personality developement theory
Define personality and personality development
List the factors that affect personality development
State the theories related to personality development
Explain Freud’s psychosexual theory
Describe Freud’s structural model of personality
Elucidate Erickson’s stages of psychosexual development
Explain Piaget’s stage of cognitive development
Describe Kohlberg’s theory of moral development
3. At the end of this session, you will be able to:
● Define personality and personality development
● List the factors that affect personality development
● State the theories related to personality development
● Explain Freud’s psychosexual theory
● Describe Freud’s structural model of personality
● Elucidate Erickson’s stages of psychosexual
development
● Explain Piaget’s stage of cognitive development
● Describe Kohlberg’s theory of moral development
4. INTRODUCTION
● Personality encompasses an individual's behaviour,
thinking patterns, attitudes, interests, actions, and life
philosophy.
● Personality integrates beliefs, values, abilities,
appearance, intelligence, and experiences of an
individual.
5. ● These factors are interconnected with each other to
give rise to an individual’s characteristic personality.
6. ● There are three basic factors to describe behavior:
○ Internal aspects: basic drives, covert feelings, physiological
systems, glands, and inherited physical features.
○ Social situations: exterior to individuals such as family, peer
group to which one belongs, the influence of customs,
traditions, and culture. These factors modify and direct an
individual’s needs.
○ The behavior or reactions that result from the interaction of
individuals and stimuli.
7. According to Gordon Allport,
“Personality is the dynamic
organization within the individual of
those psychophysical systems that
determine his characteristic
behavior and thought.”
8. Personality developement
● It is the process by which the organized thought and
behaviour patterns that make up a person's unique
personality emerge over time.
● Here we have two related terms:
○ Temperament: the aspects of the personality that
are often regarded as innate rather than learned.
○ Character: the aspects of the personality that are
acquired during the lifetime.
11. Various theories have been developed to describe the
various steps and stages that occur during the
development of personality
● FREUD’S PSYCHOSEXUAL THEORY
● FREUD’S STRUCTURAL MODEL OF PERSONALITY
● ERIKSON’S STAGES OF PSYCHOSOCIAL
DEVELOPMENT
● ERIKSON’S STAGES OF PSYCHOSOCIAL
DEVELOPMENT
● KOHLBERG’S THEORY OF MORAL DEVELOPMENT
12. FREUD’S PSYCHOSEXUAL THEORY
● According to psychosexual theory, the development
of personality takes place in stages that are related to
specific erogenous zones. Each stage is associated
with a conflict and if the conflict is not resolved,
fixation occurs.
● These stages are as follows:
13.
14. ORAL STAGE
• Age group: birth to 1 year
• Erogenous zone: mouth
• infants engage with the world primarily
through their mouth, finding pleasure in
activities like sucking and tasting due to
the rooting and sucking reflex.
• The conflict at this stage is weaning. If
weaning does not occur properly, oral
fixation occurs and results in problems
like dependency, aggression, nail biting,
and smoking.
15. ANAL STAGE
• Age: 1-3 years
• Erogenous Zone: Bowel and Bladder
Control
• MAJOR CONFLICT: toilet training, the
child has to learn to control their bodily
needs
• CONFLICT RESOLVED: Competent,
productive, and creative adults
• FIXATION: orderly, rigid, and obsessive
adult.
16. PHALLIC STAGE
• Age Range: 3 to 6 Years
• Erogenous Zone: Genitals
• At this age, children also begin to discover the differences between males
and females.
• MAJOR CONFLICT: Boys see fathers as rivals for their mother's affection,
desiring their mother's possession and father's replacement — Oedipus
Complex. Similar feelings in girls are termed Electra Complex.
• Fixation: overly vain, exhibitionistic, over-attachment to the
opposite-sex parent, difficulty forming relationships
17. LATENT PHASE
• Age Range: 6 to Puberty
• Erogenous Zone: Sexual Feelings Are Inactive
• Children develop social skills, values, and relationships with peers and adults outside of
the family.
• The stage begins around the time that children enter school and become more
concerned with peer relationships, hobbies, and other interests.
• The latent period is a time of exploration in which sexual energy is dormant.
• Fixation at this stage can result in immaturity and an inability to form fulfilling
relationships as an adult.
18. GENITAL STAGE
• Stage: Puberty to Death
• Focus: Maturing Sexual Interests
• After puberty, the libido reawakens. This last
psychosexual stage involves strong sexual
attraction to the opposite sex, starting in
puberty and enduring throughout life.
