Personality is defined as a complex set of psychological qualities that influence behavior across situations over time. It develops due to various psychological, physiological, and socio-cultural factors from childhood. Theories on personality development include psychoanalysis, which focuses on unconscious drives, and Erikson's psychosocial stages that center around resolving social conflicts. Personality can also be described using types that categorize people or traits that measure dimensions of behavior. Common theories include Eysenck's traits of extraversion, neuroticism and psychoticism and the five factor model.
The document discusses theories of personality development and factors that influence personality. It describes personality as a complex set of qualities that influence behavior. Personality development is shaped by psychological, physiological, and socio-cultural factors. Theories discussed include psychoanalysis, which divides personality into id, ego and superego, and Erik Erikson's psychosocial stages of development. The document also discusses Hans Eysenck's model of personality types and the Five Factor Model of personality traits.
1. Preschool-aged children develop a sense of self and independence as they resolve the psychosocial conflict between initiative and guilt, forming beliefs about their unique identity.
2. Morality in preschoolers develops through social learning, empathy, and changing views of justice as rules are seen as less rigid.
3. Gender identity is established in preschool through play preferences and stereotyped behaviors, with views shaped by both social learning and cognitive development of gender schemas.
The document discusses character development and provides definitions of character from various sources. It summarizes theories of character development from Piaget and Kohlberg, describing stages of moral reasoning. It then introduces the Character Development Scale (CDS), a tool used to help individuals identify strengths and areas for growth across six character traits: kindness, integrity, citizenship, determination, responsibility, and respect. Users reflect on their scores to guide character development.
The document discusses bullying among adolescents. It defines bullying as verbal, psychological, physical, online or social behavior that harms others through the misuse of power. Adolescents are more vulnerable to bullying as they develop their identity and may feel pressure from social expectations. Teenagers who bully others may do so to feel powerful or popular, due to their own problems, or because they are bullied themselves. Bullying can have long-term harmful effects for all involved.
Erik Erikson developed a theory of psychosocial development consisting of 8 stages from infancy to late adulthood. Each stage involves a psychological task and associated virtue to be developed. For example, the first stage of infancy involves developing trust versus mistrust as infants learn if their needs will be met consistently. Educational implications include meeting student needs dependably to foster trust. Overall, Erikson's theory proposes that successful completion of each life stage leads to a healthy personality and the ability to face later stages.
The document discusses personality from several perspectives. It defines personality according to different psychologists and theories of personality. It examines biological, environmental, social, and psychological factors that influence personality development. It discusses how language, culture, reading biographies, and technology can impact personality. The document provides a comprehensive overview of the topic of personality.
Gilligan proposed the Stages of the Ethics of Care theory, which addresses what makes actions 'right' or 'wrong'. Gilligan's theory focused on both care-based morality and justice-based morality.
Care-based morality is based on the following principles:
Emphasizes interconnectedness and universality.
Acting justly means avoiding violence and helping those in need.
Care-based morality is thought to be more common in girls because of their connections to their mothers.
Because girls remain connected to their mothers, they are less inclined to worry about issues of fairness.
Justice-based morality is based on the following principles:
Views the world as being composed of autonomous individuals who interact with another.
Acting justly means avoiding inequality.
Is thought to be more common in boys because of their need to differentiate between themselves and their mothers.
BecauGilligan proposed the Stages of the Ethics of Care theory, which addresses what makes actions 'right' or 'wrong'. Gilligan's theory focused on both care-based morality and justice-based morality.
Care-based morality is based on the following principles:
Emphasizes interconnectedness and universality.
Acting justly means avoiding violence and helping those in need.
Care-based morality is thought to be more common in girls because of their connections to their mothers.
Because girls remain connected to their mothers, they are less inclined to worry about issues of fairness.
Justice-based morality is based on the following principles:
Views the world as being composed of autonomous individuals who interact with another.
Acting justly means avoiding inequality.
Is thought to be more common in boys because of their need to differentiate between themselves and their mothers.
Because they are separated from their mothers, boys become more concerned with the concept of inequality. se they are separated from their mothers, boys become more concerned with the concept of inequality.
The document discusses several key aspects of human development during adolescence based on theories from Freud, Erikson, and Marcia. It describes adolescence as a period of biological, cognitive, social, and personality changes between ages 12-18. Some of the main points covered include physical changes during puberty, advances in cognitive and moral reasoning skills, experimenting with social roles and identity formation, developing autonomy from parents and forming peer relationships.
The document discusses theories of personality development and factors that influence personality. It describes personality as a complex set of qualities that influence behavior. Personality development is shaped by psychological, physiological, and socio-cultural factors. Theories discussed include psychoanalysis, which divides personality into id, ego and superego, and Erik Erikson's psychosocial stages of development. The document also discusses Hans Eysenck's model of personality types and the Five Factor Model of personality traits.
1. Preschool-aged children develop a sense of self and independence as they resolve the psychosocial conflict between initiative and guilt, forming beliefs about their unique identity.
2. Morality in preschoolers develops through social learning, empathy, and changing views of justice as rules are seen as less rigid.
3. Gender identity is established in preschool through play preferences and stereotyped behaviors, with views shaped by both social learning and cognitive development of gender schemas.
The document discusses character development and provides definitions of character from various sources. It summarizes theories of character development from Piaget and Kohlberg, describing stages of moral reasoning. It then introduces the Character Development Scale (CDS), a tool used to help individuals identify strengths and areas for growth across six character traits: kindness, integrity, citizenship, determination, responsibility, and respect. Users reflect on their scores to guide character development.
The document discusses bullying among adolescents. It defines bullying as verbal, psychological, physical, online or social behavior that harms others through the misuse of power. Adolescents are more vulnerable to bullying as they develop their identity and may feel pressure from social expectations. Teenagers who bully others may do so to feel powerful or popular, due to their own problems, or because they are bullied themselves. Bullying can have long-term harmful effects for all involved.
Erik Erikson developed a theory of psychosocial development consisting of 8 stages from infancy to late adulthood. Each stage involves a psychological task and associated virtue to be developed. For example, the first stage of infancy involves developing trust versus mistrust as infants learn if their needs will be met consistently. Educational implications include meeting student needs dependably to foster trust. Overall, Erikson's theory proposes that successful completion of each life stage leads to a healthy personality and the ability to face later stages.
The document discusses personality from several perspectives. It defines personality according to different psychologists and theories of personality. It examines biological, environmental, social, and psychological factors that influence personality development. It discusses how language, culture, reading biographies, and technology can impact personality. The document provides a comprehensive overview of the topic of personality.
Gilligan proposed the Stages of the Ethics of Care theory, which addresses what makes actions 'right' or 'wrong'. Gilligan's theory focused on both care-based morality and justice-based morality.
Care-based morality is based on the following principles:
Emphasizes interconnectedness and universality.
Acting justly means avoiding violence and helping those in need.
Care-based morality is thought to be more common in girls because of their connections to their mothers.
Because girls remain connected to their mothers, they are less inclined to worry about issues of fairness.
Justice-based morality is based on the following principles:
Views the world as being composed of autonomous individuals who interact with another.
Acting justly means avoiding inequality.
Is thought to be more common in boys because of their need to differentiate between themselves and their mothers.
BecauGilligan proposed the Stages of the Ethics of Care theory, which addresses what makes actions 'right' or 'wrong'. Gilligan's theory focused on both care-based morality and justice-based morality.
Care-based morality is based on the following principles:
Emphasizes interconnectedness and universality.
Acting justly means avoiding violence and helping those in need.
