DET ERMINANT S O F

PERS O NALIT Y
■ ‘personality’ is derived from the Latin word ‘persona’ which means a mask.
■ G. W. Allport “a person’s pattern of habits, attitudes, and traits which determine
his adjustment to his environment.”
■ Indivisible unit.neither good nor bad.
Personality and Environment:
■ Man comes to form ideas and attitudes according to the physical environment
he lives in.
■ Climate and topography determine to a great extent the physical and mental
traits of a people, but it cannot be said that they alone determine human
behaviour.
Heredity and Personality:
■ Every human group inherits the same general set of biological needs and
capacities.
■ Resemble his parents in physical appearance and intelligence.
■ Nervous system affects the intelligence&hormones affect the growth of
personality.
■ Manual skills, intelligence and sensory discriminations are some of the abilities
which appear more highly developed in some family lines than others. But other
traits such as one’s beliefs, loyalties, prejudices and manners are for the most
part the result of training and experience.
Personality and Culture:

■ Personality is an individual aspect of culture, while culture is a collective aspect of

personality
■ T raditions, customs, mores, religion, institutions, moral and social standards of a group
affect the personality of the group members.
■ speech itself becomes a trait of personality.
■ Ruth Benedict writes
■ Apollonian type is characterised by restraint, even temperances, moderation and co-
operativeness.
■ Dionysian type is marked by emotionalism, excess, pursuit of prestige, individualism
and competitiveness.
Personality and Particular
Experiences:
■ that stem from continuous association with one’s group, second, arise suddenly
and not recur.
■ Why are the children brought up in the same family differ from one another in
their personality, even though they have had the same experiences?
Biological Personality

■ Minnesota S tudy of T wins

■ 1 9 7 9 to 1 9 9 9 . In studying 3 5 0 pairs of twins – identical and Fraternal
■ Identical twin shows similar personality.
■ BO DY T Y PE AND T EMPERAMENT
■ Ectomorphs, endomorphs, and mesomorphs.
■ Ectomorph personality is anxious, self-conscious, artistic, thoughtful, q uiet, and
private.
■ Endomorphs as being relaxed, comfortable, good-humored, eventempered,
sociable, and tolerant
■ Mesomorphs are adventurous, assertive, competitive, and fearless.
Culture

■ Emic and etic tasks or behaviors.