• The challenge is to find harmony across life
domains, with prior stages influencing overall
personality equilibrium.
21. ● The id, rooted in instincts, is the primal personality part,
housing urges like libido.
● It follows the pleasure principle, seeking gratification.
Impulsive, it caters to fundamental needs.
● Fulfillment brings pleasure, denial leads to tension.
● Newborns possess only the id initially; ego and super-ego
develop later.
22. ● The ego, molded by the external world, is the conscious part of
personality. It shapes self-awareness and outward presentation.
● Its role is to reconcile the id's impulses with reality, driven by reason.
● Operating on the reality principle, it finds practical ways to satisfy the
id while considering societal norms.
● Unlike the id, the ego seeks pleasure through realistic means. It lacks a
sense of morality; success hinges on harm avoidance.
● When reality principle falters, defense mechanisms aid in managing
emotions and perceptions.
23. ● The superego forms from societal values, emerging around age 3-5
during the phallic stage.
● It embodies conscience and self-critique, echoing moral codes.
Operating unconsciously, it restrains the id's prohibited impulses.
● It guides the ego towards moral and ideal goals, nurturing guilt
through the conscience.
● Comprising the conscience and ideal self, it shapes behaviour and
aspirations. Managing guilt involves defence mechanisms.
25. ● Erikson explored lifelong social impact on development.
● Social interactions shape human growth.
● The theory, based on epigenetic principle, follows a sequential
community-context sequence.
● Each stage presents a pivotal conflict determining quality
development. Success yields mastery, termed ego strength, while
failure leads to inadequacy.
26.
27. Stage 1: Trust vs. Mistrust
● Erikson's first psychosocial stage (birth to 1 year) shapes trust.
● Infants depend on caregivers for survival needs like food and
love.
● Trust forms based on caregiver reliability.
● Successful trust builds security; mistrust leads to fear and
mistrust due to inconsistency.
28. Stage 2: Autonomy vs. Shame and Doubt
● Erikson's second stage (early childhood) centers on personal
control.
● Children begin to exert autonomy through basic actions and
decisions.
● Potty training aids autonomy, as bodily control fosters
confidence.
● Success leads to autonomy, while failure triggers shame and
doubt.
29. Stage 3: Initiative vs. Guilt
● Erikson's third stage (preschool years) involves
asserting power through play and social interactions.
● Success leads to confidence and leadership ability.
● Failure results in guilt, self-doubt, and lack of
initiative.
30. Stage 4: Industry vs. Inferiority
● Erikson's fourth stage (early
school years) cultivates
pride in achievements.
● Social interactions shape
this stage.
● Success yields competence;
failure leads to feelings of
inferiority.
31. Stage 5: Identity vs. Role Confusion
● Erikson's fifth stage
(teenage years) shapes
personal identity.
● Success results in self-
authenticity, while
failure leads to role
confusion and weak
identity.
32. Stage 6: Intimacy vs. Isolation
● In young adulthood, people need to form intimate relationships.
● Success in this stage leads to strong relationships, while failure leads to
loneliness and isolation.
● A strong sense of personal identity is important for developing intimate
relationships.
● Those with a poor sense of self tend to have less committed
relationships and struggle with emotional isolation, loneliness, and
depression
33. Stage 7: Generativity vs. Stagnation
● Adults need to find ways to contribute to the world.
● Success in this stage leads to feelings of usefulness and
accomplishment, while failure leads to shallow
involvement in the world.
● The virtue of care is achieved when this stage is handled
successfully.
34. Stage 8: Integrity vs. Despair
● Old age is a time to reflect
on life and find meaning.
● Success in this stage leads
to wisdom, while failure
leads to regret and despair.
● Virtue: Wisdom
36. ● According to Piaget, children progress through a
series of four stages that are marked by distinctive
changes in how they think about themselves, others,
and the world around them plays an important role in
the formation of personality
37.
38.
39. The Sensorimotor Stage
● In this cognitive development stage, infants and toddlers learn through
sensory experiences and object manipulation. Their initial experiences
involve reflexes, senses, and motor responses.
● Ages: Birth to 2 Years
● Key Traits:
○ Explore through movements and senses
○ Develop understanding via actions like sucking, grasping, looking,
and listening
○ Grasp object permanence, understanding things exist even when
unseen
○ Recognize their distinctness from others and objects
○ Comprehend their actions' impact on the surrounding world.
40.
41.
