1. DEPARTMENT OF MANAGEMENT SCIENCES
COURSE TITLE: PERSONAL DEVELOPMENT
ASSIGNMENT # 02
SUBMITTED BY:
NAME: ALYSHA KHURRAM
ID: 37451 (BS AF)
SUBMITTED TO:
INSTRUCTOR: MS. SADIA MUNIR
DATE: November 16, 2022
2. SIGMUND FRUED- PSYCHOANALYSIS
The theory of psychoanalysis was introduced by Sigmund Freud, in 19th
century. Psychoanalysis emphasized unconscious forces, biological drives
of sex and aggression, unavoidable conflicts in early childhood. These
were considered rules and shapes of our personality.
The structure of psychoanalysis includes ID, EGO AND SUPEREGO. ID is
our pleasures and desires. it is the source of psychic energy. It contains
irrational needs and demands. It is the imaginary and illusionary world.
EGO is our logical part. It is associated with reality principle. It decides
what to do and what not to do. The EGO keeps the ID in check through
intellect and reasoning. SUPERGO are the norms to ego to determine the
difference between right and wrong. A person is not aware of the working
of the superego. Conscience is developed by absorptions of cultural values
and social norms.
There are 4 universal stages of psychosexual development that play a vital
role in formation of personality: oral, anal, phallic and genitals, respectively.
The first three stages from birth to 5years are known as pregenital stages.
1. Oral Stage: The first year of life. The mouth is the baby zone through
which biological drives are sought to be satisfied.
2. Anal Stage: During the 2nd
stage, the anal becomes body zone for
sexual gratification. Young children derive considerable pleasure from both
retention and expulsion of faces. Toilet training is given to the children.
3. Phallic Stage: At about 4 years of age, focus on sexual gratification by
examining their genitals.
4. Genital Stage: occurs during adolescence is adulthood. The individual
experiences satisfaction through heterosexual love.
3. SHELDON – TYPE APPROACH THEORY
Sheldon's Order:
Sheldon being impacted by Kretschmar’s view proposed another
hypothesis of character relating disposition and body type. The substantial
parts are endomorph, mesomorph and ectomorph. The relating
inconsistent aspects are viscerotropic, somatotopic and cerebrotonia.
a. Endomorphic (viscerotropic):
The part alludes to the unmistakable quality of instinctive organs. These
people are stout, delicate, fat and round-agreeable, collected and loosened
up gut demonstrates abundance viscera as fat.
b. Mesomorphic (somatotopic):
This part alludes deep down and muscle. The competitor is dominatingly
mesomorphic having wide shoulders, thin hips and undulating muscles.
c. Ectomorphic (cerebrotonia):
This part depends on delicacy of skin, fine hair and a somatic slender
framework. This individual is tall, dainty, steep bore, modest, attached to
isolation and held.
4. CARL ROGER- SELF COMNCEPT THEORY (HUMANISTIC APPROACH
As per humanistic speculations, every one of the ways to deal with
character examined up to this point share an essential misperception in
their perspective on human instinct. Rather than grouping individuals as
constrained by oblivious concealed powers (as do psychoanalytic
methodologies), a bunch of stable qualities (characteristic methodologies),
situational fortifications and disciplines (learning hypothesis) or acquired
factors (natural methodologies), humanistic ways to deal with character
underlining individuals' fundamental goodness and their inclination to
develop to more significant levels of working. It is this cognizant, self-
propelled capacity to change and improve, alongside individuals' one of a
kind innovative driving force, that make up the center of character.
The significant defender of the humanistic perspective is Carl Rogers
(1971). Rogers recommends that individuals have a requirement for
positive respect that reflects all-inclusive necessities to be cherished and
regarded. Since others give this positive respect, we develop reliant upon
them. We start to see and pass judgment on ourselves through the eyes of
others, depending on their qualities.
