LESSON PLAN

ON
Personality Development
(Development Psychology )

SUBMITTED BY:-
Prerna
Name of the teacher : Prerna Bhandari

Subject : Psychology

Unit

Topic : Personality Development

Number of students : 20

Method of teaching : Lecture cum discussion

AV Aid : Lecture cum discussion , blackboard

Date, Time and Duration of teaching : Date:-

1 hr

Venue : Bsc 1st year

Previous knowledge of group : The group is having very little knowledge about the topic
GENERAL OBJECTIVES
Teacher will able to learn an understand about the topic personality development and teacher will make sure students
learn and understand every concept .

SPECIFIC OBJECTIVE
At the end of the presentation the student will be able to –

- Define personality
- Explain stages of development psychology
- Explain role of nurse in different stages of psychology
S Contributory Time Content Teaching Learning activity
r. objectives
N
o
A.V. Teaching Questions to be asked
Aids Activity

Introduction of self
Good , myself Prerna ,today I am going to
explain Personality development .

Introduction of the Introduction Power Lecture cum

topic point discussion
Personality is derived from a Latin word “Persona” which
literally means a dress or mask which Greek actors used
to wear during playing a drama or play. Thus it gives
importance to outer appearance but now it is known that
just outer appearance cannot be stated as personality.
Psychoanalytical approach states that personality is
construct of three components i.e. Id, Ego and superego.
Psychological point of view is expressed well by the
definition of Allport . He defined personality as the
dynamic organization within the individual of
 psychophysical systems that determines his characteristic
behaviour and thought.
Define personality Definition of personality Power Lecture What is the definition
point of personality
 “Personality is the dynamic organization within
the individual of psychophysical systems that
determine his characteristics, behaviour and
thought. “

 Personality is the integration of those systems of

habits that represents one individual’s adjustment
to his environment.
-

 Personality is the integration of those systems of

habits that represents one individual’s
characteristics adjustment to his environment.
-
I

Describe nature / Power Lecture cum What are the

characteristics of Nature / Characteristics of personality:- point discussion characteristics of
personality  Unique and specific personality ?
 Self consciousness
 It is judged through social. It is only in relation to
others that we are usually judged and our
consciousness of ourselves arises only in our
interaction with other members of society.
 It includes all the behaviour patterns i.e. cognitive,
co native and affective domains.
 Sum of the (total) traits of an individual.
 Dynamic and ever in process of change and
 modification.
 Unique adjustment of an individual to his
environment.
 It is the product of heredity and environment, but
contributes significantly towards the child’s
development.
 Personality always strives for goals. Our life and
behaviour is purposive and we are forever
seeking new ends and goals to meet our goals.
 Every individual personality has one or more
distinguishing feature to achieve some specific
goals and to solve the problems of life.

Describe traits of Power Lecture What are the traits of

personality Traits / Constituents of personality:- point personality?

Traits are integrated into the unity called

personality. The trait is the consistency of
individual response to a variety of situations, e.g.
Honesty, calmness, anxiety, tension, irritability,
emotionality. These are as follows:-

1) Personal Appearance: Some people place too

much emphasis on looks and judge mental
alertness from personal appearances, it cannot
be denied that to some extent success and
failure is determined by personal appearance
which includes not only weight, height,
complexion but also voices, dress, other
characteristics of personal nature . But often
the lack of good looks is made up by good
 nature, by qualities like friendliness, goodwill,
helplessness.

2) Intelligence: It is capacity of an individual to

learn and to solve problems and adjust to
relatively new and changing conditions. There
are individual differences but is desired from
well balanced personality in which
intelligence is supplemented by healthy social
being.

3) Emotionality: It has a powerful role to play in

personality. The emotional stability and
maturity is required for healthy personality.

4) Sociability: This trait is present in varying

degree in different people. The young child is
inclined to be extremely selfish and self –
centred. But gradually he learns to share his
things and experiences with others. He plays Explain
with other children and shares his toys with
them. This give and take co-operation in
childhood lays the foundation of social
solidarity at the adult level.

5) Moral Character: This trait refers to social

approval as to whether we have a balanced
personality pursuing well defined goals that
benefit to the individual society.
 Explain factors that Power Lecture What are the factors
influence development Factors influencing the development of personality: point that influence
of personality The major factors which affect the development of personality?
personality are heredity, environment and self.

1. Heredity :- Many of the characteristics are

passed on to the person by the family ,
such as physical characteristics like pretty ,
tall or short, fair or dark , flat or sharp
nose, big or small eyes etc. Mental
characteristics like intelligence, special
abilities like musical talent can also be
passed into the person by the family.
2.
3. Environment: - It influences in shaping
the personality of an individual. The child
may be born with many potentialities and
abilities, but the use of these abilities will
be shown by the person according to the
environment in which he is growing. Ex. A
girl studying in a co- educational school
may be confident of talking to boys, but a
girl studying only in girl’s school may
initially feel hesitant and lack self
confidence. This is due to the environment
in which she has been brought up.
4. Self: - ‘I’ or ‘self’ is the integrated core of
the personality. The components of self are
knower, striver, doer .Knower – means the
experience of self directions involves the
self as a knower, - who am I? What is my
identity in a group? What are my strengths
 and weakness? Striver – means in a group
where I stand. Status in group as a leader,
as a group member. How others feel about
me? Doer – refers to what are my abilities?
What can I as an individual do and
contribute to a group? All these
components contribute to self concept. Self
means ‘I’. Concept means what ideas ‘I’
have about me?
Explain the stages of Power Lecture What are the stages of
development Stages of Development:- point development ?

Stages of development are identified by age.

