Personality develops through stages from infancy to late adulthood according to major theorists like Freud, Erikson, Jung, and Rogers. Freud proposed the id, ego, and superego develop and interact, influencing personality. Erikson described stages of psychosocial development centered around existential questions. Jung proposed introversion/extroversion personality types. Rogers believed personality forms to reach one's potential through unconditional positive regard. Major theories also include trait, humanistic, social learning, and cognitive approaches.

1. PERSONALITY,
BEHAVIOR, & COPING
Dr.Harim Mohsin

2. Personality: a person’s internally based characteristic way of acting and thinking
Character: Personal characteristics that have been judged or evaluated
Temperament: Hereditary aspects of personality, including sensitivity, moods,
irritability, and distractibility
Personality Trait: Stable qualities that a person shows in most situations
Personality Type: People who have several traits in common
PERSONALITY: SOME TERMS

3. EXAMPLE OF PERSONALITY
TYPE

4. Personality Theory: System of concepts, assumptions, ideas, and principles proposed to
explain personality.
Trait Theories: Attempt to learn what traits make up personality and how they relate to actual
behavior
Psychodynamic Theories: Focus on the inner workings of personality, especially internal
conflicts and struggles
Humanistic Theories: Focus on private, subjective experience and personal growth
Social-Cognitive Theories: Attribute difference in personality to socialization, expectations, and
mental processes
PERSONALITY THEORIES

5. Carl Jung, Swiss psychiatrist who was a Freudian disciple, believed that we are one
of two personality types:
• Introvert: Shy, self-centered person whose attention is focused inward
• Extrovert: Bold, outgoing person whose attention is directed outward
JUNG’S THEORY OF TWO
TYPES

6. EYSENCK’S THREE FACTOR
THEORY
Hans Eysenck, English psychologist, believed that there are three fundamental
factors in personality:
• Introversion versus Extroversion
• Emotionally Stable versus Unstable (neurotic)
• Impulse Control versus Psychotic

7. EYSENCK’S THEORY,
CONTINUED
The first two factors create 4 combinations, related to the four basic temperaments
recognized by ancient Greeks:
• Melancholic (introverted + unstable): sad, gloomy
• Choleric (extroverted + unstable): hot-tempered, irritable
• Phlegmatic (introverted + stable): sluggish, calm
• Sanguine (extroverted + stable): cheerful, hopeful

8. Raymond Cattell: from Devon, England, believed that there were two basic
categories of traits:
• Surface Traits: Features that make up the visible areas of personality
• Source Traits: Underlying characteristics of a personality
Cattell also constructed the 16PF, a personality test identifying 16 personality factors
(source traits).
CATTELL: SOURCE &
SURFACE TRAITS

9. THE SIXTEEN PERSONALITY
FACTORS

10. CATTELL: THE BIG FIVE
Cattell believed that five factors were most important:
Openness
Conscientiousness
Extraversion
Agreeable
Neuroticism

11. GRAPHIC: THE BIG FIVE

12. Sigmund Freud a Viennese neurologist who thought his patients’ problems were
more emotional than physical.
Freud began his work by using hypnosis and eventually switched to psychoanalysis.
FREUD’S PSYCHOANALYTIC
THEORY

13. Id: Innate biological instincts and urges; self-serving & irrational
• Totally unconscious
• Works on Pleasure Principle: Wishes to have its desires (pleasurable) satisfied
NOW, without waiting and regardless of the consequences
THE ID, EGO, AND SUPEREGO
Ego: Executive; directs id energies
• Partially conscious and partially unconscious
• Works on Reality Principle: Delays action until it is practical and/or appropriate

14. Superego: Judge or censor for thoughts and actions of the ego
• Superego comes from our parents or caregivers; guilt comes from the superego
• Two parts
- Conscience: Reflects actions for which a person has been punished (e.g.,
what we shouldn’t do or be)
- Ego Ideal: Second part of the superego; reflects behavior one’s parents
approved of or rewarded (e.g., what we should do or be)
THE ID, EGO, AND SUPEREGO,
CONTINUED

15. Conscious: Everything you are aware of at a given moment
Preconscious: Material that can easily be brought into awareness
Unconscious: Holds repressed memories and emotions and the id’s instinctual
drives
LEVELS OF AWARENESS

