This document provides an overview of the concept of personality, including definitions, aspects, characteristics, integration, types, theories of measurement, and assessment. It defines personality as the unique combination of traits and behaviors that make individuals different. Key points discussed include Allport's definition of personality as the dynamic organization within an individual, aspects of personality like physical, intellectual, emotional traits, Jung's classification of personality types as introvert and extrovert, theories like psychoanalysis, and methods of measurement like questionnaires, interviews, observation, and rating scales.
This document provides an overview of qualitative research, including its objectives, definition, strengths, weaknesses, common types (basic interpretive study, phenomenological study, grounded theory study, case study, ethnographic study, narrative analysis, historical research), elements of the research process, appropriate uses, needed skills, common instruments, in-depth interviews, and focus group discussions. The overall purpose is to define and explore qualitative research methodology.
Christopher Miller is completing his BA in psychology at Argosy University with a 3.88 GPA. He has 5 years of experience in the US Army as a supervisor and trainer. He is now seeking a master's degree in geographic information systems to incorporate both psychology and GIS analysis into his career. His resume outlines his military experience, education, skills in leadership, problem-solving, and dynamic work environments.
This document outlines key concepts from several perspectives on personality psychology. It discusses Freud's psychoanalytic perspective including the id, ego, superego and psychosexual stages. It also covers trait theory including Eysenck's two factor model and the Big Five. Learning theory perspectives like behaviorism and social cognitive theory are examined. The humanistic perspective focuses on free will and self-actualization. Finally, the sociocultural perspective addresses how culture influences personality and the self-concept. The document concludes by describing objective and projective personality tests.
Personality can be measured through observation of behavior, standardized tests like the Rorschach inkblot test, and assessments of preferences like the Myers-Briggs Type Indicator which categorizes people into types based on preferences for extraversion/introversion, sensing/intuition, thinking/feeling, and judging/perceiving. The Myers-Briggs assessment was developed by Katherine Briggs and Isabel Myers based on how people direct their energy, process information, make decisions, and manage their lives.
Dr. Sujit Kumar Kar discusses the assessment and diagnosis of personality disorders. He notes that personality disorders involve enduring and inflexible patterns of inner experiences and behaviors that deviate from cultural expectations. These patterns manifest in at least two of four domains - cognition, affectivity, interpersonal functioning, and impulse control. Assessment involves collecting information from the individual, family, friends, and other sources to evaluate functioning in these domains. The enduring patterns must cause clinically significant distress or impairment and be stable over time to meet the criteria for a personality disorder diagnosis.
This study notes covered following topics of Personality:
1. Introduction and Definition of Personality
2. Factors Shaping Personality
3. Big Five Factor Model of Personality
4. Measurement of Personality
a. Behavioral Analysis
b. Self Report Inventory
c. Projective methods
The document discusses various standardized tools used to measure personality, interests, and achievement. It defines standardized tests as systematic procedures to uniformly assess questions about individuals. The main types of standardized tools mentioned include intelligence, aptitude, interest, personality, and achievement tests. Several specific interest and personality tests are then summarized, including the Strong Interest Inventory, LASSI, Self-Directed Search, Thematic Apperception Test, Rorschach test, and areas assessed by the TAT.
This document discusses personality assessment and different methods used for assessment. It describes that personality assessment involves administering empirically supported measures of personality traits to refine diagnoses, structure interventions, and increase behavioral prediction accuracy. It discusses various methods like self-report inventories, projective tests, behavioral assessments using observation and situational tests, rating scales, and frequency counts. It provides details on commonly used assessments like MMPI, Rorschach, and classifications of self-report personality tests.
This document provides an overview of qualitative research, including its objectives, definition, strengths, weaknesses, common types (basic interpretive study, phenomenological study, grounded theory study, case study, ethnographic study, narrative analysis, historical research), elements of the research process, appropriate uses, needed skills, common instruments, in-depth interviews, and focus group discussions. The overall purpose is to define and explore qualitative research methodology.
Christopher Miller is completing his BA in psychology at Argosy University with a 3.88 GPA. He has 5 years of experience in the US Army as a supervisor and trainer. He is now seeking a master's degree in geographic information systems to incorporate both psychology and GIS analysis into his career. His resume outlines his military experience, education, skills in leadership, problem-solving, and dynamic work environments.
This document outlines key concepts from several perspectives on personality psychology. It discusses Freud's psychoanalytic perspective including the id, ego, superego and psychosexual stages. It also covers trait theory including Eysenck's two factor model and the Big Five. Learning theory perspectives like behaviorism and social cognitive theory are examined. The humanistic perspective focuses on free will and self-actualization. Finally, the sociocultural perspective addresses how culture influences personality and the self-concept. The document concludes by describing objective and projective personality tests.
Personality can be measured through observation of behavior, standardized tests like the Rorschach inkblot test, and assessments of preferences like the Myers-Briggs Type Indicator which categorizes people into types based on preferences for extraversion/introversion, sensing/intuition, thinking/feeling, and judging/perceiving. The Myers-Briggs assessment was developed by Katherine Briggs and Isabel Myers based on how people direct their energy, process information, make decisions, and manage their lives.
Dr. Sujit Kumar Kar discusses the assessment and diagnosis of personality disorders. He notes that personality disorders involve enduring and inflexible patterns of inner experiences and behaviors that deviate from cultural expectations. These patterns manifest in at least two of four domains - cognition, affectivity, interpersonal functioning, and impulse control. Assessment involves collecting information from the individual, family, friends, and other sources to evaluate functioning in these domains. The enduring patterns must cause clinically significant distress or impairment and be stable over time to meet the criteria for a personality disorder diagnosis.
This study notes covered following topics of Personality:
1. Introduction and Definition of Personality
2. Factors Shaping Personality
3. Big Five Factor Model of Personality
4. Measurement of Personality
a. Behavioral Analysis
b. Self Report Inventory
c. Projective methods
The document discusses various standardized tools used to measure personality, interests, and achievement. It defines standardized tests as systematic procedures to uniformly assess questions about individuals. The main types of standardized tools mentioned include intelligence, aptitude, interest, personality, and achievement tests. Several specific interest and personality tests are then summarized, including the Strong Interest Inventory, LASSI, Self-Directed Search, Thematic Apperception Test, Rorschach test, and areas assessed by the TAT.
This document discusses personality assessment and different methods used for assessment. It describes that personality assessment involves administering empirically supported measures of personality traits to refine diagnoses, structure interventions, and increase behavioral prediction accuracy. It discusses various methods like self-report inventories, projective tests, behavioral assessments using observation and situational tests, rating scales, and frequency counts. It provides details on commonly used assessments like MMPI, Rorschach, and classifications of self-report personality tests.