During the normal development, the child
successfully completes all the tasks of a stage
before moving to another stage. But these stages
may overlap .there are various theories to explain
this some of them are:-
a) Freud’s Psychosocial Development theory.
b) Sullivan’s interpersonal theory of
development.
c) Erickson’s psychosocial development.
d) Piaget’s cognitive development.

Power Lecture What are stages of

Explain Freud’s  Freud’s psychosexual development theory :- point development according
psychosexual Freud has described psycho- social development to Freud’s ?
development theory of personality under different stages :-

I. Oral stage (0 to 2 years): During the first

year of life, the mouth is the principal
organ. Gratification is by sucking the
 breast of mother and bottle. The major
development tasks are relief from anxiety
through oral gratification of needs. Child’s
Libidinal energy is focussed on his mouth ,
which focus on self and is referred to as ”
Primary Narcissism” , which means “ self
love”.
II. Anal stage (2 to 3 years): Members of the
anal region provide pleasure. Not passing
faecal matter also gives pleasure to the
child. There is learning of independence
and control. The libidinal energy shifts
from oral cavity to anus and urethra. Feel
pleasurable sensation in evacuating the
bladder and bowels naturally and without
restriction.
III. Phallic stage (3 to 6 years): self –
manipulation of the genital organs; the
child also identifies group to which he
belongs; what is the difference between
him and his younger sister? The major
developmental tasks are identification with
parents of same sex; development of
sexual identity focuses on genital organs.

Freud explained the development of

Oedipus complex (male child’s
unconscious desire to possess her mother
by eliminations of father) or Electra
complex (female child’s unconscious
desire to possess father by eliminating
mother).
 IV. Latency Stage (6 to 12 years): This is a
stage of psychosexual development when
overt sexual interest is repressed and
sublimated. The child’s attention is
focused on learning skills and other peer
activities. Focus on relationship with same
sex peers.

V. Genital Phase (12 years onwards): This is

the final stage of psychosexual
development .It reached in puberty when
the deepest feelings of pleasure are said to
come from heterosexual relations. Focus
on relation with members of opposite sex.

Explain sullivan’s Power Lecture What are the stages of

interpersonal theory of  Sullivan’s Interpersonal Theory of Development: point development according
development to sullivan’s
Development according to Sullivan includes the major interpersonal theory ?
concepts of anxiety, satisfaction of needs, interpersonal
security, self system; “Good me”, “Bad me”, “Not me” in
interpersonal theory.
Sullivan has emphasized the development of individual
based on the following stages:-

 Infancy (0- 18 months): Sullivan has explained the

gratification of needs through activities related to
mouth, crying and thumb sucking.

 Childhood (18 months – 6 years): In this stage

child learns in delaying the gratification of needs
 because she / he knows that this will result in
parental approval and reward from them. Proper
eating, control on bowel and bladder, use of
language, speech, manipulation and identification
are tasks which child completes at this stage of
development. Child learns about punishment and
pain which is accompanied by parental anxiety.

 Juvenile (6 – 9 years): During this stage the child

learns to develop satisfactory relationship with
peers. Develops feeling of competition,
compromise and cooperation. Child avoids or
suppresses those feelings where she / he thinks
will be disregarded by parents / peers.

 Pre – adolescence (9 – 12 years): In this stage, the

focus of relationship and interest is in another
person of the same sex. The growing child is able
to identity with another person who is having
similar experiences in growth and development.

 Early Adolescence (12 – 14 years): During this

stage there is development of relationship with
opposite sex. Sullivan described it as lust in
response to the biological changes.

 Late adolescence (14- 21 years): During this stage

the growing child makes an attempt for
interdependence. This will be within the society of
lasting and intimate relationship and with selected
member opposite sex.
Explain theory of Power Lecture What are the stages of
 psychosocial Theory of Psychosocial Development by Erickson: point development according
development by to Erickson?
Erickson Erickson has described that development of an individual
proceed from stage one to eight in which the environment
plays a very important role .Erickson has described that,
there is a mutual fitness between individual and
environment.

Stages of development according to Erickson:

 Trust Vs Mistrust (0- 18 months): The stage is

also called as “sensory stage “. The infant learns
to trust mother and significant others who satisfy
his/ her needs as infant is totally dependent on
others. When the needs are satisfied infant learns
to trust which results in self confidence and
optimism.

 Autonomy Vs Shame and Doubt (18 months – 3

years) in this stage the child learns to control his /
her own muscles during toilet training. This gives
the feeling of individuality, control and autonomy
to the child which enhances the self concept.
Failure to perform the act leads to lack of self
concept, guilt and shame.

 Initiative Vs Guilt (3- 6 years): The basic task in

this stage is to initiate and direct one’s own
activities. Child develops its own ways of
asserting needs and gaining rewards. Child
develops an instinct to possess its opposite sex
parent and rival the same sex parent which is not
 allowed socially acceptable way the child acquires
initiative . If unsuccessful, the child develops a
sense of guilt.

 Industry Vs Inferiority ( 6- 12 years) : During this

stage the growing child feels industrious when she
/ he is able to perform well in school and at home ,
receives recognition from significant members of
the family at home and from teachers in school .
When a child is not able to perform as per the
expectation, she / he develop a feeling of
inferiority.

 Identity Vs Role Confusion (12 – 20 years):

During this stage the individual develops sense of
confidence, maturity, emotional stability and
value system. Identity is achieved when
adolescent is able to make decisions that
influences his/ her life. Parents are present for
support. The role confusion occurs when parents
discourage the adolescent to make decisions and
discipline in harsh, inconsistent or absent and
parental figure not available during need.