Care-based morality is thought to be more common in girls because of their connections to their mothers.
Because girls remain connected to their mothers, they are less inclined to worry about issues of fairness.
Justice-based morality is based on the following principles:
Views the world as being composed of autonomous individuals who interact with another.
Acting justly means avoiding inequality.
Is thought to be more common in boys because of their need to differentiate between themselves and their mothers.
Because they are separated from their mothers, boys become more concerned with the concept of inequality. se they are separated from their mothers, boys become more concerned with the concept of inequality.
The document discusses several key aspects of human development during adolescence based on theories from Freud, Erikson, and Marcia. It describes adolescence as a period of biological, cognitive, social, and personality changes between ages 12-18. Some of the main points covered include physical changes during puberty, advances in cognitive and moral reasoning skills, experimenting with social roles and identity formation, developing autonomy from parents and forming peer relationships.
Concept and of adjustment, Causes of maladjustmentDr.Amol Ubale
Concept and of adjustment, Causes of maladjustment, Problems of adjustment in adolescents and role of school, and teachers in helping the students facing following problems- Anxiety, withdrawal, aggression, delinquency, drug addition, failure and low achievement
Historical overview of theories on adolescencerease555
Theories on adolescence have evolved over time. Early philosophers like Plato viewed adolescence as a transitional phase requiring special guidance and education. Later theorists such as Hall proposed adolescence involved "storm and stress" as youth struggle with emotions and identity. Erikson described identity development vs. confusion as the major conflict of adolescence. Modern views recognize variability in adolescent experiences and acknowledge influences of gender, culture and environment rather than one universal theory.
Erikson, Horney, Jung Stages of Psychosocial Devt with exampleLouie Lumactud
Erik Erikson's stages of psychosocial development include trust vs mistrust in infancy, autonomy vs shame and doubt in early childhood, initiative vs guilt in preschool years, industry vs inferiority in school-aged children, identity vs role confusion in adolescence, intimacy vs isolation in young adulthood, generativity vs stagnation in middle adulthood, and ego integrity vs despair in late adulthood. Karen Horney proposed that neurotic needs like need for affection, approval, control, and perfection drive unhealthy personality patterns like moving toward, against, or away from people. Carl Jung described introverted personalities as more inwardly focused while extroverted personalities are more outwardly focused and energized by social interaction.
This document discusses moral development theories including Kohlberg's stages of moral development and Gilligan's theory of care-based morality. It also discusses models of professional roles for engineers, including savior, guardian, bureaucratic servant, and social experimenter. Finally, it addresses the topics of self-interest in engineering and the responsibility of engineers as social experimenters to consider the impacts of their work in a comprehensive, autonomous, and accountable manner.
Eirk Erikson's Stages of Psychosocial DevelopmentS-Shabir
Erik Erikson was a German-American developmental psychologist known for his theory on social development of human beings. He identified eight stages of psychosocial development that take place throughout the lifespan. According to Erikson, each stage presents an individual with a psychosocial crisis which influences personality development. Successful completion of each stage results in a healthy personality and the ability to move on to the next stage. The document discusses Erikson's eight stages of development and the psychosocial crises and virtues associated with each stage.
Erik Erikson proposed eight stages of psychosocial development across the lifespan. Each stage presents a psychosocial crisis that must be navigated, with adaptive resolutions leading to healthy development. The first stage occurs from birth to 18 months, where infants develop trust vs mistrust based on the reliability of caregivers. Subsequent stages include autonomy vs shame, initiative vs guilt, and identity vs role confusion in adolescence. Later stages focus on developing intimacy in young adulthood, generativity in middle age, and integrity in late life. Maladaptive resolutions can result in outcomes like isolation, stagnation, and despair.
The document discusses several key aspects of adolescent development including:
1) Physical changes during puberty include development of primary and secondary sex characteristics as well as attainment of reproductive maturity.
2) Cognitive development involves improvements in abstract thinking, reasoning, and perspective taking abilities due to frontal lobe maturation, though teenage behavior can still be impulsive due to relatively slower limbic system development.
3) Social and identity development involves distancing from parents and exploring different social roles and identities in order to establish a sense of self and independence. Forming close relationships also becomes an important task of late adolescence.
1 adolescence period of tremendous physical and cognitive growthRijosJohn
Adolescence is a transitional period between childhood and adulthood where individuals experience tremendous physical and cognitive growth. During this time, adolescents develop abstract thinking abilities, become more future-oriented, and engage in risk-taking behaviors which can have long-lasting consequences. Peer relationships and influences also impact adolescent development through social learning and pressure to conform. Adolescence is a diverse phase, and supporting healthy development through risk reduction and empowerment can help individuals make a successful transition to adulthood.
Erik Erikson was a German-American developmental psychologist known for his theory on psychosocial development. He proposed that social development occurs through eight stages of psychosocial crisis from infancy to late adulthood. His most influential stage was identity vs role confusion during adolescence where teens search for a sense of self. Erikson believed exploring choices without commitment during a moratorium was important for avoiding an identity crisis and developing a strong sense of self. His work had a significant impact on understanding adolescent psychology and identity development.
SOC 463/663 (Social Psych of Education) - SocializationMelanie Tannenbaum
This document discusses socialization and its key agents. It begins by defining socialization as the lifelong process of inheriting and disseminating norms, customs, and ideologies to provide individuals with the skills to participate in their society. It then discusses three main agents of socialization: peers, parents, and schools. For peers, it describes how peer groups influence individuals through normative and informational social influence. For parents, it outlines how parenting practices, expectations, and the parent-child relationship shape children's development. For schools, it notes one goal of education is assimilation, preparing students to function successfully in existing social systems.
Developmental psychology studies patterns of growth and change throughout life. Two key research methods are cross-sectional research, which compares age groups, and longitudinal research, which studies individuals over many years. Erik Erikson's influential theory of psychosocial development proposed that people progress through eight stages of developing trust, autonomy, initiative, identity and integrity. Successful completion of the challenges in each stage leads to healthy development.
The document summarizes theories of moral development from Piaget, Kohlberg, and Gilligan. It discusses how Piaget viewed moral development as linked to cognitive development through stages. Kohlberg expanded on this, identifying 6 stages of moral reasoning focused on justice and fairness. Gilligan critiqued Kohlberg for excluding women, and proposed an alternate theory where moral development is based on caring for others and maintaining relationships. The document provides overviews of each theorist's perspective on moral development and how they built upon each other's work.
Erik Erikson’s 8 Psychosocial Stages of DevelopmentEmily Wold
Erik Erikson's 8 stages of psychosocial development describe how social and emotional development occurs throughout the human lifespan. The stages are:
1. Infancy (Trust vs. Mistrust) - Developing trust in caregivers.
2. Early Childhood (Autonomy vs. Shame and Doubt) - Gaining independence and self-control.
3. Preschool Years (Initiative vs. Guilt) - Acting on plans and distinguishing right from wrong.
4. Grammar School Years (Industry vs. Inferiority) - Developing skills and sense of competence.
5. Adolescence (Identity vs. Role Confusion) - Forming identity
The document discusses the influences on personality, specifically discussing the nature vs nurture debate. It notes that both genetic and environmental factors influence personality, with studies finding a roughly 50% genetic contribution. Environmental influences from friends and experiences outside the home also significantly impact personality development according to research on twins and adopted children. Personality is shaped through an interaction of genetic predispositions and one's unique life experiences and interpretation of situations.