This document discusses various methods for measuring personality, including clinical methods relying on direct observation, psychometric methods using self-report tests, and experimental techniques. It describes personality tests and inventories that ask set questions, as well as projective techniques where ambiguous stimuli are presented to reveal unconscious aspects of personality. Specific projective methods mentioned include the Rorschach inkblot test, Thematic Apperception Test, and other picture tests. The document provides an overview of approaches to quantitatively and qualitatively assessing personality traits.
This document discusses various techniques used to assess personality, including subjective methods, objective methods, and projective techniques. It provides details on 5 categories of techniques: observation, self-report, reports from others, reactions to imaginative situations, and physiological responses. Important individual techniques discussed include interviews, questionnaires, personality inventories, rating scales, Rorschach tests, TAT tests, CAT tests, word association tests, and sentence completion tests. Scoring, administration, and interpretation are described for several of the objective and projective techniques.
This document discusses various aspects of self and personality. It defines self as the totality of an individual's conscious experiences, thoughts, and feelings about themselves. Self has two identities - personal identity involving personal qualities and social identity linking a person to social or cultural groups. Cognitive aspects of self like self-esteem, self-efficacy, and self-regulation are explained. Culture also influences aspects of self, with individualistic Western cultures versus more collectivistic Indian cultures. Personality is defined as characteristic ways of responding across situations over time. Approaches to studying personality like types, traits, and psychodynamic are summarized along with various theories in each approach.
The document discusses personality disorders and their assessment and management. It defines personality disorders as enduring patterns of inner experiences and behaviors that deviate from cultural expectations. It outlines structural and topographic theories of personality and psycho-sexual development. Factors influencing personality include biological, psychological, and socio-cultural elements. The document describes features of personality disorders including inflexible patterns across life domains that cause distress and impairment. Assessment involves history, clinical interviews, and projective tests. Management can include limited pharmacological interventions for specific symptoms, as well as various psychotherapies.
Intelligence can be defined and understood in several ways. It involves an individual's ability to adapt, reason, think rationally, and effectively deal with their environment. Intelligence is influenced by both inherent and environmental factors. It can be measured through intelligence quotients (IQ) and is classified in various categories including concrete, abstract, and emotional intelligence. Multiple theories of intelligence have been proposed, including unitary theories focusing on general intelligence and multifactor theories involving separate abilities like verbal, spatial, and mathematical skills. Overall, there are many aspects and factors that contribute to human intelligence.
This document discusses the importance and development of vocational interest inventories (VII). It notes that VII aim to help individuals identify careers that match their personalities, abilities, and interests in order to find satisfying and successful work. The document outlines John Holland's influential theory that categorized interests and careers into six types. It then discusses key assumptions about VII, such as the idea that interests remain stable over time. Different approaches to measuring interests are presented, as well as positive characteristics that effective VII should possess. Finally, some widely used VII are described briefly, including the Strong Vocational Interest Blank and Strong-Campbell Interest Inventory.
This chapter introduces the field of psychology and discusses its history and approaches. It defines psychology as the scientific study of behavior and mental processes. Some key points covered include:
- Structuralism analyzed consciousness into basic elements while functionalism studied the purpose of consciousness.
- Contemporary approaches include behavioral, psychodynamic, cognitive, humanistic, sociocultural, and biological perspectives.
- Research methods like descriptive studies, case studies, surveys, correlations, experiments, and quasi-experiments are used to study behavior scientifically. Controls and random assignment help determine causes.
This document discusses personality and its components. It defines personality as the total quality of an individual's behavior shown through their thoughts, attitudes, interests, actions, and philosophy of life. Personality has many components, including physical appearance, character, intelligence, behavior, sociability, emotions, temperament, and interests. It is unique to each individual and influenced by both internal psychological factors and external social and environmental factors. Several theories of personality are discussed, including psychoanalytic theory and psychosocial stages of development. Personality is important for nurses to understand to effectively care for patients with different personalities.
The document summarizes the author's self-transformation from having poor study and social habits with a lack of motivation to becoming more disciplined and motivated after shadowing a heart surgeon and seeing how much the human body can recover. The experience helped the author mature in a way they did not expect and they now do homework without slacking off and use resources effectively.
HUMANISTIC APPROACH TO LIFESPAN DEVELOPMENTSimran Mondal
The humanistic approach emerged in reaction to more pessimistic theories and focuses on free will, personal growth, and fulfilling one's potential. Key figures Carl Rogers and Abraham Maslow believed people are inherently good and strive for self-actualization. Rogers described the ideal self and congruence between real and ideal selves as important for growth. Maslow's hierarchy of needs proposes basic needs must be met before pursuing higher-level growth needs and self-actualization. However, the humanistic approach lacks empirical evidence and standardization, and its focus on subjectivity makes research difficult.
The document discusses several key concepts related to theory development including:
1) Theories go beyond description to establish causal relationships between phenomena and help explain objects of study.
2) Different forms of relevance - thematic, interpretive, and motivational - must be considered in problem-oriented approaches like discourse analysis.
3) Theories require not being verifiable, solving more problems than alternatives, and passing tests, while philosophy previously required verifiability.
4) Interdisciplinarity is important for accurately solving problems, forming new knowledge, and addressing complex social issues.
Individual differences psychology analyzes individuals from the perspective of their uniqueness, focusing on how people differ rather than generalizing to all people. It uses a range of methods like case studies, participant observation, and literature reviews to gain a deeper understanding of exceptional cases and different groups. While providing practical applications for treating mental illness and understanding diverse cultures, the approach also has disadvantages like potential lack of scientific rigor, subjectivity, and limited generalizability due to focusing on small, unique groups.
This document provides an overview of several theories of personality, including psychodynamic, trait, humanistic, social-cognitive, cultural, and biological theories. It discusses key concepts from each approach, such as Freud's structural model of the id, ego, and superego; Jung's collective unconscious and archetypes; the Big Five personality traits; Rogers' humanistic perspective on genuineness, acceptance, and empathy; Bandura's social-cognitive theory of reciprocal determinism; individualism vs collectivism in cultural influences; and biological factors like brain damage, neurochemistry, and genetics that influence personality. The document also evaluates the scientific merits and limitations of different theories.
Objective personality tests involve administering standardized questions to examinees who select from fixed response options. They are economical to administer to large groups and scoring is objective. However, they do not account for individual motives and cognitions, so people with similar scores may differ. The Minnesota Multiphasic Personality Inventory identifies psychiatric diagnoses through items from prior tests and clinical experience assessing scales like depression, hysteria, and paranoia. Projective tests use unstructured stimuli to reveal examinees' needs, wishes, and conflicts through their open-ended responses, which are interpreted along multiple dimensions. Ethical testing requires competence, informed consent, confidentiality, and avoiding unfair disadvantages to minority groups.
Graham Harvey Reviewing the Literature PresentationVreckaScott
The document discusses key aspects of literature reviews and critical thinking in research. It covers 3 main points:
1. The purpose of literature reviews is to position the research question within existing knowledge and motivate the research through a critical review of prior work. This helps establish "one coherent overriding 'story' argument".
