Personalit y

According t o American Psychological Associat ion ( APA), Personalit y defi nes personalit y
as t he individual differences in charact erist ic pat t erns of t hinking, feeling, and behaving
. According t o APA, personalit y refers t o t he enduring t rait s and qualit ies t hat influence
how people respond t o sit uat ions and int eract wit h ot hers.

Temperament :

The concept of t emperament refers t o t he inherent t rait s t hat shape an individual’s

behavioral responses t o t he environment . I t is considered a foundat ion for personalit y,
emerging early in life and remaining relat ively st able over t ime. Temperament includes
fact ors such as mood, act ivit y level, adapt abilit y, and emot ional react ivit y, which
influence how people engage wit h t he world and formrelat ionships.

Key Aspect s of Temperament :

1. Emot ional React ivit y: How st rongly someone react s t o st imuli, whet her t hrough
excit ement or frust rat ion.

2. Self- Regulat ion: The abilit y t o manage and cont rol one’s emot ional responses.

3. Sociabilit y: The degree t o which someone enj oys social int eract ions or prefers
solit ude.

4. Act ivit y Level: How energet ic or physically act ive a person t ends t o be.

Relat ion bet ween Temperament and Body Type:

The idea t hat t emperament is relat ed t o body t ype dat es back t o WilliamH. Sheldon’s
t heory of somat ot ypes (1940s). Sheldon proposed t hat people could be cat egorized int o
t hree body t ypes, each associat ed wit h cert ain t emperament al t rait s:

1. Ect omorph:

o Body Type: Thin, lean, and long.

o Temperament : These individuals are oft en associat ed wit h being int rovert ed,
sensit ive, and reflect ive. They may prefer int ellect ual act ivit ies and be
more reserved in social set t ings.

2. Endomorph:

o Body Type: Round, soft , and heavier.

 o Temperament : Endomorphs are generally described as sociable, relaxed, and
comfort able in social set t ings. They may have a t endency t o seek comfort ,
including in food and social engagement , and are oft en more easygoing.

3. Mesomorph:

o Body Type: Muscular, at hlet ic, and st rong.

o Temperament : Mesomorphs are linked t o t rait s like assert iveness, boldness,

and confi dence. They t end t o be act ive, advent urous, and more dominant
in social sit uat ions.

Modern Views:

Though Sheldon’s t heory has been crit icized for it s simplicit y and lack of empirical
support , t he idea t hat physical charact erist ics may influence how ot hers perceive us, and
possibly how we perceive ourselves, persist s. However, t oday’s psychological research
t ends t o focus more on genet ic, environment al, and development al fact ors in
underst anding t emperament , rat her t han direct ly linking it t o body t ype.

The relat ionship bet ween t emperament and body t ype highlight s early at t empt s t o
connect psychological t rait s t o physical charact erist ics, but modern psychology views
t emperament as influenced by a broader range of fact ors beyond j ust physique.

Trait :

The scient ifi c concept of t rait s refers t o consist ent , st able charact erist ics or pat t erns
of behavior, t hought , and emot ion t hat different iat e individuals fromone anot her.

Trait s are fundament al building blocks of personalit y, influencing how a person t ypically
responds t o sit uat ions, int eract s wit h ot hers, and views t he world.

Key Charact erist ics of Trait s:

1. St abilit y: Trait s are relat ively st able over t ime, meaning t hat while behaviors
may vary slight ly in different sit uat ions, core t rait s t end t o remain consist ent
across different cont ext s and periods of life.

2. I ndividual Differences: Trait s vary bet ween individuals, creat ing unique
personalit y profi les. For example, some people are nat urally more agreeable,
while ot hers may be more conscient ious.
 3. Biological Basis: Many t rait s have a genet ic or biological foundat ion. Research
suggest s t hat t rait s like t emperament , emot ional st abilit y, or ext raversion can
be influenced by genet ic inherit ance.