■ S imply put, emic tasks are those that are familiar to the members of a given
culture, whereas etic tasks are common to all cultures.
■ Eq uivalence.
■ Does a concept mean the same thing in different cultures.
PSY C H O AN ALY T I
C
Sig mund Freud
LE V E LS O F C O N SC IO U SN E SS
Psychoanalysis: A method of therapy b ased on
Freud’s theory of personality,in w hich the therapist
attempts to b ring repressed
unconscious material into consciousness.
1 conscious
2 Preconscious.
3 U nconscious:repressed
ST R U C T U R E O F PE R SO N ALIT Y
Id: In Freud’s theory,the portion of personality concerned w ith immediate g ratification
of primitive needs.
Pleasure Principle: T he principle on w hich the id operates,according to w hich
immediate pleasure is the sole motivation for b ehavior
E g o: In Freud’s theory,the part of personality that takes account of external reality in
the expression of instinctive sexual and ag g ressive urg es.
R eality Principle: T he principle according to w hich the eg o operates,in w hich the
external conseq uences of b ehavior are considered in the expression of impulses from
the id.
Supereg o: According to Freud,the portion of human personality representing the
conscience.
Freudian Slips: E rrors in speech that in fact b etray unconscious thoug hts or impulses.
AN X IE T Y AN D D E F E N C E
M E C H AN ISM
Anxiety: In Freudian theory,unpleasant
feeling s of tension or w orry experienced
b y individuals in reaction to unacceptab le
w ishes or impulses.
 D efense M echanisms: T echniq ues used
b y the eg o to keep threatening and
unacceptab le material out of
consciousness,and so to reduce anxiety.
 PSY C H O SE X U AL ST AG E S O F
D E V E LO PM E N T
Lib ido refers to the instinctual
life force that energ izes the id.
F ixation stem from either too
little or too much g ratification
during this stag e,and in either
case the result is harmful.
C astration anxiety
NEO-FREU DIANS
INT RODU C T ION
Freud attracted m any follow ers w h o m odified h is ideas to create new th eories ab out
p ersonality.
B ut th ey Deem p h asized sex.
T h ey focusing on social environm ent and effects of culture.
Alfred Adler,Erik Erikson,C arl J ung (p ronounced “Y oong ”),and Karen H orney
(p ronounced “H ORN-eye”).
ALFRED ADLER
First m ajor th eorist to b reak aw ay from Freud.
Individual p sych olog y,w h ich focuses on our drive to com p ensate for feeling s of
inferiority.
Inferiority com p lex - feeling s th at th ey lack w orth and don’t m easure up to th e
standards of oth ers or of society.
T h ree fundam ental social: tasks th at all of us m ust exp erience: occup ational tasks
(careers),societal tasks (friendsh ip ),and love tasks (finding an intim ate p artner for a
long -term relationsh ip ).
Em p h asized conscious rath er th an unconscious m otivation.
B irth order.
ERIK ERIKSON
 social
relationsh ip s are
im p ortant at each
stag e of
p ersonality
develop m ent.
C ARL J U NG
Analytical p sych olog y
W orking to B alance op p osing forces of conscious and unconscious th oug h t,and
exp erience w ith in one’s p ersonality.
Rejected sexual drive & accep ted unconscious.
C ollective unconscious is a universal version of th e p ersonal unconscious,h olding
m ental p atterns,or m em ory traces,w h ich are com m on to all of us .
Arch etyp es,are rep resented b y universal th em es in various cultures,as exp ressed
th roug h literature,art,and dream s.
Introvert and extrovert
KAREN H ORNEY C op ing style Descrip tion Exam p le
First w om en trained as a M oving tow ard p eop le Affiliation and C h ild seeking p ositiv
Freudian p sych oanalyst. dep endence attention and
affection from p aren
m en h ave w om b envy,
adult needing love
b ecause th ey cannot g ive
b irth . M oving ag ainst Ag g ression and C h ild fig h ting or
p eop le m anip ulation b ullying oth er
Role of unconscious ch ildren;adult w h o is
anxiety. ab rasive and verb ally
h urtful,or w h o
exp loits oth ers
M oving aw ay from Detach m ent and C h ild w ith draw n from
p eop le isolation th e w orld and
isolated;adult loner
HU MA N IS TIC
THE O RIE S :
IN TRO D U C TIO N
Theories of p ersonality emp hasizing p ersonal resp onsibility and innate tendencies
toward p ersonal growth.
It emp hasize
p ersonal resp onsibility
Focus on the p resent
P ersonal growth
RO G E R’S S E LF THE O RY
B E C O MIN G A F U LLY F U N
E xamp le: indep endent girl
S elf-concep t (our beliefs and knowledge about ourselves)
D istortion— changing our p ercep tions of reality so that they are consistent with our
self-concep t.
denial;
U nconditional p ositive regard is treatment
MA S LO W
A braham Maslow (1 9 7 0 )
C oncep t of a needs hierarchy
Hungry p erson won’t be very interested in self-actualizing
S elf-A ctualization: In Maslow’s theory,the stage of p ersonal develop ment in which
individuals reach their maximum p otential.
P eak exp erience:instances in which they have p owerful feelings of unity with the
universe and feel tremendous waves of p ower and W onder
TRAIT
IN TRO
P ersonality traits— stab le dimensions of personality along w h ich people vary,from
very low to very h ig h .
Trait Th eories Identifying key dimensions of personality— th e most important w ays in
w h ich people differ.
ALLP O RT
G ordon Allport (Allport & O db ert,1 9 3 6 ),fou nd 4 ,5 0 0 w ords in th e E ng lish .

th ree categ ories: cardinal traits,central traits,and secondary traits.