 Intimacy Vs Isolation (20- 30 years): During this

stage the individual forms an intense and lasting
relationship with another person. Otherwise the
person remains withdrawn and isolated.

 Generativity Vs stagnation (30- 65 years): During

this stage the emphasis is more on growth during
the middle years of life. Otherwise the stagnation
 disturbs the person.

 Integrity Vs Despair (65- Death): During this

stage of life the individual has sense of
satisfaction of his/ her achievements i.e. .,
Professional and personal level. Now the
individual does not fear of death. But non-
achievement of tasks may lead to frustration,
disgust, despair and depression. One may not be
able to accept death.
Explain cognitive Power Lecture What are the stages of
development theory by Cognitive Development Theory by Piaget: point personality
Piaget development according
Jean Piaget worked on how children and adolescent think to Piaget
to acquire knowledge under two process .These are
assimilation and accommodation. In assimilation the
individual acquires the experience and brings / assimilates
in one’s own knowledge, whereas in accommodation one
adjusts to the demands of environment. Piaget has
discussed the cognitive development in an individual four
stages, as given below :

 Sensory motor stage (0 – 2 years): Sensory motor

development occurs in first two years of life.
Child is able to follow or learn about the object
following his/ her senses. This object permanency
is important achievement during this stage of
development.

 Pre Operational Stage 9 2- 6 years): During this

stage of development thinking and reasoning are
 at initiative level. The child is egocentric. Uses
symbolic gestures to explain the language. Ex.
Bring a glass to get water.

 Concrete Operational Stage (6 – 12 years): During

this stage of development the child acts on
concrete and real objects. Instead of egocentric ,
the operational thinking is used that means child is
now able to classify things like ball is round but
all round things are not balls .Child can use
reasoning and reversibility ( capacity to
understand that hot water becomes cold and can
be warmed again) .

 Formal Operation stage (12 years – 15 years

onwards): During this stage of development the
adolescent achieve cognitive maturity. Thinks
abstractly, reasons deductively and is able to find
solution to problems. During this stage of
development individual develops capability to
perform the activities and operations needs in all
stages of development.
Power Lecture What is
Explain point psychoanalytical
psychoanalytical The psychoanalytical approach in approach of
approach of understanding personality personality ?
personality

a) The Psychoanalytic Approach :- Freud

described the human mind and psyche
concerning personality development under
the following headings :-
  Levels of consciousness / Topography
of mind
 Subsystems of personality
Explain levels of
consciousness ?
Levels Of consciousness: - It is described in
following subheadings:-
1. Conscious level: - It relates to the awareness
of an individual to his environment. It
functions when the individual is awake. It is
concerned with thought, feeling and
sensation.
2. Preconscious level: - It is described as the
part of mind in which ideas and reactions are
stored and partially forgotten. It also acts as a
watchman because it prevents certain painful,
unpleasant, unacceptable and disturbing
unconscious memories from reaching the
conscious mind.
3. Unconscious level: - It is the largest part of
mind. It is storehouse for all the memories,
feelings and responses experienced by the
Explain subsystems of individual during his entire life. Power Lecture cum What are the
personality point discussion subsystems of
Subsystems of personality: - It include Id, Ego and personality ?
Superego.
1. Id: - It is the original source of personality
which is present in a newborn. Id is present in
the deepest level of the unconscious .Id is
completely selfish, concerned with immediate
gratification of instinctual needs, the
 biological drives, like hunger and sex. It
operates on the basis of pleasure principle. If
demands of Id are blocked for a longer time,
frustration occurs.

2. Ego: - Ego means “I”, which means “self”. It

is primarily determined by the experience of
reality and is therefore guided by Reality
Principle. Ego waits for right moment of
satisfaction of desires.

3. Superego: - It is developed over a period of

time. It is representative of values and morals
of society as taught to the child by parents or
others such as teachers etc. It is guided by
Moral Principle.

Pleasure Principle
Reality Principle
Moral Principle

Personality Development
through the Life Cycle:-
Discuss development Power Lecture cum How personality
of personality during point disscussion develops during
Infancy Development of personality during Infancy ?
Infancy

Personality development

 Infants are born with abilities to perceive and

respond to some parts of their world. In an
organized and effective way for example
reflexes that is in place at birth permit
neonates to grope or “root” for the breast, to
suck when an object is place in its mouth and
to swallow milk and other fluids.

 Other classes of reflexes which are obvious

adaptive value are breathing, blinking, and
coughing sneezing vomiting and withdrawing
from painful stimuli.

 Another class of reflexes is attributed to the

immaturity of certain parts of the brain
example Moro’s reflex (when support is
withdrawn from the back side of the head the
neonate expands its arms to the sides,
extends its fingers and bring its arms in ward
in a sort of embrace sing movement) this
reflex and other reflexes in this category
normally disappears in early infancy as the
brain matures if these reflexes persist too
long. It may mean that there is a problem with
 the infants developing CNS.

 Newborn senses are very active they respond

gustatory, olfactory, auditory, visual and
tactile stimuli. New born also learn via
classical and instrumental conditioning. Some
studies suggest that newborns are capable of
imitation.
Personality like other physical and mental traits,
results from maturation of hereditary traits. Thomas
et al have commented on the importance of
interpersonal relationship between maturation of
hereditary traits and experiences in the development
of personality. “If two influences are harmonized one
can expect healthy development of the child; if they
are dissonant, behaviour problems are almost sure
to ensure.