Maj or Theories of Trait s:

1. Trait Theory: Developed by psychologist s such as Gordon Allport and Raymond

Cat t ell, t his t heory suggest s t hat personalit y is composed of a number of broad
t rait s. The most commonly referenced model in t his cont ext is t he Big Five or Five-
Fact or Model:

o Openness t o Experience: Creat ivit y, curiosit y, and open- mindedness.

o Conscient iousness: Responsibilit y, organizat ion, and dependabilit y.

o Ext raversion: Sociabilit y, assert iveness, and energy.

o Agreeableness: Kindness, empat hy, and cooperat iveness.

o Neurot icism: Emot ional inst abilit y, anxiet y, and moodiness.

2. Cat t ell’s 16 Personalit y Fact or Model: This t heory ident ifi ed 16 different t rait s
t hat formt he foundat ion of human personalit y, focusing on a more det ailed
analysis of t rait s.

3. Eysenck’s Three- Dimensional Theory: Eysenck proposed t hat personalit y could be

boiled down t o t hree maj or t rait s: ext raversion, neurot icism, and psychot icism.

I mport ance of Trait s:

1. Predict ive Power: Trait s can help predict behaviors in various sit uat ions. For
example, a person high in conscient iousness is likely t o be organized and
dependable in work set t ings.

2. Underst anding Behavior: By ident ifying t rait s, psychologist s can bet t er

underst and why individuals behave in specifi c ways. For example, t hose high in
neurot icismmay be more prone t o st ress and emot ional volat ilit y.

3. Personalit y Assessment : Trait s formt he basis for many personalit y assessment s

used in psychological research, clinical set t ings, and even organizat ional hiring
processes.

4. Consist ency Across Lifespan: Because t rait s t end t o be st able, t hey offer insight
int o t he long- t ermbehavioral pat t erns and preferences of individuals.

5. I nt erpersonal Relat ionships: Trait s influence social int eract ions. For inst ance,
 ext ravert s are likely t o seek out social engagement s, while int rovert s may prefer
solit ary act ivit ies.

6. Ment al Healt h: Underst anding t rait s is import ant in t he diagnosis and t reat ment
of cert ain ment al healt h condit ions. For example, high levels of neurot icismcan be
associat ed wit h anxiet y disorders.

I n essence, t rait s are crit ical t o underst anding human behavior, shaping how people
engage wit h t heir environment , relat ionships, and personal challenges. They serve as a
key element in t he st udy of personalit y, helping explain bot h t he st abilit y and variabilit y
of human act ions.

Theories of personalit y:

Biological, behaviorist ic, learning, and humanist ic t heories of personalit y and t heir
implicat ions for a physician:

1. Biological Theory of Personalit y

This t heory suggest s t hat personalit y is largely det ermined by genet ic and physiological
fact ors. Biological perspect ives emphasize t he role of heredit y, brain st ruct ures, and
biochemical processes in shaping personalit y t rait s.

Key Psychologist s:

● Hans Eysenck: Eysenck proposed t hat personalit y t rait s, such as ext raversion
and neurot icism, are influenced by genet ic fact ors and linked t o t he act ivit y of
t he cent ral nervous syst em.

● Jeffrey Gray: Gray’s Reinforcement Sensit ivit y Theory focuses on t he brain’s

reward and punishment syst ems in relat ion t o personalit y.

Core Concept s:

● Genet ic influence: Personalit y t rait s like t emperament may be inherit ed.

● Brain st ruct ures: Different areas of t he brain may be associat ed wit h specifi c
personalit y t rait s, such as impulsivit y or emot ional regulat ion.

● Neurot ransmit t ers: Chemical imbalances or variat ions (e.g., serot onin or
 dopamine levels) could affect t rait s such as mood or anxiet y.

I mplicat ions for a Physician:

● Treat ment for Disorders: Underst anding t he biological basis of personalit y may
help physicians manage condit ions like depression, anxiet y, or ADHD by t arget ing
neurot ransmit t er imbalances t hrough medicat ions.

