PERSONALITY

30. I d: Present at the time of birth. It contains the sex (life) instinct or libido and the aggressive (death) instinct called Thanatos . It tries to satisfy the basic needs for survival, operates on the pleasure principle and seeks immediate gratification .

31. EGO: It develops when child learns to meet the wishes and demands of the id, in accordance with the outside world. Operates according to the reality principle. Acts as a mediator between the Id and the reality, often suppressing the Id’s urges until an appropriate situation arises. The ego is mostly conscious. Its struggle with the Id lies outside the awareness of the conscious.

32. Superego: exercises moral judgement and societal rules in keeping the ego and Id in check. It develops around the age of five. The superego is the last function of the personality to develop. It includes the conscience and the ego ideal. The conscience can push the ego by causing feelings of guilt

33. Ego ideal is an imaginary picture of how one ought to be. The constant struggle between the id, ego and superego is significant in personality and in our Psychological disorders. The key factor is to a healthy personality is to maintain a balance between the id, ego and the super ego.

34. PSYCHO SEXUAL DEVELOPMENT: We pass through a series of psycho sexual stages from birth to adulthood. Id’s energies are focussed on various pleasure sensitive areas called erogenous zones. Excessive psychic energy may be left behind in a stage and this can cause problems in one’s adult life. Freud referred this phenomenon as fixation.

35. Oral stage: Pleasure is centred on the moth region is the form of sucking, chewing and biting. Most of the conflict deals with weaning, either from the breast to the bottle or from liquid to solid form of food. Fixation at this stage may leads to passive dependence or the person may become sarcastic. They may also feel gratified through excessive eating, smoking or drinking. Conflicts at the time of weaning can leads to sarcasm and hostility.

36. Anal stage : Pleasure focuses on bowel and bladder elimination, when the conflict centres on being trained. Anal fixation stemming from harsh toilet training may leads to adult characteristics like obsessive traits, compulsive neatness, striving for perfection or being stingy or misery or a hoarding tendency. Sometimes it leads to messy, disorganised.

37. Phallic stage : Children pass through the phallic stage when the pleasure zone is the genital area. Develops unconscious sexual desires towards the parents of opposite sex, known as oedipal complex. Freud believed that female children have jealous on male reproductive organ known as penis envy which may be a reason for inferiority

38. Latent Stage: Sexual feelings lie dormant Attention is focused on asexual pursuits such as school, athletics and same sex friendships. Genital Stage: Sexual interests mature during the genital stage, People capable of adult love, since lust is blended with affection.  

39. NEO FREUDIAN APPROACHES : VIEW OF ALFRED ADLER : One of freud’s earlier associates Alfred adler , agreed that early childhood experiences are important to development, but believed that much of personality is determined by our efforts to overcome feelings of inferiority. Birth order may influence the personality development. Older children higher level of goals to achieve to get back the attention that he or she lost when the younger siblings were born. Middle children were either very social or very competitive. The last born would be more secure, but are generally pampered and dependent.

40. VIEW OF CARL JUNG : He said that unconscious mind contains material more than repressed. Collective conscious consists of images which are derived from our species, universe experiences. He referred to these experiences as archetypes. In order to develop healthy personality, a kind of wholeness in which all parts of the personality are fully developed and harmoniously interpreted. He argued that libido energy can be directed externally (called extraversion) or inward (introversion) The introverted person tends to be shy and withdrawn, where as the extrovert is sociable and outgoing.    

41. THEORY OF PSYCHOSOCIAL DEVELOPMENT Erick . H. Erickson proposed this theory  

42. SOCIAL LEARNING THEORIES: John Dollard and Neal Miller were the pioneers of the social learning theory. Habits make up the structure of personality. Habits are deeply ingrained, learned pattern of response governed by 4 elements of learning. Drive: A stimuli (especially an internal stimulus) strong enough to stimulate a person to act, such as hunger, pain, lust, frustration or fear. External stimuli like disturbances in the environment can also impel us to act. Drives can be Primary (hunger) or Secondary (learned) like ambition or power.

43. Cues: External stimuli or signs that guide responses (especially those that signal the likely presence or absence of reinforcement) by telling us when, how and power to respond.   Responses: Any behaviour, either observable or internal, that are most likely to bring about reinforcement .

44. Reward: Drive reduction behaviours serves as reinforcement. These 4 factors shapes learning and in turn, shapes our behaviour and personality. Example: Aggressive behaviour in an adult viewed as consequence of his reinforcement history. Critical childhood situations which determine how our responses are reinforced by the complex. Social systems are feeding, toilet training to express our anger and aggression.

45. VIEW OF ALBERT BANDURA: He emphasised the role of social learning in personality. Human beings think and regulate their own behaviour There is continuous mutual interaction between the Person (P), his behaviour (B) and the external environment (E).  

46. Through social learning, we learn to observe the behaviour of others and we later reproduce it when required. Human beings cognitive skills enable them not only to reproduce observed behaviours, but also to create ne and original behaviour. Human beings think and regulate their behaviour through self observation. Self efficacy is how well one can function in given situation. People are more likely to engage in certain behaviour when they believe they are capable of implementing those behaviours successfully, this means that they have high self- efficacy.

47. ROGERS THEORY OF PERSONALITY : Rogers reviewed the personality structure with one concept that is “self”. Or self concept. Self concept is the organised, consistent set of perceptions about oneself . Self concept is influenced by the experience , that is a person has in his life and his interpretations of those experiences . It may not be consistent with our actual experiences . If there is any disparity between self concept and experiences can results in incongruence. A certain amount of incongruence can be expected, if it is too large, as it can leads to distortion or denial of experiences, which can impair our psychological wellbeing.

48. I ncongruence

49. congruence

50. According to Rogers, our self-image or how we see ourselves may be different from our ideal self or what we would like to be. The closer our self- image and ideal self are to each other, the more consistent or congruent. Rogers said that a growth- promoting climate requires 3 conditions being genuine, acceptance and empathy. Unconditional positive regard (non judgemental acceptance) given to children by significant people in their environment, especially their parents, will ensure the development of a healthy personality. Rogers believed that for a person to achieve self- actualisation, they must be in a state of congruence. He describes an individual who is actualising as a fully functioning person. Such individual’s are well adjusted, well balanced and interesting to know.

51. Characteristics of the fully functioning person: Open to experience Existential Learning Trust feeling Creativity Fulfilled Life

52. THANK YOU