RITIKA SONI (Asst. Prof.)

1. Topic: Human behavior
and
personality
development
By :Ritika soni

3. INTRODUCTION
 Human behavior refers to the range of
activities or response of individuals/ groups of
humans to internal/ external stimuli which
are influenced by :
- Culture
- Attitudes
- Emotions
- values
- Ethics
- Authority
- Rapport
- and genetic factor.

4. Definition:
• Behavior can be defined as a response /s which
is observed directly /indirectly.
-Direct observation is possible by studying the
responses of people to a work environment.
-Indirect observations are decisions.
• Human behavior, in general is the potential and
expressed capacity for physical, mental, and
social activity during the phases of human life.

5. ASSUMPTION
• Individual Differences
• A whole Person
• Caused Behavior (Motivation)

6. •Individual Differences :
result of interaction between individual
characteristics and the characteristics
of the environment in which the
behavior occurs.
Inherited
 Individual characteristic
learned

7. • Individual characteristics :age, sex,
race, education and abilities,
psychological factors
• Environmental characteristics : as
economic conditions, social and Cultural
norms, and political factors.

8. •social environment: relationships with
family, friends, coworkers, supervisors
and subordinates and membership in
groups such as unions

9. Caused Behavior(Motivation)
People's behavior is need based, so for
the effective performance and positive
behavior there should be proper
motivation of the person.

11. Different types of communication
behavior :
• Variety of ways of behaving when we are
communicating with others.
- Assertive
- Avoidance/passive
- Passive aggressive /Submissive
- Aggressive

12. BEHAVIOR MODELS OF HUMAN
•Psychoanalytic Model
•Existential Model
•Internal vs. External Determinants of Behavior
•Personality vs. the Environment
• Cognition vs. the environment
• Cognitive dissonance model (Festinger- 1957)
• Maslow’s hierarchy of needs( 1968)
• The health belief model (Rosenstock and Becker-1974)
• The social learning or social cognitive theory (Bandura-1977)

15.  Id:
1.) childhood
2.) pleasure principle
3.) unconscious
4.) can be constructive and
destructive (aggressiveness,
fighting, destroying)
5.) controlled with maturity

16. Ego:
1.) conscious stage of behaving
2.) maintain balance between id and superego
Superego:
1.) represents conscience of the
Individual
2.) Based on perfection principles
3.) depend upon cultural values and morals

17. Existential Model
• The depersonalizing effects of environment
forces individuals to make their own
destiny/Identity.
• So the individuals shape their own identity
and make their“ existence“ meaningful and
worth while to themselves.
(survival for the fittest)

18. Internal vs. External Determinants of
Behavior
•Internal: genetic
endowment
•External: - environment

19. Personality vs. the Environment
•Both personality and situational Variables must
be taken into account in order to explain an
individual's behavior.

20. Cognition vs. the Environment
• Depends upon individual‘s past responses
( Stimulus and response)

21. PERSONALITY
DEVELOPMENT

22. Need to study Human Nature:
• Personality
“ Personality may be defined as the most
characteristic ,an integration of individual
structures, mode of behavior, Interests,
attitudes, capacities, abilities and
aptitude.
Acc. To Munn N.L
OR
• Personality is often defined as an
organized combination of attributes,
motives, value, and behaviors unique to
each individual.

23. PERSONALITY :
• An individual’s
unique pattern
of thoughts,
feelings and
behaviors

24. Personality development:
 Principle of Personal Development
1.We all share a human nature that has been
shaped by evolution and has helped
humans adapt to their environment.
2.We differ from each other in dispositional
traits, broad and relatively stable
dimensions of personality. Humans differ
in their thinking, feeling
and behavior.
3.We also differ in characteristic
adaptations, more situation-specific and
changeable ways in which people adapt to
their roles and environments, including
motives, goals, plans, schemas, self-
conceptions, stage-specific concerns, and
coping mechanisms.
4.We differ in narrative identities, unique
and integrative “life stories” that we
construct about our pasts and futures to
give ourselves an identity and our lives
meaning.
5.Cultural and situational influences help
shape all of these aspects of personality.