● Personalized Treat ment : Genet ic fact ors could influence responses t o

t reat ment , prompt ing more personalized healt hcare st rat egies based on a
pat ient 's biological makeup.

● Pat ient I nt eract ion: A physician may need t o consider t hat a pat ient ’s
t emperament (e.g., a nat urally anxious or int rovert ed person) might influence
how t hey respond t o medical advice or t reat ment plans.

2. Behaviorist ic Theory of Personalit y

Behaviorismviews personalit y as a result of learned behaviors, shaped by t he

environment t hrough condit ioning. This approach focuses on observable act ions
rat her t han int ernal processes.

Key Psychologist s:

● John B. Wat son: Wat son emphasized t hat behavior is learned t hrough
int eract ions wit h t he environment and t hat personalit y is t he sumof learned
habit s.

● B.F. Skinner: Skinner's concept of operant condit ioning posit s t hat behavior is
shaped by rewards and punishment s. He believed personalit y develops from
ext ernal st imuli and reinforcement pat t erns.

Core Concept s:

● Operant Condit ioning: Behavior is reinforced t hrough rewards or punishment .

Posit ive behaviors are likely t o be repeat ed if t hey are rewarded.

● Environment al I nfluence: Personalit y t rait s develop based on environment al

experiences and learned responses.

I mplicat ions for a Physician:

● Behavioral I nt ervent ions: A physician might use behavior modifi cat ion
t echniques, such as rewarding posit ive healt h behaviors (e.g., compliance wit h
t reat ment ) or discouraging harmful habit s (e.g., smoking cessat ion programs).

● Underst anding Pat ient Responses: I f a pat ient resist s t reat ment or engages in
unhealt hy behaviors, a physician may consider how reinforcement fromt heir
environment is shaping t hose act ions.

● Healt h Educat ion: Physicians can apply behavioral principles by encouraging

posit ive healt h behaviors t hrough educat ion and reinforcement , which can be
especially useful in managing chronic diseases.

3. Learning Theory of Personalit y

This t heory emphasizes t he role of bot h environment al influences and cognit ive
processes in shaping personalit y. I t includes concept s fromsocial learning t heory
and cognit ive- behavioral t heory.

Key Psychologist s:

● Albert Bandura: Bandura’s social learning t heory highlight s t he role of

observat ion, imit at ion, and modeling in learning behaviors. He int roduced t he
concept of reciprocal det erminism, where behavior, environment , and cognit ion all
influence one anot her.

● Julian Rot t er: Rot t er’s locus of cont rol t heory dist inguishes bet ween individuals
who at t ribut e out comes t o t heir own act ions (int ernal locus) versus t hose who
believe out comes are cont rolled by ext ernal forces (ext ernal locus).

Core Concept s:

● Observat ional Learning: People learn behaviors by observing ot hers, especially

role models.

● Cognit ive Processes: Cognit ive fact ors such as beliefs, expect at ions, and
at t it udes play a role in personalit y development .

I mplicat ions for a Physician:

● Pat ient Mot ivat ion: Underst anding a pat ient ’s locus of cont rol can help
physicians t ailor t heir communicat ion. Pat ient s wit h an int ernal locus of cont rol
may be more mot ivat ed t o engage in self- care, while t hose wit h an ext ernal locus
may need more guidance.

● Healt h Behaviors: Physicians can encourage posit ive healt h behaviors by helping
pat ient s observe and model healt hy behaviors, eit her t hrough healt h educat ion or
counseling programs.

● Cognit ive Rest ruct uring: Cognit ive- behavioral approaches could be applied t o
modify negat ive t hought pat t erns t hat impact a pat ient ’s adherence t o
t reat ment or coping st rat egies for chronic illness.

4. Humanist ic Theory of Personalit y

The humanist ic approach views personalit y as shaped by an individual's inherent

drive for personal growt h, self- act ualizat ion, and fulfi llment . I t emphasizes free
will, self- awareness, and t he holist ic development of t he person.

