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Personality
The document discusses various theories and assessments of personality, highlighting concepts such as trait theory, type theory, and the integrated personality. It details different personality assessment techniques, both projective and non-projective, along with specific tests like the Rorschach ink-blot test and thematic apperception test. Additionally, it outlines factors influencing personality development and characteristics that define a person's unique adjustment to their environment.
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Personality
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- 3. Personality: Meaning – Determinantsof Personality: Types Theory, Trait Theory and Developmental Theory – Integrated Personality – Assessment of Personality: Projective, Non- Projective techniques and Dream Analysis.
- 4. Meaning • Latin word– persona • -the mask worn by the actors while playing their role in the drama • PERSONALITY • P – Perception capacity • E – Emotional maturity • R – responsiveness to the situation • S – Sociability • O – Originality • N – Neutrality • A – Appearance (external) • L – Leadership feeling • I – Integrated • T – Tendency • Y – Young (in thinking)
- 5. Definition • Personality isthe dynamic organization within the individual of those psycho-physical systems that determine his unique adjustment to his environment - Gordon W. Allport
- 6. Characteristics of Personality •Whole rather than its parts • Unique • Comprises of heredity and environment • Made up of traits • Dynamic • Organized
- 7. Development of Personality Physique •Pituitary Gland • Thyroid Gland • Adrenal Gland • Sex Gland Chemique Environment • Home • School • Society • Cultural Difference Learning
- 8. Factors influencing PersonalityDevelopment Personality Factors Biological Factors Physique Chemique Nervous System Sociological Factors Home School Language Culture Psychological Factors Intelligence Motivation Emotion Attitude Interest Sentiment
- 9. Theories of Personality TypeTheory Trait Theory Type cum Trait Theory
- 10. Type theory –Hippocrates’ Classification Choleric Emotionally weak, bodily strong and easily tempted Melencholic Emotionally and bodily weak – Pessimist Phlegmatic Emotionally strong – able to control his emotions - bodily weak – lazy type – always happy Senguine Bodily strong – Energetic – control type – an optimist
- 11. Kretschmer’s Classification Body TypeBody Characteristics Personality Characteristics Pyknic Fat types, in whom fat is more than muscle Social and helping to others Athletic Healthy, balance between muscles and bone development Energetic, optimist can adjust to any situation Asthenic Thin, and lean tall, no muscle, only bone Unsociable, shy, pessimist and always alone
- 12. Sheldon’s Classification Body TypeBody Characteristics Personality Characteristics Endomorphy No muscle development etc. prominent stomach Takes everything easy, sociable and affectionate Mesomorphy Balance between development of stomach and bones Likes to work, interested in adventurous activities Ectomorphy Weak, tall, thin Pessimist, unsociable and alone
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- 14. Trait Theory –R.B.Cattell Surface Traits Source Traits
- 15. Type-cum-Trait Theory – HansJ. Eysenck Introvert Extrovert Neurotic Psychotic
- 16. Psychoanalytic Theory • Id– Pleasure Principle – Unconscious mind • Ego – Reality Principle – Sub-conscious mind • Superego – Conscience – Conscious mind
- 17. Freud’s Psycho-sexual Development Theoryof Personality Oral Stage Anal Stage Phallic Stage Latency Stage Genital Stage
- 18. Freud’s Psycho-sexual Development Theoryof Personality
- 19. Integrated Personality • Self-actualizedpersonality • Emotionally and socially mature individual • Well adjusted personality
- 20. Harmony between five Aspectsof personality • Harmony between one’s abilities and capabilities • Harmony among one’s interest • Harmony between one’s abilities and interest • Harmony between one’s self concept and social constraints • Harmony between one’s life goals and social codes of conduct
- 21. Allport • Self extension •Self Objectification • Be yourself and accept yourself
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- 23. Assessment of Personality SubjectiveMethods Objective Methods Projective Methods
- 24. Subjective Methods Case History Autobiography Self-rating Elicitingverbal responses of the subject – • Questionnaires • Attitude Scales • Inventories • Interview • Aptitude Tests • Interest Inventories
- 25. Objective Methods Personality Inventories Observation Checklist Rating Scale Sociogram Performance and Situational Tests
- 26. Projective Methods Perceptive Technique (RorschachInk-blot Test) Apperceptive Technique Thematic Apperceptive Test (T.A.T) Sentence Completion Test Story telling and Story Completion Test Free association and Dream Analysis Test Productive Technique
- 27. Self-rating • Subject rateshimself • Susceptible to distortions due to self-interest • Rating by others is more objective and valid • Factors like personal bias, generosity error, inaccuracies due to the ambiguity of the rating scale Hallo effect - affect the reliability and validity of rating
- 28. Questionnaires • Device forsecuring answers to questions by using an inquiry form which the respondent fills in himself. In it, various important questions regarding the topic under investigation or personality traits will find a place - Good & Hatt