Physical hazards

The most serious physical hazards are related

unfavourable environment, a difficult and
complicated birth, a multiple birth, post maturity and
prematurity, and conditions leading to infant
mortality.
Unfavourable prenatal environment
Excessive smoking on the part of the mother for
example can affect the development of the foetus.
Prolonged and intense maternal stress is another
important factor causing the infant to be tense and
nervous
Difficult and complicated birth
As mentioned earlier a difficult and complicated birth
results in temporary and permanent brain damage. If
the birth requires the use of instruments as in the
case where the foetus is so large that has to be
aided in its passage through the birth canal, or in a
case of abnormal presentations the chances of head
injury are always present.
A caesarean section or a premature birth, on the
other hand is likely to result in anoxia a temporary
loss of oxygen to the brain. If anoxia is severe the
brain damage is far greater than is anoxia lasts only
for a few seconds. The more complicated the birth
the more damage to the brain, the greater the
effects of post natal adjustments to the brain.
Multiple births
Children of multiple births are usually smaller and
weaker than singletons as a result of crowding
during prenatal period, which inhibits fetal
movement. These babies may be born prematurely
which adds to their adjustment problems.
Post maturity and prematurity
As already been discussed babies who are large
may be delivered instrumentally and therefore are
prone for brain damage. As with prematurity, which
is a major cause of neonatal deaths, the normal
reflexes are not developed and so there is far too
much from just maladjustment, the existence itself is
at stake. If the neonate makes it alive through the
adversities there is a high level of permanent
damage either to the nervous system or any
supporting system?
Psychological hazards

Relatively few psychological hazards of infancy have

been studied and there is only scanty research
attention. But those that are revealed are of great
importance.
Traditional beliefs about birth
There have been beliefs that children of multiple
births have to be different and inferior to singletons
and that premature are doomed to be physical and
mental weaklings. There are scientific studies about
the effect of time of birth on future development of
the child. The spacing of the child also plays a vital
role in receiving care from the mother.
Helplessness
The fact that new born is helpless is undeniable. Power
The parents’ capability in caring the child leads to point
the development of trust or mistrust within the child
and the environment.
Individuality of the infant
To most people being different is considered as
being inferior. The parents tend to plan prior to the
behaviour based on books, literature or previous
experience. But actually every infant exhibits
individuality. Each infant responds to situations
differently. The first child might be very irritated and
crying more during the night as infant, while the
second child might be well adjusted and don’t get
irritated and don’t cry as much. This gets interpreted
as misbehaviour and taken for medical assistance.
Developmental lag
The infants that are prone for developmental lag are
those that are premature and those who are injures
in birth. Even a full term healthy infant may show
developmental lag because of any minor illness or
inadequate nutrition. An anxious mother will transmit
her anxiety to the infant by the methods of care
given. Lack of stimulation intensifies developmental
lag.

Lack of stimulation
Stimulation reduces that plateau of development
and increases development of the new born. Lack of
stimulation will result in lack of response or
inappropriate response.

New parent blues

There are states of depression among new parents.
These depressive states tend to be more
pronounced in mothers than in fathers and in
parents of first babies than in those who have
already had one or more children. They are
concerned about the extra expense and the new life
adjustments to be made and are mostly frightened
about the new situation. This will develop anxiety
and there by Trans mitted to the child through the
care given.
Names
Names don’t cause much harm during infancy but
it’s during infancy that the name is put. While
growing the name causes threat to his development
if the name is an ‘embarrassment’ of the name is
 ‘funny’ or sex-inappropriate.

Development of Development of personality during Power

personality Pre school Pre-school years point
years

Personality development

Certain personality traits do change even in the

baby hood years. These changes may either be
quantitative, in that there is strengthening or
weakening of a trait already present, or qualitative,
in that a socially undesirable trait is replaced by that
which is
Socially acceptable, for most of the part, personality
tends to be quantitative in nature.
Young children who are shy will seek the
environment that will encourage the development of
this trait. At the same time, they will avoid situations
that would make them feel ill-at-ease or self
conscious. As a result, their shyness becomes
stronger rather than weaker with age.

Physical hazards

Mortality
Due to various diseases, mortality is a major hazard.
Death during the first year is usually due to some
illness and in the second year due to accidents.
Boys are reported dead more than girls.
Crib death
Usually crib death occurs after a long period of
sleep, the cause is idiopathic, but commonly seen in
babies with breathing difficulty and abnormalities
during birth.
Malnutrition
Malnutrition may result from inadequate food intake
or an unbalanced diet, which will result havoc not
only in physical growth but also in mental growth.
Mental retardation, carious teeth and increased risk
for illnesses tends to build up the temperament and
adjustment strategies. The foundations of obesity
may be laid during this period because of over
feeding and over protection. The foundations of
physiological habits are laid on this age like eating,
sleeping and eliminating.

Psychological hazards

Delayed speech, delayed motor development, and is

important as the foundations of the personality are
laid during these years.
Emotional hazards
These include emotional deprivation, stress, too
much affection and dominant emotions are the
problems that might cause an undesirable
personality.
Social hazards
The major hazard is the lack of opportunity to
become more social and interact with others. These
include social phobia and shyness.
Play hazards
The hazards from toys being physically smarting is a
possibility but the psychological impact are even
worse. The child tends to rely on toys for their play
mostly rather than interaction, this will lead to
isolation.
Hazards in understanding
The major hazards seen are in the context of
concepts. It’s relatively easy to replace wrong
meanings with correct meaning, and emotional
weightings, like chocolate for good behaviour and
vegetables for bad behaviour tends to form likes and
dislikes in food.
Hazards of morality
There not much to be moral in babyhood, but if the
bay learns that doing things that annoy brings
attention then that will result in abnormal
aggressiveness in the later period of life.
Family relationship hazards
These include separation from mother, failure to
develop attachment behaviour deterioration of family
relationship, over protectiveness, inconsistent
training (which results in permissiveness of the
parent) and child abuse

Development of personality during

childhood
Personality development

Childhood is labelled by parents as problem, the

troublesome, or the toy age; by education as the
preschool age and by psychologists as pre-gang
age, the exploratory age or the questioning age.
Physical development proceeds at a slow rate in
early childhood but the psychological habits whose
foundations where laid in babyhood becomes well
established.