2. Papers should demonstrate a balance between citing existing literature and presenting their own analysis and voice. It is important to show how the research contributes something new.
3. Critical thinking involves justifying the research through clear evidence and a logical chain of reasoning. More emphasis is placed on intellectual maturity and critical depth than the specific findings.
Questionnaire designing in a research processRajneesh Gautam
This document discusses the design and use of questionnaires. It defines a questionnaire as a set of questions used to gather information from individuals. Questionnaires can be administered via mail, phone, interviews, as handouts, or electronically. There are two main types of questions: open-ended questions that allow free responses and closed questions like multiple choice. Proper construction and administration are important to get useful statistical information. Factors like question wording, order, and avoiding sensitive topics should be considered when designing a questionnaire.
The document discusses the importance of designing questionnaires to collect accurate information for making good decisions. It outlines key steps in questionnaire design, including determining what information is needed, defining respondents, choosing a method of contact, developing question wording and order, pre-testing the questionnaire, and finalizing the survey form. Well-designed questionnaires can efficiently gather large amounts of data but also have limitations like inability to understand emotions and truthfulness of responses.
The document discusses the characteristics, functions, types, and construction of questionnaires. It provides details on:
- Questionnaires should be short, simple, objective and avoid embarrassing questions.
- Functions include description and measurement of variables like attitudes and opinions.
- Types include fixed-response and open-ended questionnaires, and mail-administered vs face-to-face.
- Constructing a questionnaire involves deciding what to measure, the type, writing drafts, pretesting, and specifying procedures.
The document discusses important considerations for designing effective questionnaires. It recommends that questionnaires should begin by engaging respondents, ask target questions in the middle, and place optional questions at the end. Early questions should be simple and convey the study's theme. A pilot test can identify weaknesses to improve the questionnaire before full administration. The goal is to create a questionnaire that collects meaningful data through clear, well-ordered questions.
The document discusses research methods and definitions. It defines research as a systematic process of inquiry to discover facts or theories. Research methodology involves defining the problem, objectives, literature review, methodology, subjects, design, data collection, analysis and bibliography. Methods of data collection discussed include questionnaires, interviews and observations. Questionnaires can be closed-ended, open-ended, use scales or checklists. Interviews allow more in-depth information but take more time.
This document discusses various methods for measuring personality, including clinical methods relying on direct observation, psychometric methods using self-report tests, and experimental techniques. It describes personality tests and inventories that ask set questions, as well as projective techniques where ambiguous stimuli are presented to reveal unconscious aspects of personality. Specific projective methods mentioned include the Rorschach inkblot test, Thematic Apperception Test, and other picture tests. The document provides an overview of approaches to quantitatively and qualitatively assessing personality traits.
This document discusses various techniques used to assess personality, including subjective methods, objective methods, and projective techniques. It provides details on 5 categories of techniques: observation, self-report, reports from others, reactions to imaginative situations, and physiological responses. Important individual techniques discussed include interviews, questionnaires, personality inventories, rating scales, Rorschach tests, TAT tests, CAT tests, word association tests, and sentence completion tests. Scoring, administration, and interpretation are described for several of the objective and projective techniques.
This document discusses various aspects of self and personality. It defines self as the totality of an individual's conscious experiences, thoughts, and feelings about themselves. Self has two identities - personal identity involving personal qualities and social identity linking a person to social or cultural groups. Cognitive aspects of self like self-esteem, self-efficacy, and self-regulation are explained. Culture also influences aspects of self, with individualistic Western cultures versus more collectivistic Indian cultures. Personality is defined as characteristic ways of responding across situations over time. Approaches to studying personality like types, traits, and psychodynamic are summarized along with various theories in each approach.
The document discusses personality disorders and their assessment and management. It defines personality disorders as enduring patterns of inner experiences and behaviors that deviate from cultural expectations. It outlines structural and topographic theories of personality and psycho-sexual development. Factors influencing personality include biological, psychological, and socio-cultural elements. The document describes features of personality disorders including inflexible patterns across life domains that cause distress and impairment. Assessment involves history, clinical interviews, and projective tests. Management can include limited pharmacological interventions for specific symptoms, as well as various psychotherapies.
Intelligence can be defined and understood in several ways. It involves an individual's ability to adapt, reason, think rationally, and effectively deal with their environment. Intelligence is influenced by both inherent and environmental factors. It can be measured through intelligence quotients (IQ) and is classified in various categories including concrete, abstract, and emotional intelligence. Multiple theories of intelligence have been proposed, including unitary theories focusing on general intelligence and multifactor theories involving separate abilities like verbal, spatial, and mathematical skills. Overall, there are many aspects and factors that contribute to human intelligence.
This document discusses the importance and development of vocational interest inventories (VII). It notes that VII aim to help individuals identify careers that match their personalities, abilities, and interests in order to find satisfying and successful work. The document outlines John Holland's influential theory that categorized interests and careers into six types. It then discusses key assumptions about VII, such as the idea that interests remain stable over time. Different approaches to measuring interests are presented, as well as positive characteristics that effective VII should possess. Finally, some widely used VII are described briefly, including the Strong Vocational Interest Blank and Strong-Campbell Interest Inventory.
This chapter introduces the field of psychology and discusses its history and approaches. It defines psychology as the scientific study of behavior and mental processes. Some key points covered include:
- Structuralism analyzed consciousness into basic elements while functionalism studied the purpose of consciousness.
- Contemporary approaches include behavioral, psychodynamic, cognitive, humanistic, sociocultural, and biological perspectives.
- Research methods like descriptive studies, case studies, surveys, correlations, experiments, and quasi-experiments are used to study behavior scientifically. Controls and random assignment help determine causes.
This document discusses personality and its components. It defines personality as the total quality of an individual's behavior shown through their thoughts, attitudes, interests, actions, and philosophy of life. Personality has many components, including physical appearance, character, intelligence, behavior, sociability, emotions, temperament, and interests. It is unique to each individual and influenced by both internal psychological factors and external social and environmental factors. Several theories of personality are discussed, including psychoanalytic theory and psychosocial stages of development. Personality is important for nurses to understand to effectively care for patients with different personalities.
The document summarizes the author's self-transformation from having poor study and social habits with a lack of motivation to becoming more disciplined and motivated after shadowing a heart surgeon and seeing how much the human body can recover. The experience helped the author mature in a way they did not expect and they now do homework without slacking off and use resources effectively.
HUMANISTIC APPROACH TO LIFESPAN DEVELOPMENTSimran Mondal
The humanistic approach emerged in reaction to more pessimistic theories and focuses on free will, personal growth, and fulfilling one's potential. Key figures Carl Rogers and Abraham Maslow believed people are inherently good and strive for self-actualization. Rogers described the ideal self and congruence between real and ideal selves as important for growth. Maslow's hierarchy of needs proposes basic needs must be met before pursuing higher-level growth needs and self-actualization. However, the humanistic approach lacks empirical evidence and standardization, and its focus on subjectivity makes research difficult.