Key Psychologist s:

● AbrahamMaslow: Maslow proposed t he hierarchy of needs, where self-

act ualizat ion (realizing one’s pot ent ial) is t he highest human need. He believed
personalit y develops as individuals move t hrough st ages of fulfi lling t heir
physiological, safet y, love, est eem, and self- act ualizat ion needs.

● Carl Rogers: Rogers emphasized self- concept and t he import ance of

uncondit ional posit ive regard. He believed t hat a congruent , fully funct ioning
person develops when t heir self- concept aligns wit h t heir experiences and t hey
receive accept ance fromot hers.

Core Concept s:

● Self- Act ualizat ion: The innat e drive t o reach one's fullest pot ent ial.

● Uncondit ional Posit ive Regard: The accept ance of a person wit hout j udgment ,
essent ial for healt hy personalit y development .

● Self- Concept : An individual's percept ion of t hemselves, which guides t heir

behavior and personalit y.

I mplicat ions for a Physician:

● Holist ic Care: Physicians may adopt a more holist ic approach, focusing on t he

overall well- being of t he pat ient rat her t han j ust t reat ing sympt oms.
Underst anding a pat ient ’s emot ional, psychological, and social needs is crit ical for
healing.

● Pat ient - Cent ered Approach: Humanist ic t heories encourage physicians t o

 pract ice empat hy, provide uncondit ional posit ive regard, and support pat ient s in
t heir j ourney t oward self- care and well- being.

● Ment al Healt h: Physicians working in ment al healt h can help pat ient s develop a
posit ive self- concept and work t oward self- act ualizat ion t hrough t herapy and
counseling.

Personalit y is shaped by a combinat ion of various fact ors t hat influence how individuals
t hink, feel, and behave. These fact ors include bot h int ernal (genet ic, biological) and
ext ernal (environment al, social) influences. Below are t he key fact ors det ermining
personalit y:

1. Genet ic or Heredit ary Fact ors

● Genet ic makeup inherit ed fromparent s plays a signifi cant role in shaping

personalit y t rait s such as t emperament , int elligence, and predisposit ions t o
cert ain behaviors.

● St udies on t wins show t hat cert ain t rait s, like ext raversion and neurot icism,
have a genet ic basis.

2. Biological Fact ors

● Brain st ruct ure and chemist ry: Cert ain regions of t he brain and
neurot ransmit t er levels (like serot onin, dopamine) affect mood, behavior, and
personalit y t rait s (e.g., impulsivit y, emot ional st abilit y).

● Endocrine syst em: Hormonal changes and imbalances (like t hose involving
cort isol, t est ost erone) can affect personalit y t rait s, such as aggression or st ress
responses.

3. Environment al Fact ors

● Family environment : Early childhood experiences, parent ing st yles, and t he

emot ional climat e of t he family signifi cant ly shape personalit y development .

● Cult ural influences: Cult ural norms, values, and expect at ions impact how
individuals develop and express personalit y t rait s.

● Social int eract ions: Friends, peers, and social relat ionships affect personalit y
 t hrough socializat ion, support , and feedback.

4. Educat ional Fact ors

● Schooling and educat ion influence cognit ive development , problem- solving
abilit ies, and social skills, cont ribut ing t o personalit y format ion.

● Teachers and ment ors play a role in shaping personalit y by providing guidance,
encouragement , and set t ing expect at ions.

5. Sit uat ional or Environment al Condit ions

● Life experiences: Signifi cant event s such as t rauma, success, or failure can
shape personalit y. For inst ance, people may become more resilient or anxious
depending on life experiences.

● Socioeconomic st at us: Economic condit ions can affect an individual’s worldview,

self- est eem, and mot ivat ion, influencing personalit y t rait s like confi dence or
opt imism.

6. Cult ural and Societ al Fact ors

● Cult ural background: Different cult ures place different emphasis on

individualismvs. collect ivism, impact ing t rait s like independence, assert iveness,
or communit y orient at ion.