16. GRAPHIC: LEVELS OF
AWARENESS

17. Ego is always caught in the middle of battles between superego’s desires for moral
behavior and the id’s desires for immediate gratification
Neurotic Anxiety: Caused by id impulses that the ego can barely control
Moral Anxiety: Comes from threats of punishment from the superego
Defense mechanism: a process used by the ego to distort reality and protect a person
from anxiety
CAUSE OF ANXIETY

18. Regression: Ego seeks the security of an earlier developmental period in the face of stress.
Displacement: Ego shifts unacceptable feelings from one object to another, more
acceptable object.
Sublimation: Ego replaces an unacceptable impulse with a socially acceptable one
Reaction Formation: Ego transforms an unacceptable motive or feeling into its opposite.
Projection: Ego attributes personal shortcomings, problems, and faults to others.
Rationalization: Ego justifies an unacceptable motive by giving a false acceptable (but false)
reason for behavior
DEFENSE MECHANISMS

19. DEFENSE MECHANISMS
Dissociation: Temporary, drastic change in personality, memory,
consciousness, or motor behavior to avoid emotional stress.
Denial: Avoiding the awareness of some painful reality.
Repression: Involuntary withholding an idea or feeling from conscious
awareness (v.s suppression)
Isolation of affect: Separating feelings from ideas & events
Humor: Appreciating the amusing nature of an anxiety provoking or adverse
situation.

20. According to Freud, personality develops in stages; everyone goes through same
stages in same order. Majority of personality is formed before age 6
Erogenous Zone: Area on body capable of producing pleasure
Fixation: Unresolved conflict or emotional hang-up caused by overindulgence or
frustration
PERSONALITY DEVELOPMENT

21. Oral Stage: Ages 0-1. Most of infant’s pleasure comes from stimulation of the mouth. If a child is
overfed or frustrated, oral traits will develop.
• Oral Dependent Personality: Gullible, passive, and need lots of attention. Fixations create
oral-aggressive adults who like to argue and exploit others.
• Erogenous zone: mouth (oral)
Anal Stage: Ages 1-3. Attention turns to process of elimination. Child can gain approval or
express aggression by letting go or holding on. Ego develops. Harsh or lenient toilet training can
make a child either:
• Anal Retentive: Stubborn, stingy, orderly, and compulsively clean
• Anal Expulsive: Disorderly, messy, destructive, or cruel
• Erogenous zone: anus
STAGES OF
PERSONALITY DEVELOPMENT

22. Latency: Ages 6-Puberty. Psychosexual development is dormant. Same sex friendships and
play occur here.
Genital Stage: Puberty-on. Realization of full adult sexuality occurs here; sexual urges re-
awaken.
Phallic Stage: Ages 3-6. Child now notices and is physically attracted to opposite sex parent.
Can lead to:
• Oedipus Conflict: For boys only. Boy feels rivalry with his father for his mother’s affection.
Boy may feel threatened by father (castration anxiety). To resolve, boy must identify with his
father (i.e., become more like him and adopt his heterosexual beliefs).
• Electra Conflict: Girl loves her father and competes with her mother. Girl identifies with her
mother more slowly because she already feels castrated.
STAGES OF PERSONALITY
DEVELOPMENT, CONTINUED

23. Self-system: the set of cognitive processes by which a person observes, evaluates,
and regulates his/her behavior. Bandura proposed that what we think of as personality
is a product of this self-system.
Children observe behavior of models (such as parents) in their social environment.
Particularly if they are reinforced, children will imitate these behaviors, incorporating
them into personality.
Bandura also proposed that people observe their own behavior and judge its
effectiveness. Self-efficacy: a judgment of one’s effectiveness in dealing with
particular situations.
BANDURA’S THEORY

24. Julian Rotter: American psychologist, began as a Freudian! His personality
theory combines learning principles, modeling, cognition, and the effects of social
relationships
External locus of control: perception that chance or external forces beyond
personal control determine one’s fate
Internal locus of control: perception that you control your own fate.
Learned Helplessness: a sense of hopelessness in which a person thinks that
he/she is unable to prevent aversive events
ROTTER’S THEORY OF
LOCUS OF CONTROL

25. Humanism: Approach that focuses on human experience, problems, potentials, and
ideals
Human Nature: Traits, qualities, potentials, and behavior patterns most characteristic
of humans
Free Choice: Ability to choose that is NOT controlled by genetics, learning, or
unconscious forces
Subjective Experience: Private perceptions of reality
HUMANISM