- 29. Types of Questionnaires •Closed Form or Restricted Questionnaire Yes or No, Short response • Open Form or Unrestricted Questionnaire Free-response or unstructured form
- 30. Characteristics of a GoodQuestionnaire
- 31. Attitude Scales orOpinionnaire • Opinion and Attitude are allied but not Synonymous terms • Attitude - Inner feeling or belief of a person towards a particular phenomenon • Opinion – what a person says about his attitude towards some phenomenon
- 32. Types of AttitudeScales •Thurstone Technique of Scaled Values •Likert Method of Summated Ratings
- 33. Thurstone Technique ofScaled Values • 20 or more statements – express – groups, institution, idea or practice • Submitted – panel of 50 or more judges • 11 groups – assigning a position to an item • Disagreement – discarded • Median scale value – falls between 1 to 11 • Given to the subjects – check - agreement – responses - quantified
- 34. Likert Method ofSummated Ratings • Without the panel of judges • Less time and efforts to construct • Collecting a number of statements • Express definite favourableness or unfavourableness • Approximately equal statements • Trial test – administrated to the subjects • Eliminate – ambiguous • SA, A, U, DA & SDA • Favourable statements – 5, 4, 3, 2 & 1 • Unfavourable statements – 1, 2, 3, 4 & 5 • 50 * 5 = 250 – Most Favourable response • 50 * 3 = 150 – Neutral attitude • 50 * 1 = 50 – Most Unfavourable attitude
- 35. Inventories Personality Inventories • Similarto Questionnaire • Form of statements • Respondent – mark one among three positions • Analysis – nature of the personality Sl.No. Statements Always Sometimes Never 1 When speaking to strangers, I feel a bit of nervousness in me
- 36. Minnesota Multiphasic Personality(MMPI) • S.R. Hathaway and J.C. Mekinky • 550 statements • True, false and cannot say • 16 years and older ones • Nine clinical scales - Hypochondriasis (HS) Depression (D) Hysteria (HY) Psychopathetic deviant (Pd) Masculinity and feminity interest (Mf) Paronia (Pa) Psychosthenia (Pt) Wschizophrenia (Sc) Hypomania (Ma)
- 37. Bell’s Adjustment Inventory •Available in two forms – school students & adults • School students – 140 items • Four domains – Family, health, community and emotions • 35 items for each domain
- 38. Interview • Oral questionnaire •Interviewer & Interviewee • Verbal information, face-to-face relationship • Introductory, Fact finding, Diagnostic or Prognostic • Has a Beginning – establish Rapport • Middle – elicit information regarding personality traits • End – terminate the interview on a cordial note by thanking the interviewee • Noted down or tape recorded - analysis
- 39. Types of Interview Functions 1.Diagnostic 2.Clinical 3.Research Number of Participants 1.Individual 2.Group 3.Single Interviewer 4.Panelof Interviewers Format of Response 1.Structured 2.Non-structured 1.Non-directive 2.Focused 3.Depth
- 40. Requisites of aGood Interview Proper Preparation Skillful evaluation Adequate recording and interpretation
- 41. Limitations • An Artand skill – not present in all • Subjectively involved – biggest limitation • Interviewer – dominate or humiliate • Interviewer – thrust his ideas on the interviewee
- 42. Uses of Interview •Best option to collect information – Children, senior citizen, patients, illiterate persons and VIP in the society • Student admission, filling vacant posts, student counselling, occupational guidance, medical counselling and judicial enquiry • Research – historical studies, clinical studies and survey
- 43. Aptitude Tests • Science,literature as the latent potentialities or skills • Converted into special skills • Potentiality of clerical • Trained further to write exams in IAS and IPS cadres • Group I or II services
- 44. Measurement of Aptitude •Differential Aptitude Tests 1. Verbal reasoning 2. Numerical ability 3. Abstract reasoning 4. Space relations 5. Mechanical Reasoning 6. Clerical speed and accuracy 7. Language usage – Spelling and Grammar First three (1, 2, 3) – measure the functions related to general intelligence 4, 5, 6 & 7 measure specific aptitudes
- 45. Interest Inventories • Thetools used for describing and measuring interests of individuals – Interest Inventories or Interest Blanks • Self-report instruments – in which the individuals note their own likes and dislikes • Frequently used in educational and vocational guidance and in case studies • Defined as eagerness, attention, curiosity, likes and dislikes
- 46. Measurement of Interest E.K.Strong’sVocational Interest Blank (SVIB) G.F.Kuder Preference Record (KPR)
- 47. E.K.Strong’s Vocational InterestBlank (SVIB) • Classified for men, women, students and those who left the school long back • Blank for men – 420 items with 8 divisions • Subject will indicate – Like (L), Dislike (D) and Indifference (I) - Symbols • 40 to 55 minutes • 17 years of age and above
- 48. G.F.Kuder Preference Record(KPR) • High school and college198 items • Comprises of three preferences • Ten fields – outdoor, mechanical, computational, scientific, persuasive, artistic, literacy, musical, social service and clerical
- 49. Observation • External behaviourof persons in appropriate situations • Controlled or uncontrolled • Expert, purposive, systematic, carefully focused and thoroughly recorded • Should be accurate, valid and reliable • Tools such as check list and score-card, tape- recorder, thermometers, audiometer, stop- watch, binoculars etc.
