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Personality Development: Urwa Naseer Clinical Psychologist Sughra Shafi Medical Complex, Narowal

The document discusses various theories of personality development and cognitive development. It outlines Erikson's stages of psychosocial development from infancy to old age. It also summarizes Freud's psychosexual stages from oral to genital. Piaget's stages of cognitive development are explained from sensorimotor to formal operations. Jung's introversion-extroversion theory and Eysenck's three factor model of personality are briefly described. The psychoanalytic concepts of id, ego and super-ego are defined in relation to personality.

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Samia Asghar
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71 views

Personality Development: Urwa Naseer Clinical Psychologist Sughra Shafi Medical Complex, Narowal

The document discusses various theories of personality development and cognitive development. It outlines Erikson's stages of psychosocial development from infancy to old age. It also summarizes Freud's psychosexual stages from oral to genital. Piaget's stages of cognitive development are explained from sensorimotor to formal operations. Jung's introversion-extroversion theory and Eysenck's three factor model of personality are briefly described. The psychoanalytic concepts of id, ego and super-ego are defined in relation to personality.

Uploaded by

Samia Asghar
Copyright
© © All Rights Reserved
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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Urwa Naseer

Clinical Psychologist
Sughra Shafi Medical Complex, Narowal.
Personality Development
Development
 People go through many changes over the course of
their lives. Development describes the growth of
humans throughout their lifespan, from conception
to death.
 While all children develop at different rates, when a
child fails to meet certain milestones by a certain
age, there may be cause for concern. By being aware
of these milestones, parents can seek assistance and
healthcare professionals can offer interventions that
can help kids overcome developmental delays.
Developmental Stages
 Developmental psychologists often break down
development according to various phases of life.
 Prenatal: before birth
 Infancy: birth-2 years
 Early Childhood: 3-8 years
 Middle Childhood:9-11 years
 Adolescence:12-19 years
 Early Adulthood:20-30 years
 Middle Adulthood:30-45 years
 Late adulthood :45 -60 years
 Old Age: 60 and above
Personality
 Personality can be defined as a dynamic and
organized set of characteristics possessed by a
person that uniquely influences his or her
cognitions, motivations, and behaviors in
various situations.
 The word "personality“ originates from the
Latin persona, which means mask.
Types of Personality Theories
 Trait Theories: Attempt to learn what traits make
up personality and how they relate to actual behavior
 Psychodynamic Theories: Focus on the inner
workings of personality, especially internal conflicts
and struggles
 Humanistic Theories: Focus on private, subjective
experience and personal growth
 Social-Cognitive Theories: Attribute difference in
personality to socialization, expectations, and mental
processes
Jung’s Theory
 Carl Jung, Swiss psychiatrist who was a
Freudian disciple, believed that we are one of
two personality types:
 • Introvert: Shy, self-centered person whose
attention is focused inward
 • Extrovert: Bold, outgoing person whose
attention is directed outward
Eysenck’s Three Factor
Theory
 Hans Eysenck, English psychologist,
believed that there are three fundamental
factors in personality:
 • Introversion versus Extroversion
 • Emotionally Stable versus Unstable
(neurotic)
 • Impulse Control versus Psychotic
Cattell
Psychoanalytic Perspective Of
Personality
 Unconscious:
 The unconscious is understood to be the large part of the
mind, which is hidden from view.
 Sub-conscious:
 The pre-conscious is represented by the waterline - but it is
the zone in which there are fleeting glimpses of the
unconscious, "flickering" across the screen of consciousness.
 Conscious:
 The relatively small part which sticks of the water is seen as
equivalent to the small amount of conscious awareness that
the human experiences.
Model Of Personality
 Id.
 Primary component of personality
 Pleasure principle
 Strives for immediate satisfaction of all desires, needs, wants
 For example, if an infant feels hungry, he will cry till his want is
satisfied.
 ID fails result in tension, anxiety
 Ego.
 This is named as “Reality Principle”.
 It is a balance between Id and super ego.
 Discharges tension by finding the object in the real world created
by Id.
 Super ego.
 Super ego is known as “Morality Principle”.
 It is concerned with the moral and ethical issues of world.
Psychoanalytical Theory of Personality