25. Dan Mc Adam and Jennifer Pals has outlines 5
principles that they believe define personality.

26. • (a) Heredity –genetic.
• Some genetically inherited physical and
mental capabilities have an impact on
how others see you and, subsequently,
how you see yourself.
• (b) Environment–
• acquisition of values, beliefs and
expectations due to socialization,
interaction with others,
parents’/caregivers behavior with
him/her, the contribution made by school
and unique experiences encountered
along the life
• (b ) (i) Child rearing/nurturing practices –
encourage children to become self –
reliant and independent. Children are
often allowed to act somewhat like
equals to their parents. (decision making
about type of food etc). Asian is
traditionally not been allowed to act as
equal to their parents.
• b(ii) Gender differences Children
are encouraged to prepare for
their future in jobs fitting their
gender and receive messages
from caregivers and other adults
as what is appropriate for them
to do in life. Eg: boys are given
more freedom to experiment and
to participate in physically risky
activities.
• (c ) Unique Situation
• Eg: being abused during
childhood or experienced some
horrified life threatening
event/witness a tragic event –can
leave mental scars that make one
to be fearful, less trusting, less
confident.
Main factors that are contributing to the
development and shaping of a personality.

27. Personality development is:
•Different on different stages
•Childhood
•Adolescence
•Adulthood
•Old age

28. First six years:
•starts with the pregnancy or pre-natal
period
•Formed by the end of three years, after
that only further development of these
qualities takes place
.•activities like feeding, weaning , loving,
scolding, beating and developing the habits
of cleanliness

29. • Proper love and care—emotional
stability
• Excessive love and pampering---unstable
and stub born
•2-3 years: friendship, determination and
influencing others
•of4-5years :competitiveness develops.

30. Pre-adolescence or Pre-pubertal
childhood
• Pre pubertal childhood :
1.)school environment affects the child.
2.)child learns equality, freedom and
independent.
3.)Success and failure during adjustment
in the group teaches good and bad
habits in the child.
4.)learns leadership quality.

31. Puberty and adolescence
• development of personality
• maturing of sex organs
• more independent
• If child is restricted in this stage then
personality development may stops .

32. Adulthood
• requires more adjustments
• do job, gets married and gives birth to
children.
• If these are satisfactory, then
personality remains balanced and if
unsatisfactory then maintaining balance
of personality becomes difficult.

33. THEORIES OF PERSONALITY DEVELOPMENT:
•Psycho-analytical theory:
•Psychosocial theory:
•Abraham Maslow Theory:
•Social Cognitive Theory:
•Trait theory (Gordon Allport’sTraitTheory):

34. Psycho-analytical theory: by Sigmund
Freud (1856-1939)
- Id (pleasure principle)
Three parts - Ego(reality principle)
- Superego

36. • Conscious: Information in
your immediate
awareness.
• Preconscious: Information
which can easily be made
conscious
• Unconscious : Thoughts,
feelings, urges, and other
information, that is
difficult to bring to
conscious awareness.
Level of
Consciousness

37. Five psychosexual stages:
1.)The oral stage
2.)The anal stage
3.)The phallic or oedipal stage
4.)A latency stage
5.)The genital stage

38. Stage (Age Range) Description
1 Oral Stage(1styear) Libido is focus on the mouth as source of pleasure.
Obtaining oral gratification (satisfaction) from a
mother figure is critical to later development.
2 Anal Stage(1 to 3 years) Libido is focused on the anus, and toilet training
creates conflicts between the child’s biological
urges and the society’s demand.
3 Phallic stage (3 to 6 years) Libido centers on the genitals . Resolution of the
Oedipus or the Electra complex results in
identification with the same-sex parent and
development of superego.
4 Latent period (6 to 12 years ) Libido is quiet; psychic energy is invested in
school work and play with same-sex friends.
5 Genital stage(12 years and older) Puberty reawakens the sexual instincts as youths
seek to establish mature sexual relationships and
pursue the biological goal of production

39. Erikson's Theory of Psychosocial
Development
 Erik Erikson believed that personality develops in a series of
stages .
Erikson’s theory describes the impact of social
experience across the whole lifespan (social influences such
as peers, teachers and culture) and the possibility of
personality change and develop through the entire life span
 One of the main elements of Erikson’s psychosocial stage theory
is the development of ego identity.
- Ego identity is the conscious sense of self that we develop
through social interaction.
- According to Erikson, our ego identity is constantly changing
due to new experience and information we acquire in our daily
interactions with others.

