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.
-Moral Development
-Kohlberg’s Theory
-Gilligan’s Theory
-Consensus and Controversy
-Models of Professional Roles
-Self-Interest
-Engineering as Experimentation
-Engineers as Responsible Experimenters
-Moral Development
-Kohlberg’s Theory
-Gilligan’s Theory
-Consensus and Controversy
-Models of Professional Roles
-Self-Interest
-Engineering as Experimentation
-Engineers as Responsible Experimenters
At the end of the lesson, you should be able to:
Explain the relationship between individual acts and character;
Identify and articulate each stage of moral development.
Concept of a man, individual differences, factors affecting individual differences, Influence of environment
• Personality and Attitude: Determinants of Personality, Personality Traits Theory, Big Five Model, Personality traits important for organizational behaviour like authoritarianism, locus of control, Machiavellianism, introversion-extroversion achievement orientation , self – esteem, risk taking, self-monitoring and type A and B personalities, Concept of understanding self through JOHARI WINDOWS, Nature and components of attitude, Functions of attitude, Ways of changing attitude, Reading emotions
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
At the end of the lesson, you should be able to:
Explain the relationship between individual acts and character;
Identify and articulate each stage of moral development.
Concept of a man, individual differences, factors affecting individual differences, Influence of environment
• Personality and Attitude: Determinants of Personality, Personality Traits Theory, Big Five Model, Personality traits important for organizational behaviour like authoritarianism, locus of control, Machiavellianism, introversion-extroversion achievement orientation , self – esteem, risk taking, self-monitoring and type A and B personalities, Concept of understanding self through JOHARI WINDOWS, Nature and components of attitude, Functions of attitude, Ways of changing attitude, Reading emotions
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
Kohlbergs moral development, Erik erikson's stages and Factors affecting grow...nishakataria10
Continuation with last upload
Kohlbergs moral development theory, its stages and criticism,
Erik erikson's stages of psychological development - conflicts during each stage,
Factors affecting growth and development.
B.Ed first year notes
Report Back from SGO 2024: What’s the Latest in Cervical Cancer?bkling
Are you curious about what’s new in cervical cancer research or unsure what the findings mean? Join Dr. Emily Ko, a gynecologic oncologist at Penn Medicine, to learn about the latest updates from the Society of Gynecologic Oncology (SGO) 2024 Annual Meeting on Women’s Cancer. Dr. Ko will discuss what the research presented at the conference means for you and answer your questions about the new developments.
Recomendações da OMS sobre cuidados maternos e neonatais para uma experiência pós-natal positiva.
Em consonância com os ODS – Objetivos do Desenvolvimento Sustentável e a Estratégia Global para a Saúde das Mulheres, Crianças e Adolescentes, e aplicando uma abordagem baseada nos direitos humanos, os esforços de cuidados pós-natais devem expandir-se para além da cobertura e da simples sobrevivência, de modo a incluir cuidados de qualidade.
Estas diretrizes visam melhorar a qualidade dos cuidados pós-natais essenciais e de rotina prestados às mulheres e aos recém-nascidos, com o objetivo final de melhorar a saúde e o bem-estar materno e neonatal.
Uma “experiência pós-natal positiva” é um resultado importante para todas as mulheres que dão à luz e para os seus recém-nascidos, estabelecendo as bases para a melhoria da saúde e do bem-estar a curto e longo prazo. Uma experiência pós-natal positiva é definida como aquela em que as mulheres, pessoas que gestam, os recém-nascidos, os casais, os pais, os cuidadores e as famílias recebem informação consistente, garantia e apoio de profissionais de saúde motivados; e onde um sistema de saúde flexível e com recursos reconheça as necessidades das mulheres e dos bebês e respeite o seu contexto cultural.
Estas diretrizes consolidadas apresentam algumas recomendações novas e já bem fundamentadas sobre cuidados pós-natais de rotina para mulheres e neonatos que recebem cuidados no pós-parto em unidades de saúde ou na comunidade, independentemente dos recursos disponíveis.
É fornecido um conjunto abrangente de recomendações para cuidados durante o período puerperal, com ênfase nos cuidados essenciais que todas as mulheres e recém-nascidos devem receber, e com a devida atenção à qualidade dos cuidados; isto é, a entrega e a experiência do cuidado recebido. Estas diretrizes atualizam e ampliam as recomendações da OMS de 2014 sobre cuidados pós-natais da mãe e do recém-nascido e complementam as atuais diretrizes da OMS sobre a gestão de complicações pós-natais.
O estabelecimento da amamentação e o manejo das principais intercorrências é contemplada.
Recomendamos muito.