42. The Preoperational Stage
● Language stands out as a key feature of the
preoperational developmental stage.
● Ages: 2 to 7 Years
● Key Traits
○ Embrace symbolic thinking through words and
pictures
○ Exhibit egocentrism, struggling with others'
viewpoints
○ Progress in language and thought, yet remain
bound to concrete thinking.
43.
44. The Concrete Operational Stage
● Children in this stage become more logical and organized in
their thinking, but they are still very concrete.
● They begin to understand the concept of conservation and
can reason from specific information to a general principle.
● They also become better at thinking about other people's
perspectives and feelings.
45.
46.
47. The Formal Operational Stage
● Adolescents and young adults become capable of thinking
abstractly and reasoning about hypothetical problems.
● They also begin to think more about moral, philosophical,
ethical, social, and political issues.
● They can use deductive logic, which is the process of
reasoning from a general principle to specific information.
49. ● Lawrence Kohlberg developed a theory of
personality development that focused on the growth
of moral thought.
50.
51. Level 1. Preconventional Morality
● Preconventional morality marks the initial phase of moral growth.
● During this period, children's choices are chiefly influenced by adult
expectations and the repercussions of rule-breaking. This level encompasses
two stages:
○ Stage 1 (Obedience and Punishment): This earliest moral phase, observed
in both young children and adults, involves perceiving rules as rigid and
unchanging. Adhering to rules is vital to avoid punishment.
○ Stage 2 (Individualism and Exchange): In this phase, individuals consider
differing perspectives and evaluate actions based on their personal benefits
and needs.
52. Level 2. Conventional Morality
● Level 2 represents the phase of moral development where individuals embrace societal
norms of goodness and morality. Adolescents and adults internalize these standards from
role models and society. This phase emphasizes authority acceptance and group
conformity, comprising two stages:
○ Stage 3 (Interpersonal Relationship Development): Often termed the "good boy-
good girl" orientation, this stage emphasizes meeting social expectations and roles,
stressing conformity, kindness, and the impact of choices on relationships.
○ .Stage 4 (Social Order Maintenance): This stage centers on upholding social order.
Individuals consider the greater society when making judgments, prioritizing rule
adherence, duty fulfillment, and authority respect to maintain law and order.
53. Level 3: Post-conventional Morality
● In this moral development phase, individuals grasp abstract ethical principles. The two
stages here are:
○ Stage 5 (Social Contract and Individual Rights): People consider diverse values and
opinions, emphasizing a social contract and individual rights. Rules maintain society
but must be collectively agreed upon.
Stage 6 (Universal Principles): The ultimate level features universal ethics and
abstract reasoning. People adhere to internalized justice principles, even when they
oppose laws and rules.
56. Conclusion
In conclusion, personality development is a lifelong,
multifaceted process influenced by genetics, environment,
experiences, and social interactions. Progressing through
distinct stages, individuals cultivate distinctive traits that
shape their engagement with the world. Amidst diverse
theories, the interplay of nature and nurture underscores the
intricate nature of human personality. As people consistently
adapt, their personalities mirror an ongoing voyage of self-
discovery and growth.
57. Bibliography
● Bhatia, Craig, Elements of psychology and mental hygiene for nurses in India, 3rd edition,
Hyderabad, Universities Press Pvt. Limited, 2015
● Shreevani R, A guide to Mental and psychiatric nursing, 4th edition, New Delhi, Jaypee
Brothers Medical Publishers (P) Ltd. 2018
● https://opentextbc.ca/introductiontopsychology/chapter/11-2-the-origins-of-
personality/#:~:text=we%20are%20aware.-
,Freud%20proposed%20that%20the%20mind%20is%20divided%20into%20three%20co
mponents,maintain%20a%20positive%20self%2Dimage.
● Cherry Kendra, (2022, July 27) Freud’s Psychosexual stages of development, Very well mind
https://www.verywellmind.com/freuds-stages-of-psychosexual-development-2795962
● https://www.webmd.com/children/what-to-know-eriksons-8-stages-development
● McLeod, S. A. (2018, June 06). Jean piaget's theory of cognitive development. Simply
Psychology. www.simplypsychology.org/piaget.html
● Cherry Kendra, (2022, November 7), Kohlberg’s theory of Moral development, Very Well
Mind, https://www.verywellmind.com/kohlbergs-theory-of-moral-development-2795071
Notes de l'éditeur
Some examples of temperament include:
Activity level
Sociability
Intensity of reactions
Sensitivity to stimulation
Regularity of biological functions
Character: This refers to the moral and ethical aspects of our personality, which are acquired through our experiences and interactions with the world. Some examples of character traits include:
Honesty
Courage
Compassion
Self-control
Responsibility
The primary conflict at this stage is the weaning process--the child must become less dependent upon caretakers
Accomplishment and independence
Cake/ you /diet
Boy/ video game
Wallet
Epigenetic principle: factors beyond genes.