C ardinal trait is one th at dominates you r entire personality eg Th eresa’s altru ism

C entral traits are th ose th at make u p ou r personalities (su ch as loyal,kind,ag reeab le,
friendly,sneaky,w ild,and g rou ch y)
S econdary traits are th ose th at are not q u ite as ob viou s or as consistent as central
traits.
RAY M O N D C ATTE LL

W armth ,reasoning ,emotional stab ility,dominance,liveliness,ru le-consciou sness,

social b oldness,sensitivity,vig ilance,ab stractedness,privateness,appreh ension,
openness to ch ang e,selfreliance,perfectionism,and tension.
B IG F IV E
1 E xtraversion: A dimension rang ing from energ etic,enth u siastic,sociab le,and
talkative at one end to retiring ,sob er,reserved,silent,and cau tiou s at th e oth er.
2 . Ag reeab leness: A dimension rang ing from g ood-natu red,cooperative,tru sting ,and
h elpfu l at one end to irritab le,su spiciou s,and u ncooperative at th e oth er.
 3 . C onscientiou sness: A dimension rang ing from w ell-org anized,carefu l,self-
disciplined,responsib le,and precise at one end to disorg anized,impu lsive,careless,
and u ndependab le at th e oth er.
4 . E motional stab ility (sometimes lab eled neu roticisim): A dimension rang ing from
poised,calm,composed,and not h ypoch ondriacal at one end to nervou s,anxiou s,
h ig h -stru ng ,and h ypoch ondriacal at th e oth er.
5 . O penness to experience: A dimension rang ing from imag inative,w itty,and h aving
b road interests at one end to dow n-to-earth ,simple,and h aving narrow interests at th e
oth er.
H AN S AN D S Y B IL E Y S E N C K
D imensions:
extroversion/introversion and
neu roticism/stab ility.
E ysencks added a th ird dimension:
psych oticism versu s su pereg o
control
SO C IA L
LE A R N IN G
A lb ert B and u ra
 th inking and reasoning are im p ortant com p onents of learning.
Self-System : In B and u ra’s social cognitive th eory,th e set of cognitive p rocesses b y
w h ich a p erson p erceives,evalu ates,and regu lates h is or h er ow n b eh avior.
1 )R ecip rocal D eterm inism
C ognitive p rocesses refer to all ch aracteristics p reviou sly learned ,inclu d ing b eliefs,
exp ectations,and p ersonality ch aracteristics.
B eh avior refers to anyth ing th at w e d o th at m ay b e rew ard ed or p u nish ed .
context in w h ich th e b eh avior occu rs refers to th e environm ent or situ ation,w h ich
inclu d es rew ard ing/ p u nish ing stim u li.
2 )ob servational learning
Learning is vicariou s
W e com e to learn w h at b eh aviors are accep tab le and rew ard ed in ou r cu ltu re,and w e
also learn to inh ib it d eviant or socially u naccep tab le b eh aviors b y seeing w h at
b eh aviors are p u nish ed .
3 )self-efficacy
Self-efficacy is ou r level of confid ence in ou r ow n ab ilities,d evelop ed th rou gh ou r
social exp eriences.
W h ich b eh aviors w e ch oose to im itate as w ell as ou r su ccess in p erform ing th ose
b eh aviors.
EX IS T EN T IA L
P S Y C HO LO G Y
IN T R O D U C T IO N
Linked to the field of philosophy
S ø ren Kierkegaard w as a D anish philosopher father of existentialism .
C reating one’s ow n identity to give m eaning to existence.
Failure leads to existential crisis.
T hree stages or m odes of existence:
A esthetic m ode,the ethical m ode,and the religious m ode.
 T he aesthetic m ode : here and now ,and focuses prim arily on pleasure and pain.
T he ethical m ode. : involves m aking choices and w restling w ith the concept of
responsib ility. choose w hether or not to live b y a code or according to the rules of
society.
religious m ode b y m aking a firm com m itm ent to do so. W hile this m ay lead to the
recognition that each of us is a uniq ue individual,it also b rings w ith it the realization
of our total inadeq uacy relative to G od
MA R T IN HEID EG G ER (1889-
1976) A N D KA R L JA S P ER S
(1883-1969)
Jaspers w as not an atheist,b ut still his existential theory focused on the hum an
journey tow ard a freedom that has m eaning only w hen it reveals itself in union w ith
G od.
Heidegger considered individuals as b eings w ho are all connected in B eing,thus
distinguishing b etw een m ere b eings (including other anim als) and the nature of truth
or B eing
D asein :O nly hum ans are capab le of understanding this connection b etw een all b eings
B eing-throw n-into-this-w orld
Jean-P aul S artre (190 5 -1980 ): en-soi (the in-itself) and pour-soi (the for-itself).
PE R S O N A L
CO N S TR U CT
TH E O R Y
G eorg e K elly
Form ulating hyp otheses ab out the environm ent and testing them ag ainst the reality of
d aily life.
E lab orated up on the m etap hor of “p erson as scientist”
Construct A n intellectual hyp othesis that w e d evise and use to interp ret or exp lain life
events. Constructs are b ip olar.
Constructive alternativism The id ea that w e are free to revise or rep lace our
constructs w ith alternatives as need ed .
TR A N S PE R S O N A
L PS Y C HO LO G Y
IN TR O D U C TIO N
E xperience of feeling connected to som ething larger than yourself
Investigates experiences that extend our aw areness b eyond (trans) our individual
sense of em b odied identity (personal).
M editation
S piritual experience
F low
Tim othy Leary and R ichard A lpert used drugs to study.
HIS TO R Y
1 9 6 7 ,a sm all w orking group including A b raham M aslow ,A nthony S utich,and
S tanislav G rof
A b raham M aslow and V ictor Frankl coined transpersonal
including w hat G rof (2 0 1 3 ) term ed “non-ordinary states of consciousness.”
Fourth force
LOCUS OF CONTROL