Rogers recommends that one approach to beating the error among
experience and self-idea is through the receipt of unrestricted positive
respect from others which alludes to a demeanor of acknowledgment and
regard with respect to an onlooker, regardless of what an individual says or
does. This acknowledgment, says Rogers, permits individuals the chance
to advance and become both intellectually and sincerely and to foster more
reasonable self-ideas.
To Rogers and other humanistic character scholars (like Abraham Maslow)
a definitive objectives of character development is self-completion and it is
a condition of self-satisfaction wherein individuals understand their most
noteworthy potential, and individuals who embrace the truth accomplish joy
and satisfaction.
5. ALBERT BANDURA – SOCIAL LEARNING THEORY.
As per Albert Bandura, one of the fundamental defenders of this place of
perspectives, individuals can predict the potential results of specific ways of
behaving in a given setting without really completing them. This happens
basically through the system of observational picking up survey the
activities of others and noticing the results.
For example, youngsters who perspective on the outcomes of the model's
way of behaving are believed to be positive. Assuming that then again, the
model's forceful way of behaving has brought about no results or
unfortunate results, kids are impressively more averse to act forcefully as
per social mental methodologies. Character hence creates by rehashed
perception of the way of behaving of others.
Bandura puts specific accentuation on the pretended by self-viability and
learned demand that one is equipped for doing a way of behaving of
creating an ideal result. Self-viability underlies people groups confidence in
their capacity to complete a specific way of behaving, the more noteworthy
an individual's healthy identity adequacy, the more persevering the person
will be and the more probable it is that the singular will find lasting success.
Social mental methodologies are unmistakable in their accentuation on the
correspondence among people and their current circumstance. Besides the
fact that the climate expected to is influence character yet individuals' way
of behaving and characters are expected to "feed-back" and change the
climate which in this influences conduct in a trap of correspondence.
6.
7. CATTELL’S – TRAIT FACTOR THEORY
Traits are the attributes or qualities one has in common. Common traits are
qualities that compare people whereas personal disposition are unique
qualities that differentiate individual to individual. Traits emphasis
psychology of individual. Cattell developed sets of traits on the basis of
surfaces and source traits.
Source traits: Source traits are the important traits of one’s personality.
These are the building blocks of personality. A person with source traits
usually possesses the following characteristics: maturity, judgmental,
analyzing and understanding people and situations more accurately. Some
of these traits are: maturity- realism, honesty- trustworthiness, critical-
suspicious.
Surface traits: Surface traits are formed by the interaction between source
traits. In this trait a person usually hides his his/her actual feelings and
show traits that are desired by the situation. Some of them are: wise-
foolish, affectionate- cold, honest- dishonest.
Cartel also developed a test, SIXTEEN PERSONALITY FACTOR
QUESTIONARE to assess personality.
By understanding these traits, we can know how to interact with different
people and situations.
8. EDWARD TOLMAN – COGNITIVE APPROACH THEORY
Tolman was born in 1886, in Newton, Massachusetts. He had 3 main
contributions to psychology: showing cognitive maps, theory of latent
learning and support of rats for subject use.
Tolman’s perspective on learning was that learning always occurs, even
when it isn’t apparent that is happening. He thought that people and
animals were always learning and developing from bits and pieces of
knowledge. Tolman conducted “Rat and Maze Experiment” to prove that
rats process information using cognitive maps (mental representation of
physical locations).
The experiment included several groups of rats and they were put inside a
maze. Their goal was to reach the end of the maze. The 1st
group was
rewarded each time they reached the end of the maze. The 2nd
group was
not rewarded. The last group was not rewarded in the first half- they were
taken out of the maze. In the second half, the last group was rewarded for
completing the maze successfully.
Conclusion: Within the first 10 days of experiment, the last group of rats
had formed a cognitive map of the maze. This was proven when they were
successfully completing the maze without rewards at the end
Cognitive learning is achieved by thinking about perceived relationship
between events and individual goals and expectations. Cognitive refers to
an individual’s ideas, thoughts, knowledge, interpretation, understanding
etc. about himself and environment. For example: employees work hard to
get promotion and extra benefits as reward for their work. This is an
example of expectations.