● Social norms and roles: Expect at ions based on gender, profession, or societ al
roles can shape how personalit y t rait s are expressed or developed.

7. Psychological Fact ors

● Cognit ive fact ors: Thought pat t erns, percept ions, and at t it udes (e.g., opt imism
or pessimism) influence personalit y development .

● Mot ivat ional fact ors: I nt ernal drives and needs (such as t he need for
achievement or affi liat ion) det ermine behaviors and personalit y t rait s.

8. Temperament

● I nnat e t emperament : Present frombirt h, t emperament refers t o t he basic

emot ional and behavioral t endencies of a person, such as being easygoing or
highly react ive, which formt he foundat ion of personalit y.

9. Physical Fact ors

● Physical appearance: Charact erist ics such as height , weight , and facial feat ures
 can influence how a person is perceived and how t hey perceive t hemselves, affect ing
confi dence, self- est eem, and social int eract ions.

● Healt h condit ions: Chronic illnesses, disabilit ies, or physical challenges can
affect emot ional responses, coping st rat egies, and overall personalit y
development .

10. Learning and Experience

● Behavioral condit ioning: Posit ive or negat ive reinforcement and modeling from
ot hers shape personalit y t rait s like discipline or risk- t aking.

● Observat ional learning: People oft en imit at e or learn behaviors fromrole models,
which can influence t heir personalit y development .

11. Peer I nfluence

● Peer group int eract ions: Friends and peers, especially during adolescence,
signifi cant ly influence personalit y by reinforcing behaviors, at t it udes, and social
skills.

12. Self- concept and I dent it y

● Self- awareness: How individuals perceive t hemselves, t heir st rengt hs,

weaknesses, and sense of ident it y, influences t heir behavior and personalit y
t rait s.

● Life goals: Personal ambit ions and aspirat ions also play a role in shaping
personalit y, as individuals st rive t o align t heir behaviors wit h t heir goals.

Assessing personalit y involves various t echniques t hat psychologist s and professionals

use t o underst and an individual's charact erist ic pat t erns of t hought s, feelings, and
behaviors. These t echniques are essent ial for bot h clinical pract ice and research,
providing insight s int o an individual’s t rait s, mot ivat ions, and emot ional funct ioning.
The met hods used for personalit y assessment can be broadly cat egorized int o t he
following:

1. Self- Report Quest ionnaires

These are t he most commonly used t echniques where individuals provide informat ion
about t hemselves by responding t o quest ions or st at ement s.

Examples:
 ● Minnesot a Mult iphasic Personalit y I nvent ory (MMPI ): A widely used clinical t ool
for diagnosing psychological disorders. I t cont ains hundreds of t rue/false it ems
t o assess various personalit y t rait s and psychopat hologies.

● Big Five Personalit y Test (NEO- PI - R): This invent ory measures t he fi ve maj or
dimensions of personalit y (Openness, Conscient iousness, Ext raversion,
Agreeableness, Neurot icism).

● Myers- Briggs Type I ndicat or (MBTI ): A self- report invent ory based on Carl
Jung's t heory, cat egorizing individuals int o 16 different personalit y t ypes.

Advant ages:

● Easy t o administ er and score.

● Provides a quant it at ive assessment of personalit y t rait s.

Limit at ions:

● May suffer fromsocial desirabilit y bias, where respondent s answer in a way t hey
t hink is favorable.

● Self- awareness issues: People may not always have accurat e insight s int o t heir
own behaviors.

2. Proj ect ive Test s

Proj ect ive t echniques are based on t he idea t hat people proj ect t heir unconscious
t hought s, feelings, and desires ont o ambiguous st imuli. These t est s aimt o uncover
hidden aspect s of personalit y.

Examples:

● Rorschach I nkblot Test : I ndividuals are shown a series of inkblot s and asked t o
describe what t hey see. Responses are int erpret ed t o reveal unconscious conflict s
or personalit y charact erist ics.