Vamos discutir essas recomendações no nosso curso de pós-graduação em Aleitamento no Instituto Ciclos.
Esta publicação só está disponível em inglês até o momento.
Prof. Marcus Renato de Carvalho
www.agostodourado.com
Ozempic: Preoperative Management of Patients on GLP-1 Receptor Agonists Saeid Safari
Preoperative Management of Patients on GLP-1 Receptor Agonists like Ozempic and Semiglutide
ASA GUIDELINE
NYSORA Guideline
2 Case Reports of Gastric Ultrasound
Knee anatomy and clinical tests 2024.pdfvimalpl1234
This includes all relevant anatomy and clinical tests compiled from standard textbooks, Campbell,netter etc..It is comprehensive and best suited for orthopaedicians and orthopaedic residents.
Flu Vaccine Alert in Bangalore Karnatakaaddon Scans
As flu season approaches, health officials in Bangalore, Karnataka, are urging residents to get their flu vaccinations. The seasonal flu, while common, can lead to severe health complications, particularly for vulnerable populations such as young children, the elderly, and those with underlying health conditions.
Dr. Vidisha Kumari, a leading epidemiologist in Bangalore, emphasizes the importance of getting vaccinated. "The flu vaccine is our best defense against the influenza virus. It not only protects individuals but also helps prevent the spread of the virus in our communities," he says.
This year, the flu season is expected to coincide with a potential increase in other respiratory illnesses. The Karnataka Health Department has launched an awareness campaign highlighting the significance of flu vaccinations. They have set up multiple vaccination centers across Bangalore, making it convenient for residents to receive their shots.
To encourage widespread vaccination, the government is also collaborating with local schools, workplaces, and community centers to facilitate vaccination drives. Special attention is being given to ensuring that the vaccine is accessible to all, including marginalized communities who may have limited access to healthcare.
Residents are reminded that the flu vaccine is safe and effective. Common side effects are mild and may include soreness at the injection site, mild fever, or muscle aches. These side effects are generally short-lived and far less severe than the flu itself.
Healthcare providers are also stressing the importance of continuing COVID-19 precautions. Wearing masks, practicing good hand hygiene, and maintaining social distancing are still crucial, especially in crowded places.
Protect yourself and your loved ones by getting vaccinated. Together, we can help keep Bangalore healthy and safe this flu season. For more information on vaccination centers and schedules, residents can visit the Karnataka Health Department’s official website or follow their social media pages.
Stay informed, stay safe, and get your flu shot today!
micro teaching on communication m.sc nursing.pdfAnurag Sharma
Microteaching is a unique model of practice teaching. It is a viable instrument for the. desired change in the teaching behavior or the behavior potential which, in specified types of real. classroom situations, tends to facilitate the achievement of specified types of objectives.
Ethanol (CH3CH2OH), or beverage alcohol, is a two-carbon alcohol
that is rapidly distributed in the body and brain. Ethanol alters many
neurochemical systems and has rewarding and addictive properties. It
is the oldest recreational drug and likely contributes to more morbidity,
mortality, and public health costs than all illicit drugs combined. The
5th edition of the Diagnostic and Statistical Manual of Mental Disorders
(DSM-5) integrates alcohol abuse and alcohol dependence into a single
disorder called alcohol use disorder (AUD), with mild, moderate,
and severe subclassifications (American Psychiatric Association, 2013).
In the DSM-5, all types of substance abuse and dependence have been
combined into a single substance use disorder (SUD) on a continuum
from mild to severe. A diagnosis of AUD requires that at least two of
the 11 DSM-5 behaviors be present within a 12-month period (mild
AUD: 2–3 criteria; moderate AUD: 4–5 criteria; severe AUD: 6–11 criteria).
The four main behavioral effects of AUD are impaired control over
drinking, negative social consequences, risky use, and altered physiological
effects (tolerance, withdrawal). This chapter presents an overview
of the prevalence and harmful consequences of AUD in the U.S.,
the systemic nature of the disease, neurocircuitry and stages of AUD,
comorbidities, fetal alcohol spectrum disorders, genetic risk factors, and
pharmacotherapies for AUD.
New Directions in Targeted Therapeutic Approaches for Older Adults With Mantl...i3 Health
i3 Health is pleased to make the speaker slides from this activity available for use as a non-accredited self-study or teaching resource.
This slide deck presented by Dr. Kami Maddocks, Professor-Clinical in the Division of Hematology and
Associate Division Director for Ambulatory Operations
The Ohio State University Comprehensive Cancer Center, will provide insight into new directions in targeted therapeutic approaches for older adults with mantle cell lymphoma.