This document discusses adolescence, defining it as the transitional period between childhood and adulthood that involves significant physical, emotional, and social changes. It notes adolescence typically occurs between ages 11-19 and can be divided into early, middle, and late stages. Key characteristics of adolescence include physical and sexual development, a desire for independence, identity formation, and career preparation. The document also examines Erikson's stages of psychosocial development and Marcia's identity statuses, highlighting the importance of exploration and commitment during identity formation in adolescence. Finally, it discusses common stressors adolescents face and effective stress management techniques.
This document summarizes Erik Erikson's psychosocial theory of development. It describes the eight stages of development from infancy to late adulthood, including the key conflict or strength developed at each stage. For example, the first stage of Trust vs. Mistrust occurs in infancy, when babies must learn to trust their parents' care and affection or may develop distrust. The document also provides overviews of Erikson's philosophy and the history and key concepts of his psychosocial theory.
The document discusses theories of personality from multiple perspectives. It defines personality and notes it is influenced by psychological, physiological, and socio-cultural factors. Psychological theories discussed include psychoanalysis and its stages of development. Physiological theories explore the biological basis of traits like neuroticism and extraversion. Socio-cultural theories examine Erik Erikson's psychosocial stages and how they shape personality. The document also contrasts types and trait theories of personality.
This document provides notes on structural explanations in sociology and key concepts related to social influence and individual responsibility. It discusses how structural explanations focus on overall social patterns and collective outcomes rather than individual intentions. It also examines how individual actions and decisions are constrained by social influences and circumstances outside of one's control. The document introduces concepts like self-fulfilling and self-negating prophecies, emergence, and unintended consequences to analyze how individual behaviors aggregate to form broader social patterns.
Personality refers to the combination of behaviors, emotions, motivations, and thought patterns that characterize an individual. It is shaped by both hereditary and environmental factors like family, culture, and social interactions. Major theories of personality development include Freud's psychosexual stages, Erikson's psychosocial stages, and the Big Five model which describes personality in terms of openness, conscientiousness, extraversion, agreeableness, and neuroticism. Personality attributes like locus of control, self-esteem, and risk-taking influence how individuals behave in different situations. Personality testing tools like Myers-Briggs can provide insight into personality types.
Human behavior and personality development are influenced by both internal factors like genetics, emotions, and values as well as external environmental and social factors. The document discusses several theories of personality development including psychoanalytic theory, Erikson's psychosocial theory, Maslow's hierarchy of needs, social cognitive theory, and trait theory. It also outlines factors that contribute to personality development at different life stages from childhood to old age. Overall, the document provides an overview of the key concepts, theories, and factors related to human behavior and personality development.
Learning
Learning can be defined in many ways, but most psychologists would agree that it is a relatively permanent change in behavior that results from experience. During the first half of the twentieth century, the school of thought known as behaviorism rose to dominate psychology and sought to explain the learning process.
The three major types of learning described by behavioral psychology are classical conditioning, operant conditioning, and observational learning.
Behaviorism
Behaviorism was the school of thought in psychology that sought to measure only observable behaviors.
Founded by John B. Watson and outlined in his seminal 1913 paper Psychology as the Behaviorist Views It, the behaviorist standpoint held that psychology was an experimental and objective science and that internal mental processes should not be considered because they could not be directly observed and measured.
Watson's work included the famous Little Albert experiment in which he conditioned a small child to fear a white rat. Behaviorism dominated psychology for much of the early twentieth century. While behavioral approaches remain important today, the latter part of the century was marked by the emergence of humanistic psychology, biological psychology, and cognitive psychology.Classical Conditioning
Classical conditioning is a learning process in which an association is made between a previously neutral stimulus and a stimulus that naturally evokes a response.
For example, in Pavlov's classic experiment, the smell of food was the naturally occurring stimulus that was paired with the previously neutral ringing of the bell. Once an association had been made between the two, the sound of the bell alone could lead to a response.
How Classical Conditioning Works
Operant Conditioning
Operant conditioning is a learning process in which the probability of a response occurring is increased or decreased due to reinforcement or punishment. First studied by Edward Thorndike and later by B.F. Skinner, the underlying idea behind operant conditioning is that the consequences of our actions shape voluntary behavior.
Skinner described how reinforcement could lead to increases in behaviors where punishment would result in decreases. He also found that the timing of when reinforcements were delivered influenced how quickly a behavior was learned and how strong the response would be. The timing and rate of reinforcement are known as schedules of reinforcement.
How Operant Conditioning Works
Observational Learning
Observational learning is a process in which learning occurs through observing and imitating others. Albert Bandura's social learning theory suggests that in addition to learning through conditioning, people also learn through observing and imitating the actions of others.As demonstrated in his classic "Bobo Doll" experiments, people will imitate the actions of others without direct reinforcement. Four important elements are essential for effective observational
Concept and of adjustment, Causes of maladjustmentDr.Amol Ubale
Concept and of adjustment, Causes of maladjustment, Problems of adjustment in adolescents and role of school, and teachers in helping the students facing following problems- Anxiety, withdrawal, aggression, delinquency, drug addition, failure and low achievement
Historical overview of theories on adolescencerease555
Theories on adolescence have evolved over time. Early philosophers like Plato viewed adolescence as a transitional phase requiring special guidance and education. Later theorists such as Hall proposed adolescence involved "storm and stress" as youth struggle with emotions and identity. Erikson described identity development vs. confusion as the major conflict of adolescence. Modern views recognize variability in adolescent experiences and acknowledge influences of gender, culture and environment rather than one universal theory.
Erikson, Horney, Jung Stages of Psychosocial Devt with exampleLouie Lumactud
Erik Erikson's stages of psychosocial development include trust vs mistrust in infancy, autonomy vs shame and doubt in early childhood, initiative vs guilt in preschool years, industry vs inferiority in school-aged children, identity vs role confusion in adolescence, intimacy vs isolation in young adulthood, generativity vs stagnation in middle adulthood, and ego integrity vs despair in late adulthood. Karen Horney proposed that neurotic needs like need for affection, approval, control, and perfection drive unhealthy personality patterns like moving toward, against, or away from people. Carl Jung described introverted personalities as more inwardly focused while extroverted personalities are more outwardly focused and energized by social interaction.
This document discusses moral development theories including Kohlberg's stages of moral development and Gilligan's theory of care-based morality. It also discusses models of professional roles for engineers, including savior, guardian, bureaucratic servant, and social experimenter. Finally, it addresses the topics of self-interest in engineering and the responsibility of engineers as social experimenters to consider the impacts of their work in a comprehensive, autonomous, and accountable manner.
Eirk Erikson's Stages of Psychosocial DevelopmentS-Shabir
Erik Erikson was a German-American developmental psychologist known for his theory on social development of human beings. He identified eight stages of psychosocial development that take place throughout the lifespan. According to Erikson, each stage presents an individual with a psychosocial crisis which influences personality development. Successful completion of each stage results in a healthy personality and the ability to move on to the next stage. The document discusses Erikson's eight stages of development and the psychosocial crises and virtues associated with each stage.
Erik Erikson proposed eight stages of psychosocial development across the lifespan. Each stage presents a psychosocial crisis that must be navigated, with adaptive resolutions leading to healthy development. The first stage occurs from birth to 18 months, where infants develop trust vs mistrust based on the reliability of caregivers. Subsequent stages include autonomy vs shame, initiative vs guilt, and identity vs role confusion in adolescence. Later stages focus on developing intimacy in young adulthood, generativity in middle age, and integrity in late life. Maladaptive resolutions can result in outcomes like isolation, stagnation, and despair.
The document discusses several key aspects of adolescent development including:
1) Physical changes during puberty include development of primary and secondary sex characteristics as well as attainment of reproductive maturity.