● Themat ic Appercept ion Test (TAT): I ndividuals are shown ambiguous pict ures and
asked t o creat e a st ory about each one. The cont ent and t hemes of t he st ories
can provide insight s int o t heir needs, drives, and emot ions.

Advant ages:

● Can reveal underlying t hought s and emot ions t hat are not easily accessible
 t hrough self- report quest ionnaires.

● Useful in t herapeut ic set t ings t o explore deep- seat ed issues.

Limit at ions:

● Subj ect ive int erpret at ion: The result s depend on t he skill and t raining of t he
evaluat or, making it less reliable.

● Low validit y and quest ionable reliabilit y compared t o more st ruct ured t est s.

3. Behavioral Observat ions

This t echnique involves observing a person’s behavior in nat uralist ic or cont rolled
set t ings. Observers assess how an individual int eract s wit h t heir environment , peers, or
performs specifi c t asks.

Examples:

● Nat uralist ic Observat ion: Observing an individual’s behavior in t heir nat ural
environment (e.g., school, workplace) wit hout int erference.

● Cont rolled Observat ion: I n a laborat ory or clinical set t ing, specifi c behaviors
may be observed under pre- det ermined condit ions, such as how a person responds
t o st ress.

Advant ages:

● Provides real- world insight s int o personalit y t hrough direct observat ion.

● Useful for assessing behaviors t hat individuals may not self- report accurat ely.

Limit at ions:

● Time- consuming and may be influenced by t he observer's bias.

● The individual’s behavior may change when t hey know t hey are being observed
(Hawt horne effect ).

4. I nt erviews

I nt erviews, whet her st ruct ured, semi- st ruct ured, or unst ruct ured, are used t o gat her
in- dept h informat ion about a person's personalit y t hrough direct conversat ion.
Types:

● St ruct ured I nt erviews: Pre- det ermined quest ions aimed at assessing specifi c
personalit y t rait s or psychological condit ions.

● Unst ruct ured I nt erviews: More open- ended, allowing t he individual t o speak
freely, which can provide deeper insight s int o personalit y dynamics.

Advant ages:

● Allows for flexibilit y and t he possibilit y t o probe deeper int o cert ain aspect s of
personalit y.

● Can provide rich, qualit at ive dat a about personal experiences, values, and
beliefs.

Limit at ions:

● Time- consuming and less st andardized.

● I nt erviewer bias may influence t he int erpret at ion of responses.

5. Personalit y I nvent ories for Specifi c Sit uat ions

These are specialized assessment s designed t o evaluat e personalit y t rait s relevant t o

specifi c cont ext s such as work, leadership, or relat ionships.

Examples:

● California Psychological I nvent ory (CPI ): Designed t o assess int erpersonal

behavior and social int eract ions, oft en used in occupat ional or organizat ional
set t ings.

● 16 Personalit y Fact or Quest ionnaire (16PF): Developed by Raymond Cat t ell, t his
t est assesses 16 primary personalit y t rait s and is commonly used for vocat ional
and clinical purposes.

Advant ages:

● Tailored t o specifi c needs, making it useful for organizat ional or clinical

purposes.

● Provides st ruct ured and measurable personalit y insight s for specifi c sit uat ions.

Limit at ions:
 ● May not capt ure t he full spect rumof an individual’s personalit y t rait s, as t hey
are cont ext - specifi c.

6. Psychophysiological Met hods

These met hods assess t he physiological responses associat ed wit h cert ain personalit y
t rait s or st at es, such as heart rat e, brain act ivit y, or hormonal levels.

Examples:

● EEG (Elect roencephalogram): Used t o measure brain wave pat t erns, which can
be correlat ed wit h emot ional responses or personalit y t rait s like int roversion or
ext raversion.

● Heart Rat e Monit oring: Changes in heart rat e and skin conduct ance can
indicat e emot ional react ions and st ress responses linked t o cert ain personalit y
t rait s, such as anxiet y.