Physical hazards
Mortality
Death are more often related accidents and are
more frequent among boys than girls
Illness
Children who are ill for a long period of time lags
behind in their learning skills and developmental
skills with the increase in vaccination and
prophylaxis this have been reduced.
Accidents
Young children experiences cuts bruises, infections,
burns and other major and minor accidents.
Although most of the accidents are not fatal they
may contribute to the mental and physical scars
later in the development.

Unattractiveness
As the years progress children become increasingly
unattractive, reaching a view point as they emerge
from their childhood. The lesser the attractiveness
the worse the behaviour will be.
Obesity
Obesity is a health hazard as well as beauty hazard.

Psychological hazard

Speech hazard
Because speech is a mode of communication and
because communication ids need for social
belonging, children who unlike their age mates
cannot communicate with others will be socially
handicapped, and this will lead to feelings of
inadequacy and inferiority.
The major hazard that the children are due to face is
first people expect the children to comprehend what
they are saying if they use word that the children do
not understand, use pronunciation unfamiliar to
children or speak too fast. Second when the quality
of speech is so poor that what they say is
unintelligible. Their ability to communicate with
others is even more jeopardized than if they had not
listened to what was being said to them. Third
bilingualism is a serious handicap to the social
development of the children. Fourth is the content of
the speech.
Emotional hazards.
Dominance of unpleasant emotions like anger, the
inability to establish an empathetic complex,
development of too strong affection to one person.
Social hazards
The young people speech and behaviour might
make them unpopular among the peers and so
deprived of the chance to develop peer-approved
behaviour. Children are forced to play according to
the sex- appropriate way and overdo it and male
themselves obnoxious to the peers. They might
develop unhealthy social attitudes because of the
treatment they receive from age-mates. Another
major hazard is the use of imaginary companions to
compensate the lack of real companions. Parental
encouragements to spend too time with others
children and too little time with their children.
Play hazards
A certain amount of solitary play is encouraged and
teaches the child to be self-sufficient. Another form
of hazard is that children love to watch television
than to play indoors or outdoors games. This will
result in depleted development both mentally as well
as socially. It’s a major problem because it’s only
through play the child socializes with his peers and if
enough opportunities are not given for the play then
that will result in social stagnation and isolation.

Hazards in concept development

The hazards are inaccuracy in understanding, and
development of concepts below the level of the
peers and emotional weighing of concepts are even
more serious hazard.
Moral hazards
The major hazards are inconsistent discipline slows
down the process of learning to conform to social
expectations. The second is if the children is not
reprimanded fro misbehaviours and if they are
permitted to get temporary satisfaction from the
admiration and envy of their peers when they
misbehave, this is likely to encourage them to
persist in their behaviour. The third is too much
emphasis on punishment and too little emphasis on
rewards of good behaviour can lead to unfavourable
attitudes towards those in authority. But the most
serious being the young children who are subjected
to authoritarian discipline, which puts major
emphasis on the external controls and are not
encourage to develop the internal controls over their
behaviour that form the foundations to the
conscience in the later period of life.
Hazards in sex-role typing
There are three common and serious hazards in
sex-role role during this time. First, the children do
not learn the sex-role stereotype commonly
accepted by their peers, whether they be traditional
or egalitarian, they will view behavior different than
their peers do. Second when girls are trained to
conform to the traditional stereotypes for member of
their sex that learn, indirectly, from these
stereotypes that females are regarded as inferior
physically and mentally inferior to the members of
the male sex. This lay the foundations to the
inferiority complexes that are seen in girls and strife
in what they are actually capable of doing. And if the
child does not learn the sex stereotypes, they form a
misfit within the system of society they belong to.
Family relationship hazards
The presence of parents and appropriate care
develops the personality as a whole, a girl child will
be submissive to the males in the house hold and
boys will dominate the house activities. Other
familial relationship also plays a vital role in the
development of personality of the child like for
example the presence of a step mother or step
father, or the loss of the parent to identify with will
result in confusions in identifying the role of the child
and his influence in the society. Child abuse is also
a family relationship hazard and though there is very
less study regarding child abuse in the family
evidence suggests that it is more common among
male relatives with the fathers and stepfathers the
usual offenders. Older brothers more often abuse
their younger siblings than sisters.