2) Cognitive development involves improvements in abstract thinking, reasoning, and perspective taking abilities due to frontal lobe maturation, though teenage behavior can still be impulsive due to relatively slower limbic system development.
3) Social and identity development involves distancing from parents and exploring different social roles and identities in order to establish a sense of self and independence. Forming close relationships also becomes an important task of late adolescence.
1 adolescence period of tremendous physical and cognitive growthRijosJohn
Adolescence is a transitional period between childhood and adulthood where individuals experience tremendous physical and cognitive growth. During this time, adolescents develop abstract thinking abilities, become more future-oriented, and engage in risk-taking behaviors which can have long-lasting consequences. Peer relationships and influences also impact adolescent development through social learning and pressure to conform. Adolescence is a diverse phase, and supporting healthy development through risk reduction and empowerment can help individuals make a successful transition to adulthood.
Erik Erikson was a German-American developmental psychologist known for his theory on psychosocial development. He proposed that social development occurs through eight stages of psychosocial crisis from infancy to late adulthood. His most influential stage was identity vs role confusion during adolescence where teens search for a sense of self. Erikson believed exploring choices without commitment during a moratorium was important for avoiding an identity crisis and developing a strong sense of self. His work had a significant impact on understanding adolescent psychology and identity development.
SOC 463/663 (Social Psych of Education) - SocializationMelanie Tannenbaum
This document discusses socialization and its key agents. It begins by defining socialization as the lifelong process of inheriting and disseminating norms, customs, and ideologies to provide individuals with the skills to participate in their society. It then discusses three main agents of socialization: peers, parents, and schools. For peers, it describes how peer groups influence individuals through normative and informational social influence. For parents, it outlines how parenting practices, expectations, and the parent-child relationship shape children's development. For schools, it notes one goal of education is assimilation, preparing students to function successfully in existing social systems.
Developmental psychology studies patterns of growth and change throughout life. Two key research methods are cross-sectional research, which compares age groups, and longitudinal research, which studies individuals over many years. Erik Erikson's influential theory of psychosocial development proposed that people progress through eight stages of developing trust, autonomy, initiative, identity and integrity. Successful completion of the challenges in each stage leads to healthy development.
The document summarizes theories of moral development from Piaget, Kohlberg, and Gilligan. It discusses how Piaget viewed moral development as linked to cognitive development through stages. Kohlberg expanded on this, identifying 6 stages of moral reasoning focused on justice and fairness. Gilligan critiqued Kohlberg for excluding women, and proposed an alternate theory where moral development is based on caring for others and maintaining relationships. The document provides overviews of each theorist's perspective on moral development and how they built upon each other's work.
Erik Erikson’s 8 Psychosocial Stages of DevelopmentEmily Wold
Erik Erikson's 8 stages of psychosocial development describe how social and emotional development occurs throughout the human lifespan. The stages are:
1. Infancy (Trust vs. Mistrust) - Developing trust in caregivers.
2. Early Childhood (Autonomy vs. Shame and Doubt) - Gaining independence and self-control.
3. Preschool Years (Initiative vs. Guilt) - Acting on plans and distinguishing right from wrong.
4. Grammar School Years (Industry vs. Inferiority) - Developing skills and sense of competence.
5. Adolescence (Identity vs. Role Confusion) - Forming identity
The document discusses the influences on personality, specifically discussing the nature vs nurture debate. It notes that both genetic and environmental factors influence personality, with studies finding a roughly 50% genetic contribution. Environmental influences from friends and experiences outside the home also significantly impact personality development according to research on twins and adopted children. Personality is shaped through an interaction of genetic predispositions and one's unique life experiences and interpretation of situations.
This document discusses adolescence, defining it as the transitional period between childhood and adulthood that involves significant physical, emotional, and social changes. It notes adolescence typically occurs between ages 11-19 and can be divided into early, middle, and late stages. Key characteristics of adolescence include physical and sexual development, a desire for independence, identity formation, and career preparation. The document also examines Erikson's stages of psychosocial development and Marcia's identity statuses, highlighting the importance of exploration and commitment during identity formation in adolescence. Finally, it discusses common stressors adolescents face and effective stress management techniques.
This document summarizes Erik Erikson's psychosocial theory of development. It describes the eight stages of development from infancy to late adulthood, including the key conflict or strength developed at each stage. For example, the first stage of Trust vs. Mistrust occurs in infancy, when babies must learn to trust their parents' care and affection or may develop distrust. The document also provides overviews of Erikson's philosophy and the history and key concepts of his psychosocial theory.
The document discusses theories of personality from multiple perspectives. It defines personality and notes it is influenced by psychological, physiological, and socio-cultural factors. Psychological theories discussed include psychoanalysis and its stages of development. Physiological theories explore the biological basis of traits like neuroticism and extraversion. Socio-cultural theories examine Erik Erikson's psychosocial stages and how they shape personality. The document also contrasts types and trait theories of personality.
This document provides notes on structural explanations in sociology and key concepts related to social influence and individual responsibility. It discusses how structural explanations focus on overall social patterns and collective outcomes rather than individual intentions. It also examines how individual actions and decisions are constrained by social influences and circumstances outside of one's control. The document introduces concepts like self-fulfilling and self-negating prophecies, emergence, and unintended consequences to analyze how individual behaviors aggregate to form broader social patterns.
Personality refers to the combination of behaviors, emotions, motivations, and thought patterns that characterize an individual. It is shaped by both hereditary and environmental factors like family, culture, and social interactions. Major theories of personality development include Freud's psychosexual stages, Erikson's psychosocial stages, and the Big Five model which describes personality in terms of openness, conscientiousness, extraversion, agreeableness, and neuroticism. Personality attributes like locus of control, self-esteem, and risk-taking influence how individuals behave in different situations. Personality testing tools like Myers-Briggs can provide insight into personality types.
Human behavior and personality development are influenced by both internal factors like genetics, emotions, and values as well as external environmental and social factors. The document discusses several theories of personality development including psychoanalytic theory, Erikson's psychosocial theory, Maslow's hierarchy of needs, social cognitive theory, and trait theory. It also outlines factors that contribute to personality development at different life stages from childhood to old age. Overall, the document provides an overview of the key concepts, theories, and factors related to human behavior and personality development.
Learning
Learning can be defined in many ways, but most psychologists would agree that it is a relatively permanent change in behavior that results from experience. During the first half of the twentieth century, the school of thought known as behaviorism rose to dominate psychology and sought to explain the learning process.
The three major types of learning described by behavioral psychology are classical conditioning, operant conditioning, and observational learning.
Behaviorism
Behaviorism was the school of thought in psychology that sought to measure only observable behaviors.
Founded by John B. Watson and outlined in his seminal 1913 paper Psychology as the Behaviorist Views It, the behaviorist standpoint held that psychology was an experimental and objective science and that internal mental processes should not be considered because they could not be directly observed and measured.
Watson's work included the famous Little Albert experiment in which he conditioned a small child to fear a white rat. Behaviorism dominated psychology for much of the early twentieth century. While behavioral approaches remain important today, the latter part of the century was marked by the emergence of humanistic psychology, biological psychology, and cognitive psychology.Classical Conditioning
Classical conditioning is a learning process in which an association is made between a previously neutral stimulus and a stimulus that naturally evokes a response.
For example, in Pavlov's classic experiment, the smell of food was the naturally occurring stimulus that was paired with the previously neutral ringing of the bell. Once an association had been made between the two, the sound of the bell alone could lead to a response.