The document discusses several key concepts related to theory development including:
1) Theories go beyond description to establish causal relationships between phenomena and help explain objects of study.
2) Different forms of relevance - thematic, interpretive, and motivational - must be considered in problem-oriented approaches like discourse analysis.
3) Theories require not being verifiable, solving more problems than alternatives, and passing tests, while philosophy previously required verifiability.
4) Interdisciplinarity is important for accurately solving problems, forming new knowledge, and addressing complex social issues.
Individual differences psychology analyzes individuals from the perspective of their uniqueness, focusing on how people differ rather than generalizing to all people. It uses a range of methods like case studies, participant observation, and literature reviews to gain a deeper understanding of exceptional cases and different groups. While providing practical applications for treating mental illness and understanding diverse cultures, the approach also has disadvantages like potential lack of scientific rigor, subjectivity, and limited generalizability due to focusing on small, unique groups.
This document provides an overview of several theories of personality, including psychodynamic, trait, humanistic, social-cognitive, cultural, and biological theories. It discusses key concepts from each approach, such as Freud's structural model of the id, ego, and superego; Jung's collective unconscious and archetypes; the Big Five personality traits; Rogers' humanistic perspective on genuineness, acceptance, and empathy; Bandura's social-cognitive theory of reciprocal determinism; individualism vs collectivism in cultural influences; and biological factors like brain damage, neurochemistry, and genetics that influence personality. The document also evaluates the scientific merits and limitations of different theories.
Objective personality tests involve administering standardized questions to examinees who select from fixed response options. They are economical to administer to large groups and scoring is objective. However, they do not account for individual motives and cognitions, so people with similar scores may differ. The Minnesota Multiphasic Personality Inventory identifies psychiatric diagnoses through items from prior tests and clinical experience assessing scales like depression, hysteria, and paranoia. Projective tests use unstructured stimuli to reveal examinees' needs, wishes, and conflicts through their open-ended responses, which are interpreted along multiple dimensions. Ethical testing requires competence, informed consent, confidentiality, and avoiding unfair disadvantages to minority groups.
Graham Harvey Reviewing the Literature PresentationVreckaScott
The document discusses key aspects of literature reviews and critical thinking in research. It covers 3 main points:
1. The purpose of literature reviews is to position the research question within existing knowledge and motivate the research through a critical review of prior work. This helps establish "one coherent overriding 'story' argument".
2. Papers should demonstrate a balance between citing existing literature and presenting their own analysis and voice. It is important to show how the research contributes something new.
3. Critical thinking involves justifying the research through clear evidence and a logical chain of reasoning. More emphasis is placed on intellectual maturity and critical depth than the specific findings.
Questionnaire designing in a research processRajneesh Gautam
This document discusses the design and use of questionnaires. It defines a questionnaire as a set of questions used to gather information from individuals. Questionnaires can be administered via mail, phone, interviews, as handouts, or electronically. There are two main types of questions: open-ended questions that allow free responses and closed questions like multiple choice. Proper construction and administration are important to get useful statistical information. Factors like question wording, order, and avoiding sensitive topics should be considered when designing a questionnaire.
The document discusses the importance of designing questionnaires to collect accurate information for making good decisions. It outlines key steps in questionnaire design, including determining what information is needed, defining respondents, choosing a method of contact, developing question wording and order, pre-testing the questionnaire, and finalizing the survey form. Well-designed questionnaires can efficiently gather large amounts of data but also have limitations like inability to understand emotions and truthfulness of responses.
The document discusses the characteristics, functions, types, and construction of questionnaires. It provides details on:
- Questionnaires should be short, simple, objective and avoid embarrassing questions.
- Functions include description and measurement of variables like attitudes and opinions.
- Types include fixed-response and open-ended questionnaires, and mail-administered vs face-to-face.
- Constructing a questionnaire involves deciding what to measure, the type, writing drafts, pretesting, and specifying procedures.
The document discusses important considerations for designing effective questionnaires. It recommends that questionnaires should begin by engaging respondents, ask target questions in the middle, and place optional questions at the end. Early questions should be simple and convey the study's theme. A pilot test can identify weaknesses to improve the questionnaire before full administration. The goal is to create a questionnaire that collects meaningful data through clear, well-ordered questions.
The document discusses research methods and definitions. It defines research as a systematic process of inquiry to discover facts or theories. Research methodology involves defining the problem, objectives, literature review, methodology, subjects, design, data collection, analysis and bibliography. Methods of data collection discussed include questionnaires, interviews and observations. Questionnaires can be closed-ended, open-ended, use scales or checklists. Interviews allow more in-depth information but take more time.
The document discusses personality from several perspectives. It defines personality as a relatively stable set of characteristics that influence individual behavior. It notes personality is influenced by both hereditary/biological factors and environmental factors. Several theories of personality are mentioned, including trait theory, psychodynamic theory, and humanistic theory. Methods of measuring personality include subjective self-report measures like questionnaires and interviews, as well as more objective measures like ratings and projective tests. Key aspects of personality like the Big Five traits and a teacher's role in student personality development are also summarized.
Positive feelings come from being honest about yourself and accepting your personality, and physical characteristics, warts and all; and, from belonging to a family that accepts you without question.
Willard Scott
This document summarizes a personality assessment of Sohail Ahamed conducted by the author. Based on various personality theories and assessment methods, the author concludes that Sohail is a positive ambivert, extroverted and introverted, according to Jung. Physical characteristics and test results suggest Sohail is sociable, energetic, and above average. The author used observation, interviews, case studies and rating scales to assess Sohail's personality.
This document discusses different types of research paradigms and qualitative versus quantitative research. It identifies three main types of research: exploratory, descriptive, and explanatory. Exploratory research involves qualitative methods like interviews and observation, while explanatory research involves quantitative hypothesis testing. Descriptive research can use either qualitative or quantitative methods. The document also discusses key differences in the assumptions and approaches of qualitative versus quantitative research, including their views on truth, the role of the researcher's values, and whether research should aim for objectivity or be used for social change. The two main paradigms discussed are positivism, associated with quantitative research, and interpretivism, associated with qualitative research.
Research Paradigms Presentation Qualitative Research ConceptsFazalHayat12
This document discusses different types of research paradigms and concepts in qualitative research. It identifies three primary types of research: exploratory, descriptive, and explanatory. Exploratory research involves qualitative studies like observations and interviews, while explanatory research involves quantitative studies and hypothesis testing. Descriptive studies can use quantitative or qualitative methods. The document also discusses the differences between qualitative and quantitative research in terms of structure, role of the researcher, and purpose. Qualitative research is subjective and aims to understand different perspectives, while quantitative research seeks objective truths through hypothesis testing. The two main paradigms are positivism for quantitative research and interpretivism for qualitative research.