Development of Personality during

Adolescence
Adolescence, which is the period extending from
sexual maturity to the age of legal maturity (18
years), is divided into early and late adolescence. It
is an important period of time. A time of change, a
problem age, the time to search identity, a dreaded
age, a time of unrealism and the threshold of
adulthood, these are the terms used to describe this
period of life.
Because mastery of the developmental tasks of
adolescence requires major changes in children’s
habitual attitudes and patterns of behaviour, many
adolescents reach legal maturity before attaining the
tasks and hence carry many unfinished tasks to
adult hood. Even though physical growth is far from
complete, when puberty ends it slackens during
adolescence and much of the changes occur then is
internal rather than external. When physical growth
will be complete is influenced by sex and age of
maturing and thus causing many concerns for the
boys and girls.
While traditionally adolescence is a period of
heightened emotionality, a time of storm and stress
there is a little evidence that this is universal or
persistent as popularly believed.
The important social changes in adolescence
include increase peer group influence more mature
patterns of social behaviour, new social groupings
and new values in the selection of friends and
leaders and social acceptance. The most important
and universal interests fall into seven major
categories; recreational interests, personal and
social interests, educational interests, vocational
interests, religious and interest in status symbols.
The major changes in morality consists of replacing
specific moral concepts with generalized moral
concepts of right and wrong; the building of moral
code based on individual moral principles; and
control of behaviour through the development of
conscience.
Sex interests and behaviour, which centre around
heterosexuality, have 2 separate distinct elements,
the development of pattern of behaviour involving
the members of the two sexes. The development of
attitudes relating to relationship between members
of the two sexes. There are a number of effects in
the sex-role typing on adolescents, the most
important of which are masculine supremacy, sex
bias, underachievement in activities regarded as sex
inappropriate, and fear of success in the part of
adolescent girls because of possibility of facing the
stigma of sex-inappropriateness.
Relationships between adolescents and members of
their families tend to deteriorate in the early
adolescence though these relationships often
improves as adolescence draw to a close especially
among adolescent girls and their family members.
Most adolescents are anxious in to improve their
personality in the hope of advancing their status in
the social group, many of the conditions influencing
their self concepts are beyond their control.

Physical hazards and psychological hazards

The most common being suicide, there are others
as well. Awkwardness, a sex-inappropriate body
build and homeliness are too common to be
overlooked.
The major psychological hazards transcend upon
failure to make transition to maturity—which is the
most important developmental task of adolescence.
This is usually due to obstacles they have little or no
control. The areas in which immaturity due to failure
to make the transition to more mature behaviour are
especially common are social sexual and moral
behaviour and immaturity in family behaviour. When
immaturity is pronounced, it leads to self-rejection
with its damaging effects on personal and social
adjustments. Most adults remember adolescence as
an unhappy age. Studies of adolescence have
revealed that this is truer than of late adolescence

Development of Personality during

Adulthood

Personality development

Adulthood—the largest period of the life span—is

usually subdivided into three periods; early
adulthood, which extends from eighteen to
approximately 40 years; middle adulthood or middle
age which extends from approximately 40-60 years
and late adulthood or old age which extends till
death..
adult hood is the settling down or reproductive age,
a problem age and one of emotional tension; a time
of social isolation; a time of commitments; and often
a time of dependency, of value changes, or
creativity and of adjustments to new life pattern.

There are certain aids to mastering the

developmental tasks of early adulthood—physical
efficiency, motor and mental abilities, motivation,
and a good role model. Because many of the
interests carried over from the adolescence are no
longer appropriate for the adult role, changes in all
areas of interests are inevitable.
The greatest change is narrowing down the range of
interests. Personal interests in early adulthood
include interest in appearance, in clothes and
personal adornment; in symbols of maturity and
status symbols; in money and in religion.
Even though the recreational activity of adults serve
much the same purposes as play activities do in
child hood, the recreational interests of adults may
differ in many respects from the play interests of
childhood due to changes in roles and life patterns.
The major recreational interests of young adults
include talking, entertaining, hobbies, and
amusements which most of it is enjoyed at home.
Social activities in early adulthood are often greatly
curtailed because of vocational and familial
pressures. As a result, many young adults
experience as Erickson says an isolation crisis, a
time of loneliness due to isolation from the social
group.

Vocational and family adjustments in early

adulthood are difficult because of limited foundations
on which to build their adjustments due to the
newness of the roles these adjustments require.
The major problems in vocational adjustments
consist of selection of vocation, achieving stability in
the selection made and adjustments in the work
situations.

The ever increasing number of family-life patterns

makes marital adjustments difficult, especially when
the family pattern that fits the individual’s needs
differs from that approved by the social group. Most
common conditions contributing to the
maladjustment in marriage are limited preparation
for marriage, early marriages, unrealistic and
Romanticized concepts, mixed marriages, lack of
identity in marriage and marked role difference after
marriage.
Parenthood is regarded as a crisis as it changes the
attitudes values and goals. This is especially for
women who will have to give up careers for which
they were trained and they were successful.
Personality develops or drifts with the changes in
the home situation. Vocational hazards like job
dissatisfaction and unemployment contribute to an
unfavourable personality. Most common

Physical hazards and psychological hazards

The most common and most important physical
hazards are physical unattractiveness because it is
differential to the individual’s personal and social
adjustments. The two important religious hazards in
early adulthood are the adjustments to a new
religious faith in place of childhood family faith and
in-law-pressure to adopt another faith in mixed
marriages. These are hazards to good personal and
social adjustments.
Vocational hazards like job dissatisfaction and
unemployment contribute to an unfavourable
personality. Most common marital hazards that lead
to the personality problems are competitiveness in
marital relationships, sexual adjustments
acceptance of family economic status and role
changes, relationships with in-laws and adjustment
to parenthood.
Finding a congenital family group to adopt with
especially in social mobility, and acceptance of
traditional sex-roles are the major psychological
hazards most young people must cope with their
personal and social life.
Success in adjustment to adult hood can be
assessed by 3 criteria; achievement in life pattern
chosen by the individual degree of satisfaction, and
success of personal adjustment.