How Classical Conditioning Works
Operant Conditioning
Operant conditioning is a learning process in which the probability of a response occurring is increased or decreased due to reinforcement or punishment. First studied by Edward Thorndike and later by B.F. Skinner, the underlying idea behind operant conditioning is that the consequences of our actions shape voluntary behavior.
Skinner described how reinforcement could lead to increases in behaviors where punishment would result in decreases. He also found that the timing of when reinforcements were delivered influenced how quickly a behavior was learned and how strong the response would be. The timing and rate of reinforcement are known as schedules of reinforcement.
How Operant Conditioning Works
Observational Learning
Observational learning is a process in which learning occurs through observing and imitating others. Albert Bandura's social learning theory suggests that in addition to learning through conditioning, people also learn through observing and imitating the actions of others.As demonstrated in his classic "Bobo Doll" experiments, people will imitate the actions of others without direct reinforcement. Four important elements are essential for effective observational
Gender role stereotyping occurs when a person is expected to behave in a certain way based on their sex. Gender is a social construct, and many societies expect males to behave masculinely and females to behave less masculinely. Stereotypes in schools can limit what students can learn by expecting certain behaviors from them based on gender. The male and female brains differ in areas like processing, chemistry, structure and activity levels. Gender stereotyping affects both men and women by influencing behaviors and judgments of those who conform and do not conform to stereotypical roles. Social theories like social role theory and role congruity theory help explain how expectations based on gender roles lead to stereotyping.
This document discusses several theories of socialization and human development. It describes how socialization is the lifelong process by which people learn culture and develop their personality through social experience. Several influential theorists are outlined, including Freud, Piaget, Kohlberg, Gilligan, Mead and Erikson. Their stage theories explain personality and moral development from childhood through adulthood. Key agents of socialization that influence development are also defined, such as family, school, peer groups, and mass media.
This document discusses different theories and aspects of intelligence. It defines intelligence as the ability to learn from experience and adapt to new situations. It also discusses emotional intelligence and Gardner's theory of multiple intelligences, which identifies different types of intelligence including linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, and intrapersonal. The document also examines how intelligence is assessed through tests and metrics like IQ. It covers extremes of intelligence such as mental retardation and giftedness. Finally, it discusses determinants of intelligence including heredity, environment, gender differences, racial differences, and culture.
Social and emotional development refers to a child's ability to form relationships and manage emotions. There are several theories that describe socio-emotional development. Freud's psychodynamic theory views development as occurring through the id, ego, and superego. Erikson's psychosocial theory proposes 8 stages of development centered around psychosocial crises. Bandura's social learning theory emphasizes how children learn behaviors through observation and modeling influential individuals like parents and teachers. The core focus of socio-emotional development is a child's capacity to establish and maintain relationships with others.
Transactional analysis is a technique used to understand interpersonal relationships and behavior, especially in organizations. It was introduced by Eric Berne and views personality and dynamics through ego states (parent, adult, child) and transactions between individuals. Key concepts include analysis of self-awareness using the Johari window model, understanding ego states and how they influence transactions, analyzing communication patterns and "games" people play, and identifying core beliefs about self and others through life positions and use of recognition ("stroking"). The goal is improved self-understanding and interpersonal relationships.
The document discusses personality and the factors that influence it. It describes personality as being made up of both hereditary and environmental factors that are moderated by situational conditions. Some key points:
- Personality is influenced by heredity (genes), environment, and situations. Heredity sets parameters but the environment determines one's full potential.
- There are several theories of personality including traits theory, psychodynamic theory, humanistic theory, and the integrative approach.
- Popular models for describing personality include the Big Five model (extraversion, agreeableness, conscientiousness, emotional stability, openness) and Myers-Briggs Type Indicator (16 personality types).
The document discusses several theories of personality and socialization. It describes socialization as the process through which individuals learn the norms, values, and behaviors appropriate for their culture and society. Key agents of socialization include family, school, peer groups, media, and government. The document also summarizes Freud's psychosexual stages of development, Piaget's stages of cognitive development, Erikson's psychosocial stages, Mead's theory of the self emerging through social interaction, and Cooley's looking glass self theory.
This document summarizes theories of growth and development from several perspectives. It discusses definitions of growth and development and factors that affect them such as environment and genetics. It also outlines Piaget's stages of cognitive development including the sensory motor, preoperational, concrete operational, and formal operational stages. Additionally, it summarizes Freud's psychosexual theory of personality development and the id, ego and superego components of personality. The document is presented by Mr. Jones H.M as an overview of key concepts in growth and development.
6-7 # overview of adult development (beh psy)SanaIsrar5
This document discusses several topics related to adult development and relationships. It addresses romantic relationships in adolescence and early adulthood, which sometimes lead to marriage. It also discusses balancing intimacy, independence, and developing identities as young adults. The document then covers issues that can lead to divorce such as destructive behaviors from both partners. It describes adjustment challenges after divorce and factors affecting children's coping. Finally, it discusses the importance of emotional intelligence for relationships, work, and coping with life's challenges and transitions.
Maintaining a strong, healthy sense of identity is essential for individual survival and personal fulfillment.
The needs of society or the communities we belong to are not always in alignment with what's best for our survival or wellbeing.
Transactional analysis (TA) was formulated by Eric Berne in the 1960s as a model of psychotherapy and personality theory. It views personality as comprising three ego states - parent, adult, and child. The goal of TA therapy is to help clients transform themselves by identifying distorted ego states and restoring healthy communication patterns. Key concepts include strokes, transactions, games, and life scripts. While providing a simple framework, TA has been criticized for its cognitive focus and lack of empirical support since Berne's death.
Transactional analysis (TA) was formulated by Eric Berne in the 1960s as a model of psychotherapy and personality theory. It views personality as comprising three ego states - parent, adult, and child. The goal of TA therapy is to help clients transform themselves by identifying distorted ego states and restoring healthy communication patterns. Key concepts include transactions between ego states, games people play, and life scripts formed in childhood. TA aims to increase self-awareness and autonomy through techniques like treatment contracting, interrogation, and script analysis.
The document summarizes key aspects of development from childhood through adolescence. It discusses:
1) Motor, social, and cognitive development during the school age period of 7-11 years, including abilities like logical thinking, conservation, and seriation.
2) Developmental stages from birth through adulthood, including sensorimotor, preoperational, concrete operational, and formal operational periods.
3) Physical, cognitive, and social changes during early, middle and late adolescence including puberty, identity formation, and risk-taking behaviors.
4) Issues like illness, death, and adoption are discussed in relation to how children understand and react depending on their developmental stage.
The document discusses personality and theories of personality. It defines personality and describes key characteristics. It then outlines several theories of personality, including:
- Psychoanalytic theory proposed by Sigmund Freud which views personality as formed by the interaction of the id, ego, and superego. The id seeks instinctual gratification, the superego acts as a moral constraint, and the ego balances the demands of the two.
- Type approaches which classify personalities into defined types based on traits like temperament. Approaches discussed include those of Hippocrates, Kretschmer, and Sheldon.
- Jung's approach which categorizes personalities as introverts or extraverts based on sociability and other
This document outlines the Nurses and Midwives Act of 2019 in Zambia. It continues the existence of the General Nursing Council and renames it the Nursing and Midwifery Council of Zambia. The Act regulates the education, training, registration, practice and professional conduct of nurses and midwives. It also provides for the licensing of nursing and midwifery facilities. Key aspects include continuing the Nursing Council, setting its functions, regulating nurse and midwife registration, education/training, scope of practice, disciplinary matters, and licensing facilities.