- 50. Use of Observation •In descriptive research • Significant aspects of personality which express themselves in behaviour • Physical aspects of school buildings or students and teachers – through physical examination, measurement, assessment and comparison with fixed standards • In classroom – learning behaviour • Cumulative record – anecdotal evidence – research studies
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- 52. Requisites of aGood Observation Proper Planning Skilful Execution Recording and Interpreting Observation
- 53. Check List • Consistingof prepared list of items • Used to record the presence or absence of the item • By checking ‘yes’ or ‘no’ or by inserting the appropriate word or number • Matter of fact and not judgement or opinion • In educational studies • Educational appraisal studies of school buildings, text books, facilities available • Recreation, laboratory, library etc.
- 54. Rating Scale • Personalityof a individual is not assessed by himself but by other persons who know the individual well • Student – teacher • Teacher rating, personality rating, testing the validity of many objective instruments like paper-pencil inventories of personality & School appraisal
- 55. • Limited numberof items to which values on a scale have to be assigned • The value be represented in the form of a number or one among a series of worded descriptions • Usual to have 5 to 7 points on the scale for every item to be rated Highly emotional Occasionally emotional Socially average Very rarely emotional Not at all emotional
- 56. Limitations • Hallo –Effect • Rater frequently carry over one generalised impression of the person from one rating to another • Generosity Error • Rater develops a tendency to over estimate the desirable qualities of the rate whom he likes • Constant Error • There is a tendency on the part of the rater to see others as opposite to himself on a trait • Average Category • Rater have a tendency to play it safe and may mark all items in the centre
- 57. Means of reducingerrors • Hallo – Effect • Various ratings of different persons made independently - without being aware – rating the same person again • Generosity Error • By using relatively neutral descriptive terms for the scale positions rather than evaluative ones • Constant Error • To train the raters carefully and make them aware of the possibility of such bias in rating • Average Category • By splitting the middle point into two – above average and below average
- 58. Sociogram • Graphic wayof representing the data • Stars • Chosen most often – located near the centre of the diagram and the ones chosen less often are placed progressively outward • Isolates • Not chosen by others – outside • Y-shape • Chain • Circular
- 59. Performance or Productive •Performance of the subject - oWhat he draws oWhat object he makes of plastic clay oHow he plays a role
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- 61. Psychodrama • Play arole spontaneously in a situation • Behaviour is observed by trained observers • Used to assess the personality of maladjusted persons • Director or therapist – organising situations – subject may express his bottled up emotions • Central principle – spontaneity of the individual
- 62. Sociodrama • Portrays problemwith which the audience is concerned • Deals with the problems of the group, its structure and thinking • E.g. modern pictures written and directed by creative thinkers • They reflect on the screen – corruptions, nepotism, favouritism and redtapism of the administrative set up
- 63. • Projective Techniques •To evaluate unconscious behaviour of the individuals • Total personality of an individual • By projection • Relatively indefinite and unstructured stimuli – provided to the subject – asked to structure them – way he likes • Unconsciously projects his own desires, hopes, fears, repressed wishes, etc
- 64. Ink-Blot Test • HermannRorschach (1882 – 1922) • Swiss Psychiatrist - Developed – 1921 • Died – 1922 Test Material Administration Scoring Interpretation
- 65. Test Material • 10cards – Ink-blots Patterns • Stiff cardboard of 8”*10” • 5 blots – Black and Grey (Card No. 1, 4, 5, 6 and 7) • Two – Black and Red (Card No. 2 and 3) • Three – multi coloured (Card No. 8, 9 and 10) • Ink-blots – highly unstructured • Do not have any specific meaning
- 66. Administration • Presented ata time in a particular order • Individual – asked – specify what he/she in it • Own time and permitted to give any number of responses he likes • Experiments take note of the responses given by the subject • And the time taken for each card