Personality development during late

adulthood /old age
Wisdom
Those who do achieve a sense of wholeness and
integrity may develop one of the hallmarks of
successful ageing: wisdom. Many cultures
traditionally rely on selected elderly people for
advice about complex life problems. One reason
may be that older people who have been attentive to
their experience often have a perspective on reality
that is richer and more informed than the view that
most young people take. Some have also suggested
that a wise person is one who has a “balanced
investment in self as well as in others” and who
combines “experience, reflectiveness, and emotional
balance”.
Retirement
Retirement is a traditional marker of old age. For
some people retirement signifies loss- loss of a
familiar day routine, loss of valued social
interactions, loss of well established roles and even
loss of income. For many others though, retirement
is a welcomed transition, one that offers new
opportunities and new freedom. Retirement can alter
ones collection of daily acquaintances and it can
greatly increase the time husband and wife spends
together. Both changes can bring on adjustments
and new personal growth.
The individual response to freedom depends on
many factors, but two of the most important seem to
be job satisfaction and income. People who find
their jobs unrewarding often welcomes retirement.
So are those people whose post retirement income
meets their pre-retirement living standards.
We need to distinguish between scheduled, long
anticipated retirement and unscheduled retirement
caused by sudden illness or a demand from
supervisors that one quit the job. Such unscheduled
retirements tend to produce anxiety and depression.
Scheduled retirements do not.
Grand parenthood “second round parents”
For many, one of the special delights of old age is
having grand children. The roles played by the
grandparent differ from family to family. A typical
urban style of grand parenting is ‘the formal style’, in
which the grandparent take an ongoing interest in
their grandchild and occasionally give the child
special treats, but carefully limit their role so as not
to interfere with their parents.
The second common role is an informal, playful
approach in which grand children are seen as a
source of leisure activity and mutual fun. The third
most common role is the distant figure role, in which
grandparents are benevolent but have only brief,
infrequent contact with their grand children.
Younger grandmothers, who have a job and a living
spouse, emphasize the social orientation and not
deeply involved in the grandmother role. Older
grandmothers, most of whom are widowed and who
do not have jobs, emphasize the personal
orientation and are more involved with their grand
children.
Widows and widowers coping with loss.
One of the most painful inevitabilities of intimate
relationships in old age is that one partner will lose
the other and face the pain of bereavement. As
difficult as it is to develop and sustain a warm,
intimate relationship with single partner, it can be
even more difficult to face life without the partner.
Women have a longer life span than men, making
them more susceptible to this phenomenon. But
women in general cope better than men.

Middle class women with strong investment in their

roles as wives report strong disruption after the
death of the husband. However, women who, in
addition to their marriages, have had active lives in
the community or workplace report loneliness but
relatively less disruption in their life styles. There is
also evidence that older widows, particularly those
who had advance warning of their husbands
impending death adjust better than do younger
widows and those for whom the death was
unexpected.
Some widows and widowers eventually cope with
their loss by remarrying, the most common reason
being companionship. In most cases, the companion
ship seemed to work well.
Facing mortality and death
Acceptance of death is a major developmental task
in old age. For some elderly people, the awareness
grows gradually and eventually fits as warmly and
comfortably as a familiar sweater. For others though
the knowledge dawns starkly, sometimes with the
diagnosis of a terminal illness.
Psychiatrist Elisabeth Kübler-Ross proposed that
the psychology of the dying process involves five
stages

1. Denial stage: informed of a terminal illness,

the individual reacts with shock and disbelief.

2. Rage and anger: particularly of the idea that

others will live while he or she is not.

3. Bargaining: the person accepts the

inevitability of death but pleads for a bit more
life, sometimes trying to negotiate with god
for a few extra months.

4. Depression: a kind of anticipatory self

mourning.

5. Acceptance: anger and depression subside,

 and the person becomes quietly expectant-
not happy about death, yet ready for it
nonetheless.

Acceptance of death is likely to come easier if he or

she can reflect positively on a life well lived.

Physical hazards and their prevention.

Diseases and physical handicaps

Elderly people are most commonly affected by
circulatory disturbances, metabolic disorders,
involutional mental disorders, disorders of the joints,
tumours (both benign and malignant), heart disease,
rheumatism, arthritis visual and hearing
impairments, hypertension, gait disorders and
mental and nervous conditions.

These cannot be prevented but we can be ready for

it. As nurses we must educate the people through
the medias of communication about the difficulties of
old age that occur due to the habits during the
adulthood. We encourage exercise, prevent
exposure to opportunistic infections and periodical
complete health check can improve quality of life.
Malnutrition
Malnutrition in old age is due to psychological
causes than economic. The most common
psychological causes are lack of appetite resulting
from anxiety and depression, not wanting to eat
alone, and food aversion stemming from earlier
prejudices. Even when their food intake is not
deficient qualitatively or quantitatively, many older
people do not get their full value from their food
because of malabsorption resulting from digestive or
intestinal disturbances or failure of the endocrine
system to function as it formerly did.
To conquer this problem the nurse must encourage
nutritious food served well at the right time with a
good company can improve intake of food. Vitamin
and mineral supplementation can also meet the
clients’ needs.
Dental disorders
Sooner or later, most elderly people lose some or all
of the teeth. Those who must wear dentures often
have difficulty in chewing food that are rich in
protein, such as meat, and may concentrate on
those high in carbohydrates. Chewing difficulties
also encourage the swallowing of larger and coarser
food masses, which may lead to digestive disorders.
Ill fitting dentures or the absence of teeth often
causes lisping and slurring, which interferes with the
other person’s speech and causes embarrassment.
Better dental check up and replacement of ill fitting
dentures by good ones will help the clients. Soft and
semi fluid diet can be encouraged so that nutrition
and the gastrointestinal tract do not have strain.
Sexual deprivation
Sexual deprivation or unfavourable attitudes towards
sex in old age affect the old person in much the
same way that emotional deprivation affects the
young child. Happily married elderly couples live
healthier and longer than those who never married,
who have lost a spouse, or who became sexually
inactive. The need for companionship at any time of
life is not expendable. That doesn’t mean to send
them on dates. But if they do find someone to
replace their loneliness it may not be discouraged.
Accidents
Older people are more accident prone than younger
ones. Even when the accidents are not fatal, they
frequently leave the individual disabled for life. Falls
which may be due to environmental obstacles or to
dizziness, giddiness, weakness or defective vision
are most common accidents among older women,
while older men are most common in motor vehicle
accidents, either as drivers or as pedestrians.
Accidents caused by fie are also common in old
age. The nurse can instruct the vulnerable clients to
never leave without company.