This document provides 20 examples of different defense mechanisms people may use to cope with anxiety or uncomfortable feelings, such as repression, rationalization, projection, and fantasy. Repression involves being unable to remember unpleasant events, while rationalization means providing logical excuses to justify irrational behavior. Projection refers to attributing one's own undesirable feelings or behaviors to others. Fantasy involves imagining scenarios that are not real to fulfill wishes or deal with problems.
This document discusses fluid therapy and fluid balance. It begins with definitions of key terms like electrolyte, osmolarity, and body fluid compartments. It then explains the regulation and assessment of fluid balance, types of intravenous fluids, and how to calculate infusion rates. Fluid balance charts are described as an essential tool to monitor intake, output, and a patient's hydration status. The document provides examples of completing a fluid balance chart and emphasizes the importance of careful recording and monitoring of fluid therapy.
This document discusses urinary and fecal elimination. It provides details on:
1) The normal urinary elimination process involving the kidneys, ureters, bladder, and urethra. Urine is normally produced and stored in the bladder until voiding occurs.
2) Common alterations in urinary elimination including increased or decreased urine output, painful urination, incontinence, and retention.
3) Factors that can affect bowel elimination such as age, diet, fluid intake, medications, and physical or psychological conditions.
4) Common bowel problems include constipation, impaction, diarrhea, and incontinence. Nursing interventions are aimed at promoting normal elimination habits.
The document discusses the assessment and management of unconscious patients. It defines unconsciousness as a state of reduced awareness and responsiveness. Causes can include head injuries, tumors, overdoses, infections, and more. Levels of consciousness are assessed using scales like the Glasgow Coma Scale. Nursing priorities for unconscious patients include airway maintenance, skin care, range of motion exercises to prevent contractures, and careful monitoring for any changes in condition.
This document outlines the process and techniques for conducting a physical examination. It defines a physical exam as collecting observable data using inspection, palpation, percussion, and auscultation. The key techniques are explained in detail, including inspection using the senses of vision, hearing and smell; palpation to feel for pulses, temperature, and consistency; percussion to elicit sounds that vary with tissue density; and auscultation using a stethoscope to listen to internal sounds. Proper equipment, patient positioning, and exam sequencing are also reviewed to thoroughly assess the skin, head, neck, chest, abdomen, extremities, and other body systems.
The document discusses the importance of communication and interaction between nurses and patients. It states that the nurse is always interacting with patients and healthcare team members. Effective communication helps the nurse build relationships and collaborate to achieve health goals. The document outlines different types of communication including intrapersonal, interpersonal, small group, and public. It emphasizes that both verbal and nonverbal communication are important and discusses elements like appearance, eye contact, and body language. Throughout the nursing process, open communication between the nurse and patient allows ongoing identification of health problems.
This document discusses pain from a nursing perspective. It defines pain, explains the physiology of pain including pain receptors and signal transmission, and outlines the types of pain such as acute, chronic, idiopathic, and psychogenic pain. The document also discusses pain assessment and management in nursing, including using pain scales, relieving pain through measures like rest, relaxation, analgesia, and diversional therapy.
The document discusses vital signs, which are important measurements that reflect essential body processes for life. They include temperature, pulse, respiration, and blood pressure. Vital signs provide information about the body's response to stress and can reveal sudden or gradual changes in a patient's condition. They are routinely taken for baseline data and to monitor a patient before, during, and after procedures or changes in their condition. The four components of vital signs are described in detail, including how they are assessed, normal ranges, and factors that can influence them.
Vital signs, including temperature, pulse, respiration and blood pressure, reflect essential body processes and can indicate changes in a patient's condition. They are important baseline measurements that are taken routinely during assessments and when a patient's status may be affected. Temperature, pulse and respiration are regulated by the hypothalamus, heart and respiratory functions, respectively, and can be impacted by environmental and psychological stressors. Abnormal vital signs may reveal sudden or gradual deterioration and should be reported promptly.
The document discusses various ways of classifying families and groups. It describes how families can be classified based on marriage structure (monogamous, polygamous, etc.), residence (matrilocal, patrilocal), ancestry (matrilineal, patrilineal) and size (nuclear, extended). Groups are characterized by interaction, structure, size and cohesiveness. Groups typically progress through forming, storming, norming, performing and terminating stages. Ethnic groups are defined by shared language, culture, history and self-identity.
The document discusses vital signs, which are temperature, pulse, respiration, and blood pressure. These reflect essential body processes and are important indicators of a patient's condition. Temperature, pulse, respiration are measured routinely for baseline data and to monitor for changes. Normal ranges are provided for each vital sign. Factors that influence the vital signs and techniques for accurately measuring them are described.
The document discusses the importance of communication and interaction between nurses and patients. It states that nurse-patient interaction is a professional relationship where meaningful exchange of ideas and problem-solving can occur. Through open communication, nurses can work with patients to continuously identify health problems and achieve health-related goals. The core elements of trust, respect, confidentiality, empathy and appropriate use of power are essential to ensuring a therapeutic relationship.
Fluid, electrolyte, and acid-base balances must be maintained for health. Imbalances can occur from factors like dehydration or diarrhea. Fluids are distributed intracellularly and extracellularly, and electrolytes like sodium, potassium, and chloride are regulated between these compartments. Fluid intake, output, and hormones like ADH work to maintain balance. Intravenous fluids include crystalloids like saline that distribute between compartments, and colloids that remain intravascular.
The document describes the process of conducting a physical examination. It defines physical examination and outlines the basic techniques used, including inspection, palpation, percussion, and auscultation. It provides examples of common equipment used and examines different body systems. The document also discusses ensuring patient privacy and comfort during the examination.
This document discusses fundamentals of nursing and the nurse's role in the healthcare system. It defines key nursing terms and describes nursing practice. It also outlines the healthcare delivery system in Zambia, including different provider levels and factors that influence healthcare delivery such as policies, economics, disease burden and technology. Challenges in providing care are noted as well as the organization and functions of various hospital levels.
The document discusses fundamentals of nursing palliative care. Nursing and palliative care are natural partners, as all nurses should have palliative care skills. Palliative care aims to improve quality of life for terminally ill patients and their families by preventing and relieving suffering. It involves an interdisciplinary team approach to address physical, psychosocial and spiritual needs. The role of nurses in palliative care focuses on symptom management, especially pain management, and providing 24-hour support.
This document discusses pain from a nursing perspective. It defines pain, explains the physiology of pain including pain receptors and signal transmission, and outlines the types of pain such as acute, chronic, idiopathic, and psychogenic pain. The document also discusses pain assessment and management in nursing, including using pain scales, relieving pain through measures like rest, relaxation, analgesia, and diversional therapy.
The document discusses the importance and purposes of documentation in nursing. Effective documentation allows nurses to communicate about patient care, promotes good nursing practices, and supports meeting legal and professional standards. It should provide an accurate account of assessments, interventions, and patient outcomes. The SOAP format is commonly used to document patient encounters and ensure comprehensive yet concise notes.
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2. DEFINITION
• It is a complex set of psychological qualities that influence an
individual’s characteristic patterns of behavior across different
situations and over time (Richard J. Gerrig and Philip G.
Zimbardo 2005)
• It refers to one characteristics that set him/her apart from
everybody
8/26/2019 Jones H.M-MBA 2
3. DEVELOPMENT OF
PERSONALITY
• There are a lot of factor that play a role in shaping personality
• Psychologists have used a number of theoretical perspectives
on development of personality.
• The factors that have been mentioned include; Psychological,
Physiological and socio-cultural.