Rotter, 1954
 INTRO

• ‘Locus of control’ refers to how much control a person feels they have in their
own behavior
• Julian B. Rotter in 1954
• “Locus” (plural “loci”)
• A particular position or place where something occurs or is situated.
 INTERNAL VS EXTERNAL

• Internal locus
• External locus
SELIGMAN’S EXPLANATORY STYLES
Seligman's Explanatory styles
 INTRODUCTION

• Dr. Martin Seligman - father of positive psychology

• Former head of the American Psychological Association (APA)
 LEARNED HELPLESS

• An individual is repeatedly exposed to unavoidable painful or otherwise

negative stimuli, they will come to expect that such events are uncontrollable
and potentially develop a sense of hopelessness and depression as a result.

ATTRIBUTIONAL REFORMULATION OF
THE LEARNED HELPLESSNESS MODEL

• Causal explanatory dimensions of attribution;

• Permanance stable/unstable causes,
• Personalization internal/external causal statements
• Pervasivesness. global/specific causal
 DIFFERENT STYLES

• Optimistic explanatory style

• Optimists explain positive events in terms of personal, permanent
causes and negative events in terms of external, temporary causes
• Pessimistic explanatory style
 PERMANENCE

• Bad Events • Good Events

•
Optimistic (permanent):
Optimistic (temporary):
• “I’m talented”
• “My supervisor is in a bad mood”
•
• Pessimistic (temporary):
• Pessimistic (permanent):
“My supervisor is a jerk” • “I tried hard today”
 PE R V A S IV E N E S S

• Bad Events • Good Events

Optimistic (specific): Optimistic (universal):

• “This kid is annoying” • “I’m smart”

• Pessimistic (universal): • Pessimistic (specific):

“Kids are annoying”
• “I’m smart in math”
 PERSONALIZATION

• Bad Events • Good Events

Optimistic (external): Optimistic (internal):

• “I grew up poor” • “My skill…

• Pessimistic (internal): • Pessimistic (external):

“I’m insecure”
• “My teammates’ skill…”
MORAL DEVELOPMENT
 INTRODUCTION

• Lawrence kohlberg (1958 )

• It’s based on Jean Piaget (1932 )
• 6 stages
• Boys 10 to 16 years old
• Heniz story
 PRE-CONVENTIONAL

• 1 )Avoiding Punishment • 2 ) Self-Interest

• Moral reasoning is based on direct • Actions are seen in terms of rewards
consequences rather than moral value.
 CONVENTIONAL

• 3 ) Good boy attitude • 4 ) Law & Order Morality

• Good behavior is about living up to social • Moral reasoning considers societal laws.
expectations and roles.
 POST CONVENTIONAL

• 5 ) Social Contract • 6 ) Universal Principles

• Rules are seen as social agreements that • Moral reasoning is based on universal
can be changed when necessary. ethical principles and justice.