Psychological hazards and their prevention

Acceptance of traditional stereotypes.

The first psychological hazard is acceptance of the
traditional beliefs and cultural stereotypes of the
aged. This is hazardous because this encourages
the elderly to feel inadequate and inferior. Even
worse they begin to stiffen their motivation to do
what they are capable of doing. While both the men
and women are influenced by the cultural belief,
women tend to be more affected than men. The
nurse can focus on the fact of uniqueness of the
individual. He or she need not do the same things as
other people do. Nurses and care givers can
encourage activity of their kind, interest, involve
them in planning, and assist them when needed.
Effects of physical changes in aging
The second hazard are the feelings of inferiority and
inadequacy that come with physical changes. The
loss of an attractive, sex-appropriate appearance
may lead both men and women to feel rejection by
the social group. Loss of hearing interferes with
communication with other people adding to difficulty
in speaking because of missing teeth or poorly fitted
dentures. By the use of modern technology, hearing
aids are available for better acoustics. Visual
capabilities can also be improved by the use of
corrective lenses and proper nutrition. There by
improving their confidence and averting inadequacy.
Changes in life pattern
The necessity for establishing a different, more
appropriate pattern of life is the third psychological
hazard many elders face. They may for example, no
longer need a large house, but many older people
cling to their home and possessions and to the life
style associated with them. Part of the depression at
the loss of the possession is due to our feeling that
we must go without certain goods that we expected
the possessions to bring in their train. Yet in every
case there remains, over and above this a sense of
shrinkage of our personality, a partial conversion of
us to nothingness, which is a psychological
phenomenon by itself.
Encouraging hobbies are essential to stay on their
path as to not forget their life pattern. Suggesting
cost effective and less straining activities to replace
their abnormal life style can be encouraged.
Channels for the old can be encouraged with songs,
movies and T.V shows of the past can be telecasted
for them so that they don’t get bored with the new
style of music and other activities associated with it.
Tendency to “slip” mentally
The fourth psychological hazard is the suspicion or
realization that ,mental decline has set in. many
elderly people realize that they are becoming
somewhat forgetful, that they have difficulty learning
new facts and names and that they cannot hold up
under pressure as well as they used to. The practice
of maintain diary can be useful as they can be used
to remind of appointments and birthdays etc. and to
record instances of the day, thoughts and comments
from within, help the elderly to never slip from what
they think they ought to know or do.
Feelings of guilt about idleness
The fifth psychological hazard is guilt about not
working while other people still are. Because most
elderly need to feel useful if they are to be happy
and well adjusted, attempts are made to get them
interested in volunteer work. It is claimed that it is
suitable for retired people as it presents a challenge
for the individual, thus generating self respect, while
at the same time winning social approval and
esteem.
Reduced income
After retirement, many elderly people are unable to
afford the leisure time activities they consider
worthwhile. It is usually serious during widowhood if
the husband’s former pensions end with their
deaths. The society has to be educated about this.
And strategies after retirement can be formulated
and the retirement income can be planned well
ahead. There are many companies who give
insurance and pension plans, so they can approach
them for help.

Nurses responsibilities for

promoting a proper personality

The nurses follow the three level of prevention

Primary prevention
The primary prevention starts with identifying the
population in high risk for personality disturbances
and problems. This is followed by help plan for the
child and proper preparation of the parent along with
genetic counselling. Once planned the focus is on
the prevention of hazards during the antenatal
period. This is ensured by prompt antenatal care
including diet, isolation from exposure to infection
and radiation, drugs habits like smoking, alcoholism
—that are avoided, proper treatment for the
diseases like diabetes, hypertension, jaundice,
avoiding travel, family support, a place for proper
delivery and an uncomplicated labour, or at least
well managed labour. Postnatal care is also
important for the child like avoiding infection and
mother child bonding. And guidance throughout the
growth of the child with identification and treatment
of aliments and prophylaxis when ever and where
ever needed. Prevention in childhood is through
help develop a healthy family and environment,
health teaching the child and family,
Secondary prevention
Secondary prevention is facilitated by early
identification and treatment of physical as
well as psychological problems associated to
health as a whole: holistic approach. Nurse
acts as a resource person as to identify the
problem, its treatment, where is it available
what will be the expenditure and prognosis.
The nurse will be more institutionalized in this
level and will constrain the service to the
walls of an agency of health care.
Tertiary prevention
Here the nurse tries to identify the cause of the
present illness. Early identification of the symptoms
of relapse of the disease is done. Observation and
its side effects of drugs the person is taking are also
continuously monitored. Rehabilitation is focused—
physical, vocational/occupational—through family
and individual therapies. The nurse who is the
tertiary level may be working in an out-patient or in
patient department, a school health nurse or a
vocational nurse hospice or geriatric

Conclusion
Personality is never stable and is unique. Its
includes the physical, psychological social and
spiritual aspects of man. Basically a good
personality can be identified by the level of
adjustment of the situations. And hence they form
the personality.

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