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4. PSYCHOLOGICAL FACTORS
• Psychoanalysis theory explain human behavior in
terms of interaction between various components of
personality. The proponent of this school of thought
is Sigmund Freud whose psycho-analytical concept
was based on the fact that much of man’s behavior is
determined by inate (inborn) instincts or drives which
are largely unconscious
• He divided personality into three hypothetical
perspectives. The id , the ego and the superego.
8/26/2019 Jones H.M-MBA 4
5. PSYCHOANALYSIS CONT
• He came up with the five stage of psycho-sexual development.
• The way each stage is resolve will affect an individuals
personality later in life
• The diagram below summarizes the stages.
8/26/2019 Jones H.M-MBA 5
6. PSYCHOANALYSIS CONT
stage Age Erogenous
zone
Major developments
Tasks
Some adult characteristics
who have fixated
Oral 0-1 Mouth, lips
tongue
Weaning Oral behaviors, talkative,
smoking and over eating
Anal 2-3 Anus Toilet training Orderliness
Phallic 4-5 Genitals Oedipus complex Homosexuality or
heterosexuality
Latency 6-12 No specific
area
Development of
defence mechanisms
Fixation does not occur
Genital 13-18 genitals Mature sexual intimacy Sincere interest in other
and mature sexuality
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7. PHYSIOLOGICAL FACTORS
• The nature of personality is closely linked to the basic
physiological processes such as functioning of the brain
,nervous system and hormone levels.
• Theorists under this school of thought believe that there is an
established relationship between other biological processes and
aspects of personality
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8. PHYSIOLOGICAL FACTORS
CONT
• There is evidence that each of the big five personality
have a biological basis. Hans Eyenck described
detailed theory on two of them. Neuroticism and
Extraversion
• Neuroticism is related to the level of activity in the
brain. The limbic system regulate the emotions.
• A person placed high on the neuroticism scale would
probably have a sensitive easily activated limbic
system
• Such person will have a rapid and intense emotional
arousal
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9. PHYSIOLOGICAL FACTORS
CONT
• Extraversion which encompasses introversion and extroversion
is related to activity in the behavioral inhibition system.
• This part of the brain is involved in stopping behaviors that
cause pain , frustration and discomfort
• This was demonstrated in the lab using animals. When they
encountered painful of frustrating experiences there behavioral
inhibition system become active and the animals became quiet.
In man it was studied using drugs. The drugs used suppressed
the inhibition system and raised the morale. A quiet man
became talkative after taking alcohols.
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10. SOCIO-CULTURAL FACTORS
• Although there is evidence that some aspects of biological
function are inherited, all aspects of biological functioning are in
turn affected by cognitive and environmental factor.
• Erik Erickson viewed personality as a resolution of social conflict,
from birth a social battle starts, as a result of this line of thought
he came up with psycho social stage of development
• He said at every developmental stage the child is faced with a
social battle and the way this social battle is handled will affect
the child’s future personality. The stages are as follows:
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11. TRUST VS. MISTRUST (0-
1YEAR)
• When the child is born it helpless and depends on
the mother for all its needs of food love warmth etc
• If the child is given this it will develop trust and form
meaningful relationships with others.
• However if the child is denied this it will develop
mistrust and bitterness and negative attitude on the
world.
• He will see the world as an enermy
8/26/2019 Jones H.M-MBA 11
12. AUTONOMY VS. SHAME AND DOUBT (2-
3YEARS)
• Here there is accomplishment of movement.
• The child wants to walk, run and climb trees. Child
wants to explore the environment
• The child want autonomy
• If encouraged it will be able to deal with situations
affecting the environment.
• However restricted and punished through beating
and strong words thy will develop shame and doubt.
• The child will demonstrate the feelings of inadequacy
and lack of confidence.
8/26/2019 Jones H.M-MBA 12
13. INITIATIVE VS. GUILTY (4-
5YEARS)
• During this stage the child tries out things like playing
with its genital and experiment with its body.
• The child has the ability to fantasize or imagine.
• Because of its ability to imagine the child develops a lot of
curiosity. The ask a lot of question
• If the child is encouraged during this stage it will develop
the sense of initiative.
• If the child on the other hand is discouraged it will lack
initiative but show guilty later in life.
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14. INDUSTRY VS. INFERIORITY
(6-11)
• Here the child shows a lot of creativity. The do a lot of things
with there hand e.g. making wire cars, making dolls.
• They also engage in group play. If encourage the child develop
a sense of industry.
• However if the child is discouraged it develops inferiority.
8/26/2019 Jones H.M-MBA 14
15. IDENTITY VS. IDENTITY CONFUSION
(12-20 YEARS)
• During this stage the child is pre occupied with his
future role in adult hood.
• Thing like finding a job, a life partner, having
children, etc
• The child feels like an adult and want to be treated as
such.
• If these children a treated they find there identity,
however If they are frustrated the get into confusion
8/26/2019 Jones H.M-MBA 15
16. INTIMACY VS. ISOLATION
(21-40YEAR)
• This develops on the outcome of the previous stages.
• If the conflict during the adolescent stage was well resolved the
person will get into meaningful relationships. However if the
adolescent stage was not resolved well,the person withdraw and
become isolated
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17. GENERATIVITY VS.
STAGNATION
• Here the individual want to contribute to the future
• It is characterized by commitment beyond one self and
ones partner to family, work society and future
generation.
• People the future generation to be better that
themselves.
• If one succeeds in doing this they feel proud of themselve
but if thy don’t the they feel like a failure and become self
centered and live things as they are
8/26/2019 Jones H.M-MBA 17
18. EGO INTEGRITY VS. DESPAIR
(60 AND ABOVE)
• The individual accepts old age and death becomes a reality and
the individual is ready for it.
• If a person looks back and see success in his/her path he feels
happy and feel good with integrity.
• However if they look back and all they see is failure in their path
they become unhappy and have a sense of despair.
8/26/2019 Jones H.M-MBA 18
19. TYPES AND TRAIT PERSONALITY THEORIES
• Two of the oldest approaches to describing personality involves
classifying people a limited number of distinct types and also
scaling the degree to which they can be described by different
traits.
• Some of the theories psychologists have developed to capture
the differences in terms of types and traits are as follows:
8/26/2019 Jones H.M-MBA 19
20. TYPES AND TRAIT PERSONALITY THEORIES
CONT
• Personality type refers to the psychological
classification of different types of people.
• Personality types are distinguished from personality
traits, which come in different levels or degrees. For
example, according to type theories, there are two
types of people, introverts and extraverts.
• According to trait theories, introversion and
extraversion are part of a continuous dimension, with
many people in the middle.
8/26/2019 Jones H.M-MBA 20
21. DIFFERENCES BETWEEN TYPES AND TRAITS
• TYPES: These are distinct, non overlapping categories.
• Types are all or non phenomena, e.g. you are either the first
born or last born. In other words if a person is assigned to one
type he/she could not belong to any other type within the
system. For example you are either anintrovert and extravert
8/26/2019 Jones H.M-MBA 21
22. DIFFERENCES BETWEEN TYPES AND TRAITS
CONT
• TRAITS: These on the other hand are enduring qualities or
attributes that predispose a person to behave consistently
across situations e.g. you may demonstrate honest one day by
returning a lost wallet and on another day by not cheating on a
test.
8/26/2019 Jones H.M-MBA 22
23. EXAMPLES PF THEORIES ON PERSONALITY
TYPES CONT
• Galen (2nd century A.D.) suggested that an individual’s
personality depended on which humor was predominated in his
or her body.