This document provides an introduction to critical analysis and how to analyze arguments in text. It discusses identifying the key elements of an argument like the reasoning, conclusions, assumptions and values. It also covers evaluating the credibility of evidence and drawing accurate judgments. The document outlines different stages of critical analysis and writing. It discusses considering different perspectives like objective, subjective and critical theory lenses. It also includes examples of language and patterns used in critical reasoning and arguments.
This document outlines a basic organizational behavior (OB) model that examines individual, group, and organizational levels of analysis. At the individual level, it considers diversity, personality, values, emotions, motivation, perception, and decision making as key inputs and attitudes, performance, citizenship behaviors, and withdrawal as outcomes. At the group level, it focuses on group structure, roles, communication, leadership, power, conflict, and team responsibilities as inputs and cohesion, functioning as outcomes. Finally, at the organizational level, it examines structure, culture, human resources, and change practices as inputs and productivity, survival as outcomes.
Psych 24 history of personality assessmentMaii Caa
The document discusses various methods used in psychological assessment, including both objective measures like standardized tests and projective tests, as well as clinical interviews. It outlines the advantages and disadvantages of different assessment approaches and how assessments are used to better understand individuals and their behavior. The document also provides examples of specific assessment tools like the MMPI-2, TAT, and astrology.
Psych 24 history of personality assessmentMaii Caa
The document discusses various methods used in psychological assessment, including both objective measures like standardized tests and projective tests, as well as clinical interviews. It outlines the advantages and disadvantages of different assessment approaches and how assessments are used to better understand individuals and their behavior. The document also provides examples of specific assessment tools like the MMPI-2, TAT, and astrology.
The document discusses qualitative research methods. It begins by defining qualitative research as a method that focuses on gathering in-depth insights through interviews, observations, and stories rather than quantitative data. It then outlines several key themes in qualitative research, including phenomenology, ethnography, case studies, narrative analysis, participatory action research, and feminist research. The document also discusses what constitutes a good research question, including that it should be relevant, specific, and meaningful. It provides steps for developing a research question and examples of good and bad research questions.
Personality refers to the unique characteristics that distinguish an individual, including patterns of thinking, feeling and behaving. There are several methods used to assess personality, including interviews, observation, questionnaires, case studies and projective techniques. Some commonly used personality tests are the Minnesota Multiphasic Personality Inventory (MMPI), NEO PI-R, 16PF, Eysenck Personality Questionnaire, Myers-Briggs Type Indicator, and California Test of Personality. Each method has its strengths and limitations for understanding different aspects of an individual's personality.
Personality: Meaning –Determinants of Personality: Types Theory, Trait Theory and Developmental Theory – Integrated Personality – Assessment of Personality: Projective, Non-Projective techniques and Dream Analysis.
Personality: Meaning –Determinants of Personality: Types Theory, Trait Theory and Developmental Theory – Integrated Personality – Assessment of Personality: Projective, Non-Projective techniques and Dream Analysis.
The document provides an overview of personality including:
1) Definitions of personality from Gordon Allport and characteristics including being unique, dynamic, and influenced by heredity and environment.
2) Theories of personality including type, trait, and developmental theories.
3) Assessment techniques for personality including projective tests like Rorschach inkblots, interviews, and questionnaires.
The document discusses several major theories of personality including Allport's trait theory, Cattell's 16 personality factors, Eysenck's three-factor model of personality, and the Big Five model of openness, conscientiousness, extraversion, agreeableness, and neuroticism. It also covers concepts like traits, types, the proprium, temperament, intelligence, psychometrics, and the assessment of normal and abnormal personality functioning. The theories aim to describe personality using traits, factors, or dimensions that can be measured and are influenced by both hereditary and environmental factors.
This document provides an introduction to qualitative research methods. It begins with an outline of the topics to be covered, including the background and differences between qualitative and quantitative research. It then discusses the nature of qualitative research, noting that it seeks to understand phenomena through words rather than numbers and aims for in-depth understanding rather than generalization. The document also covers when qualitative research should be used, such as to explore issues where little is known, and how to develop a qualitative research idea by determining the research aim and questions.
Chapter 1 variations in psychological attributesvinayakkau
IQ = 100
This document discusses theories of intelligence and psychological assessment. It begins by defining individual differences and explaining that psychologists study variability in physical and psychological traits. It then discusses two views on what influences behavior - personal traits or situational factors. Next, it defines assessment and describes informal and formal methods. It provides examples of psychological attributes assessed, like intelligence, aptitude, interests, and personality. Finally, it summarizes several theories of intelligence, including psychometric, information processing, and multiple intelligences approaches.
Educational psychology is the branch of psychology that studies how people learn in educational settings, both in and out of school. It aims to apply psychological insights and principles to understand and improve educational practice. Some key areas it covers are understanding learners, selecting learning experiences, teaching techniques and strategies, creating effective learning environments, and evaluating learning outcomes. It provides a scientific basis and practical guidance to help learners acquire knowledge and skills through satisfactory educational experiences.
Introduction to educational psychology 1majid hussain
Educational psychology is the branch of psychology that studies how people learn in educational settings, both in and out of school. It aims to apply psychological insights and principles to understand and improve educational practice. Some key areas it covers are understanding learners, selecting learning experiences, teaching techniques to facilitate learning, and evaluating learning outcomes. It provides a scientific basis and practical guidance to help create effective learning environments and experiences for students.
Creative Restart 2024: Mike Martin - Finding a way around “no”Taste
Ideas that are good for business and good for the world that we live in, are what I’m passionate about.
Some ideas take a year to make, some take 8 years. I want to share two projects that best illustrate this and why it is never good to stop at “no”.
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptxCapitolTechU
Slides from a Capitol Technology University webinar held June 20, 2024. The webinar featured Dr. Donovan Wright, presenting on the Department of Defense Digital Transformation.
Information and Communication Technology in EducationMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 2)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐈𝐂𝐓 𝐢𝐧 𝐞𝐝𝐮𝐜𝐚𝐭𝐢𝐨𝐧:
Students will be able to explain the role and impact of Information and Communication Technology (ICT) in education. They will understand how ICT tools, such as computers, the internet, and educational software, enhance learning and teaching processes. By exploring various ICT applications, students will recognize how these technologies facilitate access to information, improve communication, support collaboration, and enable personalized learning experiences.
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐫𝐞𝐥𝐢𝐚𝐛𝐥𝐞 𝐬𝐨𝐮𝐫𝐜𝐞𝐬 𝐨𝐧 𝐭𝐡𝐞 𝐢𝐧𝐭𝐞𝐫𝐧𝐞𝐭:
-Students will be able to discuss what constitutes reliable sources on the internet. They will learn to identify key characteristics of trustworthy information, such as credibility, accuracy, and authority. By examining different types of online sources, students will develop skills to evaluate the reliability of websites and content, ensuring they can distinguish between reputable information and misinformation.