It has 5 stages;


i. Oral stage
ii. Anal stage
iii. Phallic stage
iv. Latency stage
v. Genital stage
Oral Stage
 Birth to 2 years
 According to Freud, mouth is the first organ for
providing pleasure to child.
 It is manifested by chewing and biting.
 The objective is to establish a comfortable expression
and gratification of oral needs without excessive
conflict.
 Succession of oral stage provides a basis in character
for a capacity to trust others as well as have a sense
of self–reliance and self–trust.
Anal stage
 from 18 – 36 months of age
 This is essentially a period of striving for
independence and separation from control by the
parent.
 Successful resolution leads to development of a
capacity for independence and personal initiative
without guilt.
 A capacity for self determining behavior without a
sense of shame or self doubt also came to personality
of person.
Phallic stage
 from 3rd year of life till the 5th year.
 This stage is characterized by primary focus of sexual
interests, and excitement in the genital area.
 This focusing lays the foundation of gender identity.
 The patterns of identification that emerge from the phallic
phase are the primary determinants of the development of
human character, according to Freud.
 This stage gives rise to powerful internal resources for
regulation of drive impulses and their direction to constructive
ends known as the superego.
Latency
 starting at the age of 5 or 6 and going on to age of
11 – 13 years.
 There is a further integration of sex – role identity.
 The quietness allows for development of ego and
mastery of important skills.
 This is the phase when there is broadening of
contacts with other significant figures outside the
family, such as teachers, coaches, and other adults .
Genital
 It starts from 11 to 13 years till young adulthood.
 The primary objective of this phase is the ultimate
separation from dependence on and attachment to the
parents.
 The establishment of adult, mature relationships.
 The person reaches a satisfying capacity for self
realization
 Meaningful participation in the areas of work and
love; fulfilling one’s roles and duties.
Piaget’s theory of cognitive
develoment
1) Sensorimotor stage: (0-2 years)

 The world is understood through the senses and actions


 The child’s thinking involves seeing, hearing, moving,
touching
 Knowledge is limited, because it is based on physical
interactions and experiences.
 Experimenting and learning through trial and error. Such
exploration might include shaking a rattle or putting objects in
the mouth.
 As they become more mobile, infants' ability to develop
cognitively increases.
 Early language development begins during this stage.
 understanding object permanence: That is
objects continue to exist even when they
can't see them.
 Object permanence occurs at 7-9 months.
Infants realize that an object exists after
it can no longer be seen.
Preoperational stage- 2-7 years:
(logical thinking stage)
 Egocentrism begins strongly and then weakens.
 Children cannot conserve or use logical thinking.
 They begin to use language; memory and imagination
 children engage in make believe and can understand and express
relationships between the past and the future.
 Focus on perceptual salience – the most obvious features of an object
or a situation – means that preschoolers can be fooled by appearance
 More complex concepts, such as cause and effect relationships, have
not been learned.
 The child is able to think operations trough logically in one direction
 Has difficulty seeing another person’s point of view.
 Animism: belief that inanimate things are alive
 Transitive reasoning: absence of one will be absence of other.
3)Concrete operational stage- 7-11
years:
 The term concrete operational means the child can reason only about
tangible objects are presented
 Children can now conserve and think logically but only with practical
aids.
 Intellectual development in this stage is demonstrated through the use of
logical and systematic manipulation of symbols, which are related to
concrete objects.
 Thinking becomes less egocentric with increased awareness of external
events, and involves concrete references. But abstract thinking is not
developed yet.
 Recognition of the logical stability of the physical world.
 Mentally manipulate complex association
 Classification abilities improve and subclasses are understood to be
included in a whole class
4) Formal operational stage- 12-…:

 From age twelve to sixteen and onwards is the


formal operational stage.
 Adolescents use symbols related to abstract
concepts.
 They can think about multiple variables in
systematic ways, can formulate hypotheses,
and think about abstract relationships and
concepts.
 Thought process become quite systematic and
reasonably and well integrated
  Reasoning and logical abilities
  Hypothetical thinking
  Reflective thinking
  Mental manipulated of variables
  Imagination develops
  Ability to judge logically

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