40. Erik Erikson (1902-1994)
• 1902 –Born in Frankfurt,
Germany on June 15th1902
• 1911 –Adopted by step
father Theodor Hamburger
• 1928 –Studied child
psychology with Anna Freud
• 1939 –Becomes US citizen
and changed his name to
Erik Erickson
Erik Erikson
1902-1994
(92 years old)

41. • He was not interested in field of psychology in the
beginning.
• More focused in becoming artist and took art class
after graduated from high school.
• He was recognized for his contribution to the fields of
psychology with his developmental theory of the eight
stages of life cycles.
• Erik Erikson:“There will be crisis/challenge that each
individual has to faced in different stage of the life.
Each stage is built upon the previous stage.
• Therefore, if those crisis can be well overcome, the
individual will develop positive personality traits
• while failure to master specific qualities will affect a
person’s future development……”

43. Stage Psychosocial
crisis
Important
event
Favorable
outcome
Unfavorable
outcome
Virtue
Stage 1birth Trust vs. mistrust Feeding Develop faith in the Suspicion; fear of Hope
-18 months(Infancy) environment and future events
Infant needs to form future event when
the 1st trusting and caregiver provide care,
love relationship attention and reliability
with caregivers
Stage 18 m.-3 years
(Toddlerhood)
Children’s energy
are directed to
development
of physical skills
Gain some self control.
Autonomy vs.
shame, doubt
Toilet training
(include
gaining
more control
over food
choices, toy
preferences,
and clothing
selection.)
Develop a
sense of
personal
control over
physical skills
and a sense of
independence
. leads to
feelings of
Feeling
of
shame
and self-
doubt.
Lack of
confide
nt
Wil
l

44. Stage Psychosocial
crisis
Important
event
Favorable
outcome
Unfavorable
outcome
Virtue
Stage 3
3y –5 years
(Pre-school)
Children would
be more
initiative
-To develop a
sense of
purpose
- Ability to
initiate and
direct one’s
own activities.
Initiatives
vs. guilt
Independe
nce
Ability to be a
“self starter”
to initiate
one’s own
activities and
tendency to
complete the
task they start.
-Learns to
imagine, to
broaden skills
through active
play Learn to
cooperate with
others
A sense of
guilt and
inadequacy to
be on one’s
own. Tend not
to seek
challenges or
hold back to
express what
they like to
do.
Purpose

45. Stage Psychosocial
crisis
Important
event
Favorable
outcome
Unfavorable
outcome
Virtue
Stage 4
6 –11
years(School
age)
Children need
to cope with
new social and
academic
demands
-to achieve a
sense of self
confidence by
learning ,
competing from
peers.
Industry vs.
inferiority
School -Ability to
learn how
things work
and organize.
- Enjoy
responsibilities
and confident
in their ability
to complete
the tasks
assigned
-A sense of
inferiority at
understandi
ng and
organizing.
-Do not like
responsibilit
y as having
no confident
in
accomplishi
ng it
Competence

46. Stage Psychosocial
crisis
Important
event
Favorable
outcome
Unfavorable
outcome
Virtue
Stage 5
12-20 years
(Adolescence)
Teens needs to
develop a sense
of self and
personal
identity
Identity vs.
identity
confusion
Peer
relationship
Seeing
oneself as a
unique and
integrated
person
Confusion
over who
and what
one really is
Loyalty
Stage 6
20-40years(Young
Adulthood)
Young adults need
to form intimate,
loving relationships
with other people.
-lasting
relationship
Intimacy
and
solidarity vs.
isolations
Love
relationship
Ability to make
commitment
to others.
Inability to form
affectionate
relationship.
Results in
loneliness and
isolations
Love