Brand Guideline of Bashundhara A4 Paper - 2024khabri85
It outlines the basic identity elements such as symbol, logotype, colors, and typefaces. It provides examples of applying the identity to materials like letterhead, business cards, reports, folders, and websites.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
4. CONTENT
S
• WHAT IS PERSONALITY
• INTRODUCTION
• MEANING OF PERSONALITY
• DEFINITIONS OF PERSONALITY
• ASPECTS OF PERSONALITY
• CHARACTERSTICS OF PERSONALITY
• INTEGRATION OF PERSONALITY
• TYPES OF PERSONALITY
• THEORIES OF PERSONALITY
• MEASUREMENT OF PERSONALITY
• TYPES OF MEASUREMENT PERSONALITY
• TEST OF PERSONALITY
• CONCLUSION
5. WHAT IS PERSONALITY?
Personality
includes all the special qualities
people have that make them different from
each other. These include : charm, energy
disposition, attitude temperament, cleverness
and all feeling and behaviours they exhibit.
6. INTRODUCTION OF PERSONALITY
Personality
is the particular combination of
emotional, attitudinal, and behavioral
response patterns of an individual
7. MEANING OF PERSONALITY
The term personality is
derived from the Latin
word “Persona” meaning
a “Mask”. Personality is a
patterned body of habits,
traits, attitudes and ideas
of an individual as these
are organized externally
into roles and statuses
and as they relate
internally to motivation,
goals and various
aspects of selfhood.
8. DEFINITIONS OF PERSONALITY
G.W. Allport :- personality
is the dynamic organization
within the individual of those
psychophysical systems that
determine his unique
adjustment to his
environment.
12. INTEGRATION OF PERSONALITY
A person in whom the various aspects of
personality i.e., physical, intellectual,
emotional, and social are working in a
harmonius and effective manner.
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swmwijk) susMgq Aqy pRBwvsæwlI FMg nwl
kMm kr rhy hn
13. Characteristics of Integration of
Personality
Balance between mental process
Harmonius adjustment to social environment
Adequate perception
Positive self- concept
Ego involvement
Adequate inter- personal relations
Adequate feelings of security
Adequate feeling of self- confidence
15. Types of Personality
Modern Classification
Jung’s Cllassification
Hippocrate’s
Cllassification
Kretschmer’s
Classification
Sheldon’s Classification
Spranger’s Classification
16. Modern Classification
Men of feeling
Morgan and Gilliland
According
•Elated (pRsMnic`q)
•Depressed (audwsIn)
Men of action
Men of thought
•Irritable (icVicVw)
•Unstable (AsiQr)
•Abstract thinking (sUKm icMqk)
•Idea thinkers (ivcwr icMqk)
•Thinks – thinkers(icMqn leI icMqk)
24. Trait theories of personality
Walter Michael –the book “Introduction to
Personality”
“Trait is a continuous dimension on which
individual differences may be arranged
quantitatively in terms of the amount of
characteristics, the individual has.”
G. W. Allport’s
R.B. Cattell’s
H.J. Eyesenck’s
25. Theories of Personality Dynamics
Psycho-analytic
theory of Freud (1856-1937)
Carl Jung’s Analytic Psychology
Alfred Adler’s Individual Psychology (18701937)
Rank’s Theory of Birth Trauma (1884-1939)
Karen Horney’s Basic Anxiety Theory
Sullivan’s theory of Inter-personal
relations(1892-1949)
26. What does personality assessment
achieve ?
Tests
must be both reliable and valid
Reliability: consistency, same results
over period of time
Validity: the test measures what it
professes to measure
Measure of personality varies by
theoretical perspective
27. • Personality Assessment assists counselor in :
• Understanding the behavior of a particular
Individual
• Helps counselor comes to a conclusion about a
possible future course of action
• Helps counselor make predictions about a
person’s unique future behavior
28. Measurement of
Personality
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pirBwSw kIqI jw skdI
hY[ivAkiqqv iek sMklp
hY,Dwrnw hY,mnu`K
dIAW KslqW,
ivSySqwvW,
XogqwvW, rucIAW,
psMdW, vyKx-socx dy
FMgW, iBMn-iBMn
aukswhtW dy
pRiqkrmW, ivvhwrW
Awid dw sMgiTq puMj
31. Autobiography
Autobiography
is the study of the subject
narrated or written by himself. It is a faithful
record of one’s past and present.
Psychologists supply the various headings of
the story, if needed. The subjects narrates or
writes about various aims, ambitions,
achivements, attitude, adventures, events,
experiences, interests and activities of his
life.
32. Case history method
In this method, we collect information
about hereditary and environmental
factors which influence personality
development of the individual. It is a
sort of physical, intellectual,
academic, emotional and social
history of the individual.
34. Definition of Questionnaire
Goode and Hatt Acc.:- “In general the
word ‘questionnaire’ refers to a
device for securing answers to
questions by using a form which the
respondent fills in himself.”
35. Barr et al. (1953)Acc.:“Questionnaire as a systematic
compilation of questions that are
administered to a sample of
population form which information is
desired”.
36. Types of Questionnaire
Interrogative form pRSn sUck rUp
(hW jW nWh)
audwhrn:- kI qusI ieMjInIAirMg psMd krdy ho ?
Inventory form sUcI rUp
(KwlI QwvW)
audwhrn :- mYN ----- rucI lYNdw hW [
Check list form cYY`k ilst rUp
(
)
audwhrn :- hyTW kuJ ik`iqAW dy nW id`qy hn [‘
dw
inSwn aus ik`qy qy lgwau ijsnMU qusI psMd krdy
ho[
38. Open form Questionnaire
It is also known as Free Responses or
Unstructured Type Questionnaire. As the
name of the form indicates, the
respondent is at liberty to express his
attitudes, interest, preferences and
decisions in his own words because no
clues are provided
39. Closed form Questionnaire
The closed or structured form requires
short and ‘check’ responses. It may
provide for making ‘Yes’ or ‘No’ ,or just a
‘check’ from a list of suggested responses.
40. Construction of Questionnaire
Purpose of Questionnaire :- A good
questionnaire must serve two major
purpose.
First- It must translate the objectives of an
investigation into specific questions.
Secondly – The questionnaire must motivate
the respondents to communicate the
required information
41. Language
Information Level of the respondent
Social acceptance of responses
Leading Questions
Sequence of questions
The form or type of questions
Length of the questionnaire
Expert’s opinion
Preliminary tryout of the questionnaire
Validation of questionnaire
Reliability of questionnaire
Administration of a questionnaire
Analysing and interpreting questionnaire
responses
42. Use of Questionnaire in
Guidance Programme
Intercsts
Behaviour
Aptitude
Miscellaneous information
Data
Causes of maladjustment
44. Interview
Interview
is a called “conversation with a
purpose”. It is face to face relationship
between the interviewer and the interviewee.