Advant ages:

● Provides obj ect ive and measurable dat a.

● Can reveal biological or physiological component s of personalit y.

Limit at ions:

● Requires specialized equipment and expert ise.

● Physiological dat a may not always direct ly correlat e wit h complex personalit y
t rait s.

7. Sit uat ional Test s

These t est s place individuals in st ruct ured sit uat ions designed t o elicit cert ain
behaviors, revealing aspect s of t heir personalit y.

Examples:

● Role- play exercises: I ndividuals are asked t o play a cert ain role, and t heir
behavior is observed and assessed t o underst and personalit y t rait s like
assert iveness or problem- solving abilit ies.

● St ress int erviews: Candidat es are exposed t o high- pressure scenarios t o assess
 how t hey respond t o st ress or diffi cult sit uat ions.

Advant ages:

● Provides insight int o how a person may behave in real- life sit uat ions.

● Useful for assessing t rait s like leadership, problem- solving, or adapt abilit y.

Limit at ions:

● I ndividuals may behave different ly in art ifi cial set t ings t han in real- world
sit uat ions.

● Time- consuming t o design and conduct .

Process of personalit y development

The process of personalit y development involves t he dynamic int erplay of biological,

psychological, and social fact ors over t ime. I t begins in early childhood and cont inues
t hroughout life, shaped by various experiences, relat ionships, and int ernal changes.
Below is an illust rat ion of t he key st ages and influences in personalit y development :

1. Prenat al and Genet ic Fact ors

● Genet ic inherit ance plays a crucial role in shaping basic personalit y t endencies
like t emperament , which are evident frombirt h. These are biologically root ed
t rait s such as emot ional react ivit y, act ivit y levels, and sociabilit y.

● Prenat al environment , including mat ernal healt h and nut rit ion, can influence
early brain development , which impact s personalit y.
2. Early Childhood (0- 5 Years)

● Temperament : Early personalit y t rait s like being easygoing, shy, or diffi cult can
be observed in infancy. These formt he foundat ion for lat er personalit y t rait s.

● At t achment : A secure at t achment wit h caregivers fost ers t rust and emot ional
securit y, which are essent ial for healt hy personalit y development . According t o
John Bowlby and Mary Ainswort h, securely at t ached children t end t o develop
posit ive self- est eemand are more confi dent in relat ionships lat er in life.

● Psychosocial development : According t o Erik Erikson, t he fi rst st age of

personalit y development involves resolving t he conflict bet ween t rust vs.
mist rust (0- 1 year). Successful resolut ion leads t o feelings of safet y and securit y.

3. Childhood (6- 12 Years)

● Socializat ion: As children int eract wit h t heir family, peers, and school, t hey begin
t o learn societ al norms, values, and appropriat e behaviors. Albert Bandura's
Social Learning Theory suggest s t hat children model behaviors t hey observe in
ot hers, especially aut horit y fi gures and peers.

● Cognit ive Development : Jean Piaget emphasized t hat as children's cognit ive
abilit ies grow, t hey develop a sense of self, underst and ot hers' perspect ives, and
formpersonal values and beliefs.

● Erikson's St age: I ndust ry vs. I nferiorit y: During t his st age (ages 6- 12), children
develop a sense of compet ence as t hey achieve skills and receive praise. I f
unsuccessful, t hey may develop feelings of inferiorit y.

4. Adolescence (13- 19 Years)

● I dent it y Format ion: Adolescence is a crit ical period for forming one's ident it y.
Erikson's St age: I dent it y vs. Role Confusion involves fi guring out personal
values, beliefs, and fut ure goals. Adolescent s experiment wit h different roles and
ideas t o forma st able sense of self.

● Peer I nfluence: Peer groups become increasingly import ant , influencing self-
est eemand social behaviors. Adolescent s seek accept ance and validat ion from
t heir peer groups, which can shape personalit y.

● Cognit ive and Moral Development : According t o Lawrence Kohlberg, moral

reasoning becomes more sophist icat ed, shift ing fromobeying aut horit y t o
underst anding broader et hical principles.