47. Stage Psychosocial
crisis
Important
event
Favorable
outcome
Unfavorable
outcome
Virtue
Stage 7(40-
65years)(Middl
e Adulthood
Adults need to
nurture things
that will outlast
them eg: having
children or
creating a positive
change that
benefits others
Generative
vs.
stagnation
Work and
Parenting
Concern for
family and
society
-sense of
gratification
-generativity
is achieved
Concern only
for self. One’s
own well-
being and
prosperity
-withdrawn--
- isolated
Care
Stage 8> 65 years
(Maturity)
Older adults need
to look back on
life and feel a
sense of
fulfillment.
Integrity vs.
despair
Reflection on
and
acceptance of
one’s life
A sense of
integrity and
fulfillment;
willingness to
face death
-sense of worth
-selfacceptance
Dissatisfaction
with life, despair
over prospect of
death
-disgust
-have a 2nd
chance of life.
Wisdom

50. Cognitive Social-Learning Theory
• An approach to personality that focuses
on social learning (modeling), acquired
cognitive factors (expectancies, values),
and the person-situation interaction
• Modeling
– The social-learning process by which behavior is observed
and imitated
• Locus of Control
– The expectancy that one’s reinforcements are generally
controlled by internal or external factors
• Self-Efficacy
– The belief that one is capable of performing the
behaviors required to produce a desired outcome

51. Albert Bandura
Born in 1925, Canada
Walter MischelNivenProfessor of Humane
Letters in
Psychology(Ph.D. Ohio State, 1956)
Social learning theorists :
such as Albert Bandura and Walter Mishel not only
reject the opinion of universal stages of personality
development but also have questioned the existence of
enduring personality traits that show themselves in a
variety of situations

52. • They emphasize that people change if
their environments change.
An aggressive boy can become a warm and
caring man if his aggression is no longer
reinforced;
Personality is a set of behavioral
tendencies shaped by interaction with
other people in specific social situation.
Social learning theorists believe strongly in
situational influences on behavior.

54. • Personality emerges
from the :
 mutual interactions
of individuals,
 their actions,
 and their
environments

55. TRAIT THEORY(Gordon All port’s Trait Theory):
A trait are stable characteristic that causes individuals to behave
in certain ways
OR
A relatively stable predisposition to behave in a certain way
Types of traits :
• cardinal traits (dominate an individual’s whole life , often to the
point that the person becomes known specifically for these
traits.)
• central traits ( general characteristics, intelligent, honest, shy
and anxious
• secondary traits (These are the traits that are sometimes
related to attitudes or preferences) often appear only in certain
situations or under specific circumstances. Some examples would
be getting anxious when speaking to a group or impatient while
waiting in line.

56. The Trait Approach
Introversion and Extraversion
• This is one of the most powerful
dimensions of personality and is seen in
infants, adults, and all over the world.
• Extravert
– A kind of person who seeks stimulation and
is sociable and impulsive
• Introvert
– A kind of person who avoids stimulation and
is low-key and cautious

57.  Trait theorists assume that personality
traits are relatively enduring (stable).
 Trait theorists emphasize that human
personality can be described in terms of a
5 factor model.
 Evidence suggests that all Big 5 also seem to
be universal;
- they capture personality differences in a
variety of cultures.

58. Dimension Basic Definition Key Characteristic
1.Openness to experiences openness to feelings,
ideas, actions , values
2. Conscientiousness Competence, order,
striving for
achievement, self
discipline
3. Extraversion Sociability and outgoingness vs. Warmth, assertiveness,
introversion activity excitement seeking,
positive
4. Agreeableness Compliance and cooperativeness Trust, straightforwardedness
Vs suspiciousness compliance
5. Neuroticism Emotional instability vs. stability Anxiety, depression, self
Curiosity & interest in variety
vs. preference for sameness
Discipline and organization vs.
lack of seriousness

59. Measuring Personality
Projective Tests
Present ambiguous visual stimuli to
client and ask client to respond with
whatever comes to mind e.g. :-
- Rorschach
 Rorschach Inkblot Test-
• a set of 10 inkblots, seeks to identify
people’s inner feelings by analyzing their
interpretations of the inkblots.
 Thematic Apperception Test (TAT)-
• A test in which people are asked to make up
stories from a set of ambiguous pictures.

60. Behavioral measure :
-Direct observation
-Rating scale(numerical value is assigned to
specific behavior that is listed in a scale);
-Frequency count –assessment on which the
frequency of particular behavior is counted
Example: Minnesota Multiphasic Personality
Inventory (MMPI)

61. THANK YOU