45. Definitions of Interview
To Macoby’s view :- “ Interview is face
to face verbal interchange in which one
person, the interviewer attempts to elicit
information on expression, opinions or beliefs
from another person or persons”
Acc.
To Wrightstone and Others :- “The
Interview is a method for obtaining data by
face –to – face conference with an
individual.”
Acc.
46. Types of Interview
Unstructured
interview :- Unstructured
interview aims at assessing the personality
of the individual without the aid of any
previously decided set questions. This type
of interview is very flexible and adaptable.
Structured interview :- Inorder to reduce
the subjectivity of unstructured interview
procedure is structured. Interview is to be
conducted according to a prepared set of
questions, and areas of inquiry to be covered.
48. Functions of Interview
• To have a face to face talk with the
interviewee and to assist him
• To collect information from the interview
• To part information to the interviewee
• To motivate the interviewee and enable
him to take interest in himself
• To help the interviewee in solving
educational, vocationaln and psychological
problems
50. Qualities of good
Interviewer
•
•
•
•
•
•
•
•
•
•
Good listener
Good Orator
Ability to establish rapport
Attitude towards interviewee
Humorous
Emotional maturity
Objective attitude
No surprise
Conversation
Personality and philosophy of life
55. (1) Controled Observation :implies under certain rules and
standardised conditions(a)Time Sampling
(b) Day Record Teaching
(c)Syestematic Record
(2) Uncontroled Observation :-
56. Situation tests
Real Situation test
Imaginary Situation test
In this method, here situations are artificially created in
which an individual is expected to perform acts
related to the personality traits under testing. For
example, to test the honesty of an individual, some
situation can be created and his reaction can be
evaluated in terms of honesty or dishonesty.
57. Sociometric Method
It may be defined as a technique for
revealing and evaluationg the social
structure of a group through the
measurement of the frequency of
acceptance of non-acceptance between the
individual who constitute the group. A socio
– metric test may be devised for
innumerable groups situation. There are
four concentric circles, acceptability scores.
Sociogram is prepared. Hartshoma and May
devised measures for some other aspects of
behaviour,such as stealing.
58. Rating Scales
By rating is meant the qualified judgment or opinion
of one person by another. Opinions are usually
expressed on a scale of values. In other words, rating
is a technique in which we systematise the
expression of opinion concerning a particular trait.
59.
View of Ruth Strang :- “ Rating is, in essence,
directed observation.”
60.
View of Garrett :- “The rating scale is a
device for obtaining judgement of the
degree which an individual possessses
certain behaviour traits and at ributes not
readily detectable by objective tests.
61. Types of Rating Scale
•
•
•
•
•
•
Numerical Scale
Standard Scales
Graphic Scales
Rating by Cumulative points
Forced choice ratings
Percentage of group
scale
62. Numerical Scale
In the typically numerical scale, a sequence of
defined numbers is supplied to the rater or to the
observer. The rater or the observer assigns to each
stimulus, to be rated, an appropirate number in line
with these definitions or descriptions.
63. Graphic scale
The graphic scale is the most popular and the most
widely used type of rating scale. In this scale, a
straight line is vertically or horizontal, with various
cues to help the rater. The line is either segmented
in units or it is continuous. If the line is segmented,
the number of parts can be varied.
64. Standard scale
In standard scales, a set of standards is presented to
the rater. The standards are usually objects of some
kind to be rated with pre-established scale values.
65. Rating by Cumulated points
The unique and common feature of rating by
cumulated points is in the method of scoring. The
rating score for an object or individual is the sum
or average of the weighted or un weighted points.
The ‘check list method’ & the ‘Guess-who
technique’ belong to this category of rating
66. Forced choice rating
In ‘Forced-Choice-Rating method’ the rater is asked,
not to say whether the rate has a certain trait or to
say how much of ratee has but to say essentially
whether he has more of one trait than another of a
pair.
67. Percentage of group scale
Here the rater is asked to give the percentage of the
group that possessess personality trait on which the
person is rated.
68. Advantages of Rating Scale
Supplement
Selection of students
Useful for teacher
Knowledge of progress of students
Knowledge of achievements & progress of
students
Comparison
Motivation
Removing weakness
Helping in sending report
Helpful in administration
69. Limitations of Rating Scales
Subjective
Difficulty in rating
Limited contact
Low reliability
Lack of willinness
Non availability of experts
Generosity error
Sringency error
Halo error
Error of central tendency
Logical error
70.
Defining the trait
Defining the scale
Straight forward traits
Number of traits
Different situations
Directions
Providing some space
Use of scale
Trained raters
Several raters
Independent judgment
Uniform standard
71.
Generosity error : There is human
unwillingness to give up favourable
judgement of their fellows. The rater’s
own feeling and sympathy towards a
particular ratess compells him to be
generous while rating a particular
individual
Stringency error : some raters have the
tendency to rate all the individuals low.
72.
Hello error : Hello means a tendency to rate
in terms of general impressions about the
ratee formed on the basis of some previous
experience.
Central tendency error : There is a tendency
in some rayers to rate all the rates near the
mid point of the scale.
Logical error : this error occurs when the trait
to be rated is misunderstood.
73. Projective Techniques
Acc. To Thorpe and
Schmuller :- “The
projective method is
a means for
describing the
individual’s pattern
of behaviour on the
basis of his
responses to
stimuli.”
74. Characteristics of projective Tests
Total Personality
Different responses
Analysis of responses
Unstructured situations
Freedom to respond
Multi- dimensional responses
No right or wrong answer
Disguised procedure
75. The Rorschach Inkblot Test
Use of inkblots to assess
personality functioning
proposed by Binet in 1916
Rorschach was first person to
use them to identify
psychological disorders
began his investigations
around 1911
“Psychodiagnostik” 1921
died in 1922 at age of 36
76. History of the Test
initially unenthusiastic response to book
David Levy brought test to US from Europe
his student, Samuel J. Beck, wrote a no. of books
about the test, & helped popularize it until his death
in 1980
others who popularized it were Marguerite Hertz,
Bruno Klopfer, Zygmunt Piotrowski & David Rapaport
became extremely popular
– WLU library holds about 20 books on Rorschach
– there is an annual international conference just on
the Rorschach
77. Test Stimuli
inkblots formed by dropping ink on piece of
paper & folding it
Rorschach selected 10 from thousands of
inkblots he experimented with:
five black & gray;
2 black, grey & red;
3 different colours
78. Administration of Test
examiner hands card to subjects & asks “what might
this be”
examiner keeps a verbatim record of responses to
each card, reaction time & duration of responses,
position in which cards are held, spontaneous
remarks, emotional expressions
each card administered twice
free association
inquiry
during inquiry, tester attempts to ascertain what in the
inkblot made person see what he/she saw
79. What is the Rorschach?
• The stimuli were generated by dropping ink onto a card
and folding it
– They are not, however, random: the ten cards in the
current test were hand-selected out of thousands that
Rorschach generated
• Ten blots – 5 black/white, 2 red/gray (II & III) and 3 color
(VIII – X)
• Thought to tap into the deep layers of personality and
bring out what is not conscious to the test taker
• The following are the inkblots
80.