5. Early Adult hood (20- 40 Years)

 ● Relat ionships and I nt imacy: Erikson's St age: I nt imacy vs. I solat ion highlight s
t he import ance of forming meaningful, int imat e relat ionships. Success in t his
st age leads t o st rong, commit t ed relat ionships, which cont ribut e t o emot ional
st abilit y and personal growt h.

● Career and Social Roles: I ndividuals st art t o defi ne t hemselves t hrough t heir
careers and roles in societ y. Achievement s and failures in professional life
signifi cant ly impact personalit y t rait s like confi dence, conscient iousness, and
resilience.

6. Middle Adult hood (40- 65 Years)

● Generat ivit y vs. St agnat ion (Erikson): This st age involves focusing on
cont ribut ing t o societ y t hrough work, family, or communit y. I ndividuals who
succeed in t his st age feel product ive and involved, while t hose who st ruggle may
feel st uck or unfulfi lled.

● Life Transit ions: Midlife crises or t ransit ions can prompt individuals t o reassess
t heir goals, achievement s, and sense of ident it y, which may lead t o personal
growt h or signifi cant personalit y changes.

7. Lat e Adult hood (65+ Years)

● Reflect ion and I nt egrit y vs. Despair (Erikson): As individuals reflect on t heir
life, t hey eit her achieve a sense of int egrit y and fulfi llment or experience regret
and despair. Posit ive reflect ions lead t o a sense of wisdom, while unresolved
conflict s may result in bit t erness.

● Cognit ive and Emot ional St abilit y: Alt hough cognit ive funct ions may decline,
emot ional regulat ion oft en improves in older adult s, leading t o great er emot ional
st abilit y. This can result in more posit ive personalit y t rait s like pat ience and
empat hy.

I nfluencing Fact ors Throughout Development :

1. Biological Fact ors:

o Genet ics and heredit y influence t emperament and ot her personalit y t rait s.

o Neurobiological fact ors, including brain development and hormonal changes,

cont ribut e t o personalit y changes across t he lifespan.

2. Environment al Fact ors:

o Family: Parent ing st yle, family dynamics, and early childhood experiences
 shape personalit y. Aut horit at ive parent ing (high warmt h, high cont rol) is
associat ed wit h well- adj ust ed personalit y t rait s like high self- est eemand
social compet ence.

o Cult ure: Cult ural values and norms shape t he way individuals express
personalit y t rait s, such as individualismvs. collect ivism, independence, or
int erdependence.

3. Learning and Experiences:

o Life experiences, bot h posit ive and negat ive, play a maj or role in personalit y
development . For example, overcoming challenges can fost er t rait s like
resilience and adapt abilit y.

o Social learning: People learn by observing t he behavior of ot hers and it s

consequences. According t o Bandura’s Social Learning Theory, modeling
and reinforcement shape personalit y t rait s.

4. Cognit ive Development :

o As cognit ive abilit ies develop, people gain a bet t er underst anding of
t hemselves and ot hers, which influences personalit y. Self- concept , t he
view individuals have of t hemselves, evolves and affect s behaviors and
at t it udes.

5. Crisis and Challenges:

o Life crises (e.g., loss of a loved one, healt h problems) oft en lead t o
signifi cant personalit y changes. How individuals cope wit h st ress or
t rauma shapes personalit y t rait s such as emot ional st abilit y or openness
t o experience.

Concept Defi nit ion Charact erist ics

Personali The overall pat t ern of t hought s, I nfluenced by bot h nat ure and nurt ure;
ty feelings, and behaviors t hat makes an evolves over t ime.
individual unique.

Trait A specifi c charact erist ic or qualit y t hat Relat ively st able over t ime; can be
influences behavior. measured and quant ifi ed.

Tempera The innat e biological aspect s of More st able t han t rait s; reflect s nat ural
ment personalit y; oft en seen in early childhood. predisposit ions.