26. MASLOW’S THEORY
Abraham Maslow is considered father of the humanistic movement. He
observed the lives of (purportedly) healthy and creative people to develop is
theory.
Hierarchy of needs: the motivational component of Maslow’s theory, in
which our innate needs, which motivate our actions, are hierarchically
arranged.
Self-actualization: the fullest realization of a person’s potential

27. GRAPHIC: HIERARCHY OF
NEEDS

28. • Efficient perceptions of reality
• Comfortable acceptance of self, others, and nature
• Spontaneity
• Task Centering
• Autonomy
• Continued freshness of appreciation
• Fellowship with humanity
• Profound interpersonal relationships
• Comfort with solitude
• Non-hostile sense of humor
• Peak experiences
CHARACTERISTICS OF
SELF-ACTUALIZED PEOPLE

29. Carl Rogers: American psychologist; believed that personality formed as a result of our
strivings to reach our full human potential.
Fully Functioning Person: Lives in harmony with his/her deepest feelings and impulses
Self-Image: Total subjective perception of your body and personality
Conditions of Worth: behaviors and attitudes for which other people, starting with our
parents, will give us positive regard.
Unconditional Positive Regard: Unshakable love and approval
Positive Self-Regard: Thinking of oneself as a good, lovable, worthwhile person
CARL ROGER’S SELF THEORY

30. PERSONALITY TYPES

31. THE 4 PERSONALITY TYPES

32. THE PERSONALITY TYPES
Type A personality has the characteristics of being always in a hurry,
competitive, driven, and prone to multitasking. Type A people feel
empowered by an internal locus of control; they get things done.
Type Bpersonality is characterized by being relaxed, easygoing, and not
easily stressed. External locus of control.
Type C is characterized by being nonassertive and letting others make
decisions. This translates into an external locus of control associated with a
sense of hopelessness and victimization.
Type D, or distressed personality, is characterized as chronically
experiencing and suppressing negative emotions such as uncontrolled
hostility and aggression.

33. PERSONALITY-MYER-BRIGGS
(JUNGIAN)

34. PERSONALITY
DEVELOPMENT

35. ERIKSON'S STAGES OF
PSYCHOSOCIAL DEVELOPMENT

36. Hopes: Trust vs. Mistrust (oral-sensory, birth – 2 years)
Existential Question: Can I Trust the World?
The first stage of Erik Erikson's theory centers around the infant's basic needs being
met by the parents and this interaction leading to trust or mistrust. Development of
mistrust can lead to feelings of frustration, suspicion, withdrawal, and a lack of
confidence.
Will: Autonomy vs. Shame and Doubt (muscular-anal, 2–4 years)
Existential Question: Is It OK to Be Me?
As the child gains control over eliminative functions and motor abilities, then they
begin to explore their surroundings. The parents still provide a strong base of a
security from which the child can venture out to assert their will.
Highly restrictive parents, however, are more likely to instill in the child a sense of
doubt, and reluctance to attempt new challenges. If caregivers encourage self-
sufficient behavior, toddlers develop a sense of autonomy—a sense of being able to
handle many problems on their own.

37. Purpose: Initiative vs. Guilt (locomotor-genital, preschool, 4–5 years)
Existential Question: Is it OK for Me to Do, Move, and Act?
Initiative adds to autonomy the quality of undertaking, planning and attacking a
task for the sake of just being active and on the move. The child is learning to
master the world around them, learning basic skills and principles of physics.
During this stage, the child learns to take initiative and prepare for leadership
and goal achievement roles. Within instances requiring initiative, the child may
also develop negative behaviors.
If, adults discourage the pursuit of independent activities or dismiss them as
silly and bothersome, children develop guilt about their needs and desires.

38. Competence: Industry vs. Inferiority (latency, 5–12 years)
Existential Question: Can I Make it in the World of People and Things?
Children at this age are becoming more aware of themselves as individuals."
They work hard at "being responsible, being good and doing it right." They are
now more reasonable to share and cooperate.
At this stage, children are eager to learn and accomplish more complex skills:
reading, writing, telling time. They also get to form moral values, recognize
cultural and individual differences and are able to manage most of their
personal needs and grooming with minimal assistance.
At this age, If not allowed to discover their own talents in their own time, they
will develop a sense of lack of motivation, low self-esteem, and lethargy.