81.
82.
83. Rorschach (cont.)
Exner’s Comprehensive Scoring System
1. Location
- W = whole (intellectual potential)
- D = subdivisions (common sense)
- Dd = details (compulsive tendencies)
- DW (confabulated detail)
2. Content (i.e., general class to where
response belongs)
- people, part of a person, clothing, animal,
part of an animal, nature, anatomical
84. 3. Determinants (i.e., specific property of the blot)
- F = shape/outline (rational approach)
- M = movement (imagination)
- C = color (emotional reactions)
- Y = shades of grey (depression)
4. Form Quality
5. typical vs. unusual response
6. time
85. Thematic Apperception Test (TAT)
• Construct a story about what you see on the
following picture
Describe:
- what led up to the scene
- what is happening
- what the characters in the story might think or
feel
- how the story will end
86. Thematic Apperception Tests
The Thematic Apperception Test (TAT): 30
grayscale pictures + one blank for elicitation
of stories – each contain a dramatic event or
critical situation
Most subjects see 10-12 cards, over two
sessions
Based on Murray's (1938) theory of 28 social
needs (sex, affiliation, dominance,
achievement, attitudes etc.)
People would project into their story their
needs
Attention is paid to the protagonist in each
story and his/her environmental stressors
Many variations on this 'story-telling' test
exist
88. TAT – scoring/interpretation
Scoring
Congruence with picture stimuli
Conformity with directions
Conflict
Psychometric properties:
internal consistency is low;
high reliability but diminishes with time, 2 months, r
= .80; 10 months r = .50;
Inter-rater reliability vary with studies: range .3 to .9
89. Scoring is based on the follwing factors
The style of the story: i.e., its length,
language, used , originality etc.
Theme of the story: common themes like
parental domination etc. or uncommon
themes.
Relation between the end and the plot of
story
90.
The description of the figuers : who are
depicted to be in some authority?
Primary and secondary identification : the
choice of hero for the story and person
second in importance.
Handling of authority figures and sex
relationships: the assumption is that the
subject organises material from his own
personal life and projects it by mean of the
figures represented in the pictures. In brief,
he reveals his personality in the stories he
tells.
91. Play Technique
Through play, social and abnormal behaviour
of the children can be known because the
children try to describe their feelings of
tension, aggression, fear and frustration to
the objects they use as a play material and
these feelings and expression through play.
Children are given every opportunity to play
freely with toys. But the play situations should
be planned and controlled in order to make
some valid conclusions.
92. Word Association test
In this method, the subject is asked to speak
out the first word that come to his mind after
listening the stimulus word. These words are
selected from various areas of conflict, for
example, family, school, friends etc. In
evaluating word association test, two factors
are noted;
Contd….
93. (a)
(b)
Reaction time : i.e. the time between the
word spoken by the experimenter and
response word spoken by the subject
Response word : i.e. which word the subject
speaks in response to a word spoken by the
examiner.
94. Sentence Completion Test
In
this method, the subject is given some
incomplete sentences. In each case the
beginning is given. The subject is asked to
go through the list quickly and complete each
sentenc.
Example:
(a) I do not like….
(b) I love….
96. Some personality inventores are
Bell Adjustment
Inventory : Two forms adults
and for the students, 223 items, final has 140
items measure four categories.
(1) Health
(2) Home
(3) Social
(4) Emotional adjustment 36 item each,reliability
0.80 to 0.90
Items – Do you day dream frequently.”
97. • Bernreater Personality Inventory consist
125 items, measure, (1) Neuroticism, (2)
self- sufficiency (3) Extroversion,(4)
Dominancy,(5) lociability, (6) lack of selfconfidence, relibility 0.80 to 0.90 used 9
and 166 also adults.
Items – Do people ever come to you for
advice.
• Allport and Allport : A-S Reaction study
two form men and women. The study men
has 33 items, for women 34 items.
Situations are presented verbally.
98. Evaluation
High reliability, validity inadequate
Items are sometimes very ambigous
We do not know any norm for ideal
adjustment or behaviour
They have very low diagnostic value
They are useful in the study of group
trends in differebtiating between group of
adjusted and meladjusted rather than
between individuals.
99. Examples of Projectives
Rotter Incomplete Sentences Blank (RISB)
Complete the following sentences to express
your real feelings:
-
I like ……..
My greatest fear ……..
This PSY 3090.D instructor is ……..
100. RISB (cont.)
Designed to screen for emotional maladjustment
Info about wishes, desires, likes, dislikes, fears, and
locus of control
40 items: easy to administer (group or ind.)
Rigorous scoring system: high interrater r
Scoring ranges from 0 to 6
Responses are scored as to the degree of conflict
expressed, optimism shown, length of responses,
omissions
Psychometrically sound but less used
101. Draw-a-Person Test
- Originally to assess children’s intelligence
- Now: a screening procedure for emotional
disturbance
- Cannot constitute a diagnosis
- The administration:
Draw a person
Draw a person of the opposite sex
Draw yourself
102. Draw-a-Person Test
Administrator Asks:
- Can you please draw a person?
- Draw whatever you like in any way
you like?
Administrator Then Asks:
- Draw a person of the opposite sex?
103. Draw-a-Person Test (cont.)
Subjective vs. quantitative scoring system
Clinician looks for:
Sequence of body parts
Verbalizations during the drawing process
Size & placement of figures on the page
Amount of action depicted
Systematization in doing the task
Number of erasures
Shading
Gender of picture
Over attention to certain body parts
104. Other common projective tests
CAT – Children Apperception Test – (Bellak,
1975)
Word Association Test – Rapaport et al.
(1946, 1968) – 60 words: neutral and
traumatic – scored: popularity, RT, content,
test-retest responses
Sentence Completion – Rotter Incomplete
Sentences Blank – 40 sentences – evaluated
on 7 point scale by “need for therapy” to
“extremely good adjustment”
House-Tree-Person Test (Buck, 1948) & DrawA-Person (Machover, 1949): Subject is asked to
draw
Scoring is on absolute size, relative size of
elements, omissions
105. Conclusion
Personality is no single trait or ‘quality’
of a person. The entire pattern of
behaviour points to his personality. The
personality of a person is a mirror of his
whole organised behaviour patterns.