• He paired Hippocrates body humor with personality
temperaments according to the following schemes;
Blood. Sanguine temperament (cheerful and active)
Phlegm.: Phlegmatic temperament (Apathetic and sluggish)
Black bile. Melancholy temperament (Sad and brooding)
Yellow bile. Choleric temperament (Irritable and excitable)
• His theory was believed for centuries, up through the meddle
ages.
8/26/2019 Jones H.M-MBA 23
24. WILLIAM SHELDON (1942)
• He assigned people to three categories based on their body
build.
Endomorphic (fat, soft round)
Mesomorphic (muscular rectangular strong)
Ectomorphic (thin, long, fragile)
8/26/2019 Jones H.M-MBA 24
25. ENDOMORPHS
• He believed that these people posses the following
characteristics;
Relaxed
Fond of eating
Sociable
8/26/2019 Jones H.M-MBA 25
26. MESOMORPHS
• These he said are;
Physical people
Filled with energy courageous
Assertive
8/26/2019 Jones H.M-MBA 26
27. ECTOMORPHS
• These posses the following characteristics:
Brainy
Artistic
Introverted (they think about life rather than
consuming or acting on it.
• For a period of time Sheldon’s theory was sufficiently
influential, however like Hippocrates's theory
Sheldon's notion of body types has proved to be of
little value to predicting individual’s behavior. (Tyler
1965)
8/26/2019 Jones H.M-MBA 27
28. FRANK SULLOWAY (1996)
• He proposed a contemporary type theory on birth
order i,e. First born (only child) , or later born in the
family.
• According to him the birth order has a lot to do with
an individual’s personality.
• First born are inclined to want to maintain the initial
attachment they have with their parents
• Right from birth they command their parents love
and want to maintain this attachment by identifying
and complying with their parents.
8/26/2019 Jones H.M-MBA 28
29. FRANK SULLOWAY (1996)
CONT
• Later born children on the other hand tend to show inovation.
• Sulloway characterized the later borns as “Rebels” they seek to
excel in those domains where the older siblings have not
established superiority.
8/26/2019 Jones H.M-MBA 29
30. EXAMPLES PF THEORIES ON PERSONALITY
TRAITS
• Hans Eysenk 1973,1990 came up with three dimension from
personality test data ie
Extraversion ( internally vs. externally oriented )
Neuroticism (emotionally stable vs. emotionally unstable)
Psychoticism (kind and considerate vs. aggressive and
antisocial)
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31. HANS EYSENK 1973,1990
CONT
• As shown in the figure below Eysenk combined the two
dimensions of extraversion and neuroticism to form a circular
display.
• He suggested that each quadrant of the display represents one
of the four personality types associated with Galen and
Hippocrates’s humors.
• His theory however allowed for individual variation within these
categories
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32. HANS EYSENK 1973,1990
CONT
• He said individual can fall anywhere around the circle ranging
from very introverted to very extraverted and from very
unstable (neurotic) to very stable
• The traits listed around the circle describe people with
combinations of these two dimensions
• E.g. A person who is extraverted and some what unstable is
likely to be impulsive.
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33. THE QUADRANTS OF EYSENCK’S
PERSONALITY CIRCLE
Upper outer quadrant (LEFT): Unstable
• Moody
• Anxious
• Rigid
• Sober
• Pessimistic
• Reserved
• Unsociable
• Quiet
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34. THE QUADRANTS OF EYSENCK’S
PERSONALITY CIRCLE CONT
• Upper outer quadrant Right (unstable extraverted) :
• Touchy Restless
• Aggressive
• Excitable
• Changeable
• Impulsive
• Optimistic
• Active
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35. THE QUADRANTS OF EYSENCK’S
PERSONALITY CIRCLE CONT
• Lower outer left quadrant (Introverted stable)
• Passive
• Careful
• Thoughtful
• Peaceful
• Controlled Reliable
• Even tempered
• Calm
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36. THE QUADRANTS OF EYSENCK’S
PERSONALITY CIRCLE CONT
• Lower outer right quadrant (Extaverted stable)
• Sociable
• out going
• Talkative
• Responsive
• Easy going
• Lively
• Carefree
• Leadership
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37. THE QUADRANTS OF EYSENCK’S
PERSONALITY CIRCLE CONT
• Inner upper left quadrant: Melancholic
• Inner upper right quadrant: Choleric
• Inner lower left quadrant: Phlegmatic
• Inner Lower right quadrant: Sanguine
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Inner left quadrant
38. FIVE FACTOR MODEL
• Research findings supported many of Eysenck’s
theory, however in recent years consensus has
emerged the five factors which overlap imperfectly
with Eysenck’s three dimensions, best characterize
personality structure (Wiggins & Pincus, 1992.
• Although these five factor are not accepted by all
personality researchers the now serve as a touch
stone for most discussion of trait structure.
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39. FIVE FACTOR MODEL CONT
Extraversion Talkative, energetic and assertive vs.
quiet reserved and shy
Agreeable Sympathetic, kind and affectionate
vs. Cold quarrelsome and cruel
Conscientiousn
ess
Organized, responsible & cautious
vs. careless, frivolous & irresponsible
Neuroticism Stable, calm & contented vs.
Anxious, unstable & temperamental
Openness to
experience
Creative intellectual & open-minded
vs. simple shallow & unintelligent
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40. ASSESSMENT OF
PERSONALITY
• The assessment method vary in many settings such
as counseling or research.
• Personal selection includes; interviews, report
questionnaire protective test and behavioral
observations
• The method used should be reliable and should yield
the same results if repeated
• The method should also measure what is supposed
to be measured
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41. ASSESSMENT OF
PERSONALITY CONT
• Interviews get information from two sources e.g.
dressing or behavior and manners during interviews
• Structured questions; these are asked and the
response noted. questions are asked about the
persons behavior in the past.
• The assessor hopes to gain information about the
persons characteristic way of behavior.
• However interviewers must be careful not to jump to
conclusions about personal traits on the basis of
inadequate information
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42. STRUCTURED QUESTIONS
CONT
• The problem is that there may be hollow effect.
• These are things that blind the interviewers judgment
e.g.
A good impression created by the ones
characteristics
Speaking very well and smiling
Interviewers may be attracted to the person they are
interviewing
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43. SELF REPORTED
QUESTIONNAIRE
• Here the respondent answer a series of questions related to a
particular trait.
• A numerical score derived from the answers provides a person
with the measure of how much a person exerts a trait.
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44. BEHAVIORAL OBSERVATION
• This is one of the best ways to asses a person
• It is done by observing the a real life situation.
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46. STRESS
• It is the physiological reaction formation people exhibit in
response to the environment events called stressors.
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47. SOURCES OF STRESS
• THE SOURCES OF stress include
• Stressful life events
• Problem of daily lives.
• Occupation
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48. MANAGEMENT OF STRESS
• Personal resourcefulness; refers to life skills people
learn and use to reduce the impact of stressor. These
include
Being optimistic than pessimistic about a situation.
Taking a problem solving approach
Obtaining social support
Delegation of work
Taking time off work
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49. MANAGEMENT OF STRESS
CONT
• Appraisals; Refers to the person perception of the
situation.
• There are 2 types of appraisals i.e.:
• Primary appraisal which refers to the perception of
how dangerous a situation is e.g. some people will
face an exam with less stress as they will prepare.
• Secondary appraisal; Refers to a person’s judgment
on whether they can handle or manage a situation.
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50. SOCIAL SUPPORT
• This can lessen the negative effects of stress
• People with good social support believe that they are cared for
and tend to handle situation better.
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