39. Fidelity: Identity vs. Role Confusion (adolescence, 13–19 years)
Existential Question: Who Am I and What Can I Be?
The ability to settle on a school or occupational identity is pleasant. In later
stages of Adolescence, the child develops a sense of sexual identity. As they
make the transition from childhood to adulthood, adolescents ponder the roles
they will play in the adult world. Initially, they are apt to experience some role
confusion—mixed ideas and feelings about the specific ways in which they
will fit into society—and may experiment with a variety of behaviors and
activities.
Eventually, Erikson proposed, most adolescents achieve a sense of identity
regarding who they are and where their lives are headed.
Erikson is credited with coining the term "Identity Crisis.“[
Each stage that came
before and that follows has its own 'crisis', but even more so now, for this
marks the transition from childhood to adulthood. This turning point in human
development seems to be the reconciliation between 'the person one has
come to be' and 'the person society expects one to become'.

40. Love: Intimacy vs. Isolation (young adulthood, 20–24, or20–39 years)
Existential Question: Can I Love?
The Intimacy vs. Isolation conflict is emphasized around the age of 30. At the
start of this stage, identity vs. role confusion is coming to an end, though it still
lingers at the foundation of the stage.
Once people have established their identities, they are ready to make long-
term commitments to others. They become capable of forming intimate,
reciprocal relationships (e.g. through close friendships or marriage) and
willingly make the sacrifices and compromises that such relationships require.
If people cannot form these intimate relationships – perhaps because of their
own needs – a sense of isolation may result; arousing feelings of darkness
and angst.

41. Care: Generativity vs. Stagnation (middle adulthood, 25–64, or40–64 years)[
edit]
Existential Question: Can I Make My Life Count?
The adult stage of generativity has broad application to family, relationships,
work, and society. “Generativity, then is primarily the concern in establishing
and guiding the next generation... the concept is meant to include...
productivity and creativity.
Wisdom: Ego Integrity vs. Despair(late adulthood, 65 – death
Existential Question: Is it OK to Have Been Me?
The final developmental task is retrospection: people look back on their lives
and accomplishments. They develop feelings of contentment and integrity if
they believe that they have led a happy, productive life. They may instead
develop a sense of despair if they look back on a life of disappointments and
unachieved goals.

42. STRESS, CONFLICT &
FRUSTRATION

43. CONFLICTS
Internal
Interpersonal- refers to a conflict between two individuals
E.g. Relationships, Interests, Workgroup, Values.
Intrapersonal- occurs within an individual. The experience takes
place in the person’s mind.
External

44. FRUSTRATION
Frustration is a common emotional response to opposition. Frustration
involves the perception of an actual (immediate) or potential (delayed)
interference with the gratification of a motive, or with some special way of
gratifying a motive.
Types:
Internal
External

45. FACTORS DETERMINING
LEVEL OF FRUSTRATION
Internal External
Health Medical care
Genetics Finances
Mental health Skills and training
Cultural expectations Support systems
Self-esteem Counseling
Temperament Predictability of stressor
Self-confidence Frequency of stressor
Intensity of stressor

46. OUTCOMES OF FRUSTRATION
& STRESS
Positive
Achievement
o Increased confidence
oWillingness to accept more
challenges
Negative
oAnger
oBurn-out- Quittance
oAggression-hostility
oDisappointment
oDecreased Self-esteem
oChronic Stress
oDepression
oApathy

47. BEHAVIOR &
ADJUSTMENT

48. BEHAVIOR
Behavior is the range of actions and mannerisms made by individuals,
organisms, systems, or artificial entities in conjunction with themselves or
their environment.
Depends on:
1.Physiology- Endocrine, Nervous systems.
2.Cognition: processes such as thinking, perception, memory, recognition,
learning and problem solving.
3.Personality- Types
4.Coping mechanisms
5.Bio-Psycho-social fulfillment
6.The Situation itself

49. ADJUSTMENT &
MALADJUSTMENT
Adjustment is the behavioral process of balancing conflicting needs, or
needs against obstacles in the environment.
Inability to adjust to environment or situation results in adjustment disorders
such as:
Anxiety Disorders –GAD, PD
 Adjustment disorders
 Depression

50. MANAGEMENT OF CRISIS

51. STRESS MANAGEMENT:
A- Analyze
B- Balance +/- stress
C- Change thinking to positive.
1.Adopt better habits & lifestyles
2.Incorporate exercise & use relaxation techniques with positive affirmations
3.Time management plans
4.Be assertive, cooperative & well-organized.
5.Psychotherapy or group support.

52. WHEN ALL ELSE FAILS…

53. THE END