STATEMENT OF NEED
Mantle cell lymphoma (MCL) is a rare, aggressive B-cell non-Hodgkin lymphoma (NHL) accounting for 5% to 7% of all lymphomas. Its prognosis ranges from indolent disease that does not require treatment for years to very aggressive disease, which is associated with poor survival (Silkenstedt et al, 2021). Typically, MCL is diagnosed at advanced stage and in older patients who cannot tolerate intensive therapy (NCCN, 2022). Although recent advances have slightly increased remission rates, recurrence and relapse remain very common, leading to a median overall survival between 3 and 6 years (LLS, 2021). Though there are several effective options, progress is still needed towards establishing an accepted frontline approach for MCL (Castellino et al, 2022). Treatment selection and management of MCL are complicated by the heterogeneity of prognosis, advanced age and comorbidities of patients, and lack of an established standard approach for treatment, making it vital that clinicians be familiar with the latest research and advances in this area. In this activity chaired by Michael Wang, MD, Professor in the Department of Lymphoma & Myeloma at MD Anderson Cancer Center, expert faculty will discuss prognostic factors informing treatment, the promising results of recent trials in new therapeutic approaches, and the implications of treatment resistance in therapeutic selection for MCL.
Target Audience
Hematology/oncology fellows, attending faculty, and other health care professionals involved in the treatment of patients with mantle cell lymphoma (MCL).
Learning Objectives
1.) Identify clinical and biological prognostic factors that can guide treatment decision making for older adults with MCL
2.) Evaluate emerging data on targeted therapeutic approaches for treatment-naive and relapsed/refractory MCL and their applicability to older adults
3.) Assess mechanisms of resistance to targeted therapies for MCL and their implications for treatment selection
Pulmonary Thromboembolism - etilogy, types, medical- Surgical and nursing man...VarunMahajani
Disruption of blood supply to lung alveoli due to blockage of one or more pulmonary blood vessels is called as Pulmonary thromboembolism. In this presentation we will discuss its causes, types and its management in depth.
These simplified slides by Dr. Sidra Arshad present an overview of the non-respiratory functions of the respiratory tract.
Learning objectives:
1. Enlist the non-respiratory functions of the respiratory tract
2. Briefly explain how these functions are carried out
3. Discuss the significance of dead space
4. Differentiate between minute ventilation and alveolar ventilation
5. Describe the cough and sneeze reflexes
Study Resources:
1. Chapter 39, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 34, Ganong’s Review of Medical Physiology, 26th edition
3. Chapter 17, Human Physiology by Lauralee Sherwood, 9th edition
4. Non-respiratory functions of the lungs https://academic.oup.com/bjaed/article/13/3/98/278874
Explore natural remedies for syphilis treatment in Singapore. Discover alternative therapies, herbal remedies, and lifestyle changes that may complement conventional treatments. Learn about holistic approaches to managing syphilis symptoms and supporting overall health.
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
2/22/2021 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.
2/22/2021 Jones H.M-MBA 3
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.
2/22/2021 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.
2/22/2021 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
2/22/2021 Jones H.M-MBA 6
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
2/22/2021 Jones H.M-MBA 7
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
2/22/2021 Jones H.M-MBA 8
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.
2/22/2021 Jones H.M-MBA 9
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:
2/22/2021 Jones H.M-MBA 10
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
2/22/2021 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.
2/22/2021 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.
2/22/2021 Jones H.M-MBA 13
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.
2/22/2021 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
2/22/2021 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
2/22/2021 Jones H.M-MBA 16
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
2/22/2021 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.
2/22/2021 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:
2/22/2021 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.
2/22/2021 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
2/22/2021 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.
2/22/2021 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.
2/22/2021 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)
2/22/2021 Jones H.M-MBA 24
25. ENDOMORPHS
• He believed that these people posses the following
characteristics;
Relaxed
Fond of eating
Sociable
2/22/2021 Jones H.M-MBA 25
26. MESOMORPHS
• These he said are;
Physical people
Filled with energy courageous
Assertive
2/22/2021 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)
2/22/2021 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.
2/22/2021 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.
2/22/2021 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)
2/22/2021 Jones H.M-MBA 30
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
2/22/2021 Jones H.M-MBA 31
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.
2/22/2021 Jones H.M-MBA 32
33. THE QUADRANTS OF EYSENCK’S
PERSONALITY CIRCLE
Upper outer quadrant (LEFT): Unstable
• Moody
• Anxious
• Rigid
• Sober
• Pessimistic
• Reserved
• Unsociable
• Quiet
2/22/2021 Jones H.M-MBA 33
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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