- 67. Scoring • Responses areentered in specific symbols • In four columns Location Content Originality Determinants
- 68. Location • Part ofthe blot with which the subject associates his response is identified • Given by symbols W- whole Blot D- Large details d- Small details s- white spaces
- 69. Content • Content ofthe response realised by the subject • Symbols are given H- Human forms Hd- Human details Ad- Animal details N- Natural objects like rivers, mountains etc O- Inanimate objects like lamp, shade etc
- 70. Originality • Response idoriginal – symbol – O • If it is popularly recognised by many individuals – symbol - P
- 71. Determinants • Emphasises themanner of perception • Symbol Form – F Colour – C Movement – M Shading - K
- 72. Scores are enteredin a tabular form Location Content Originality Determinants Symbols W D d s H A Hd Ad N P O F C K M Frequency
- 73. Interpretation • If thenumber of W is greater the d – Subject is considered as mature and intelligent • If colour is more than movement – subject is considered as extrovert • Poor colour naming responses – considered to indicate lack of emotional control • If the individual sees human beings, he/she is regarded as stable • If animal - Unstable
- 74. Thematic Apperception Test(TAT) • Henry Murray in 1943 • Later – fully developed – C.D.Morgan • 30 pictures • Expose human beings - a variety of life situations and a blank white card • Total – 31 cards • Pictures – vague and indefinite • Four sets of cards suited to different age and sex groups • Conducted in two sessions • Atleast a gap of one day in between • Using 10 pictures in each session
- 75. • Set –I – 20 pictures – girls below the age of 14 years • Set – II – 20 pictures – boys below the age of 14 years • Set – III – 20 pictures – females above the age of 14 years • Set – IV – 20 pictures – males above the age of 14 years
- 76. Administration • Pictures arepresented at a single time • Vague and indefinite • Subject – asked – develop a story to each picture in a allotted time • The story of the subject should be centered round the following question - o What is happening in the picture? o What has led to the scene? o What is being thought of? o What will happen?
- 77. Scoring • Hero ofthe story • Theme of the story • Style of the story • Content of the story • Test situation as a whole • Particular emphasis or omissions • Subject’s attitude towards authority and sex • Outcome
- 78. Sentence Completion Test •Introduced by Pyane • Subject – given sentences which he is encouraged to complete in any way he likes • Sentences are – The future …. I fear …. I am very …. I feel hurt …. I dislike ….. I like …. No one …..
- 79. • Subject givesa clue to certain repressed desires • Subject feels to write unco9nsciously reveals the conscious part of his mind • Making an interpretation – 3 categories Positive of healthy responses Negative or unhealthy responses Neutral responses • Useful in applying projective technique to a group of individuals
- 80. Story Telling andStory Completion Test • Children – informed about the beginning of the story • Narrating - Father, mother, their son and daughter – going to a picnic on the banks of a river • While parents are preparing food – two children playing – suddenly, some one screams…. • Person who is being studied asked to complete it • Reveal something about his feeling and desires • Psychologist – traits of personality of the child – way he finishes the story
- 81. Free Association Test •Developed – Jung • Further elaborated by Kent and Rosanoff • Involves uttering of a Stimulus word by the tester • Subject responds immediately by another word • Time taken – long – indicate blocks – need some more probing • Response – desires personality
- 82. Dream Analysis • SigmundFreud and Carl Jung • Find out – repressed unconscious desires, emotions and feelings of individual men and women • First – psycho-analyst wins the confidence of the subject • Subject – asked – take a comfortable position and recline on a sofa • Encouraged to talk about his trouble, freely • Certain point – stops free conversation and resists in expressing ideas freely • Many sittings – came to know – significant factors of personality
- 83. Analysis of Dream– 5 steps • Ask the dreamer to describe his dream and write it out • Ask the dreamer to list all the components of the dream, be the people, place, events or circumstances • Next – make the dreamer write down all his associations to each of the dream elements • Investigator tries to amplify the dream • Dreamer is asked to think and describe about yesterday’s events vividly