Certainly, here's an example of Erikson's "Trust vs. Mistrust" stage:
Imagine a newborn baby named Alex. During the first year of life, Alex's primary caregivers are their parents. The way these caregivers respond to Alex's needs and interactions can significantly influence the development of trust or mistrust.
If Alex's parents consistently respond promptly to their needs for food, comfort, and attention, Alex learns that the world is a reliable and safe place. They develop a sense of trust in their caregivers and the environment. When they cry, their parents soothe them, and when they reach out, they receive comfort. This consistent care and attention build a foundation of trust.
However, if Alex's parents are inconsistent in meeting their needs or are unresponsive, Alex might develop a sense of mistrust. They could feel anxious or uncertain about whether their needs will be met. This could lead to difficulties in forming secure attachments and a sense that the world is unreliable and unpredictable.
The "Trust vs. Mistrust" stage is crucial for the development of a basic sense of trust in the world. Positive experiences during this stage lay the groundwork for healthy relationships and emotional well-being in later life. On the other hand, negative experiences can lead to difficulties in forming close bonds and may contribute to anxiety and insecurity.
In this age, child tries to do their things on their own. They help to clean toys, feed on their own.
Imagine a preschool-age child named Emily. During this stage, children develop a sense of initiative by actively exploring their environment and taking on new challenges. Emily loves to draw and paint, and she often asks her parents for art supplies. Her parents encourage her creativity by providing her with materials and praising her efforts.
In this example, Emily's successful exploration and expression of creativity can lead to a sense of initiative. She learns that her interests and efforts are valued, which contributes to her growing self-confidence. On the other hand, if Emily's parents were overly critical or dismissive of her artistic pursuits, she might develop feelings of guilt or self-doubt, hindering her sense of initiative.
Meet Mark, an 8-year-old experiencing Erikson's "Industry vs. Inferiority" stage. Here, children strive to master skills, seeking competence. Mark loves building, creating structures and model airplanes. His parents support his interests, providing tools and praise for his efforts. When he succeeds, their pride boosts his self-esteem, nurturing a sense of industry and capability. If neglected, feelings of inferiority might arise. Mark's example illustrates how parental encouragement fosters positive development during this stage, cultivating confidence and motivation.
Meet Sarah, 16, navigating Erikson's "Identity vs. Role Confusion" stage. Adolescents strive to form identities. Sarah explores interests, like art and volunteering, and builds friendships. Supported by parents and mentors, her self-discovery clarifies her identity. Envisioning a future as an artist and activist gives her purpose.
Without guidance, confusion might arise. A lack of direction and mismatched roles could result. Sarah's case underscores the impact of positive encouragement and exploration on forming a strong identity.
Meet Alex, 28, in Erikson's "Intimacy vs. Isolation" stage. Seeking meaningful relationships, Alex shares dreams and fears with a committed partner, fostering personal growth. This successful intimacy enriches well-being. In contrast, isolation could lead to loneliness and emotional disconnection. Alex's experience underscores the importance of nurturing relationships for emotional health during this stage.
Meet Rachel, 45, in Erikson's "Generativity vs. Stagnation" stage. Here, middle-aged individuals focus on societal and generational contributions. Rachel, a dedicated teacher, engages deeply in her community. Volunteering, mentoring, and teaching workshops fulfill her by nurturing growth and leaving a positive legacy. Her active involvement exemplifies generativity's impact, contrasting with potential stagnation's emptiness. Rachel's story highlights the significance of purposeful engagement for personal fulfillment and societal enrichment during this stage.
Meet James, 80, in Erikson's "Integrity vs. Despair" stage of late adulthood. Reflecting on his life, he finds contentment in rich experiences and relationships. James's positive introspection reflects integrity, granting him wisdom and fulfillment. Alternatively, despair might arise from regrets and missed opportunities, leading to unsatisfaction and hopelessness. James's story underscores how embracing life's journey with acceptance and wisdom fosters a fulfilling sense of integrity during this stage.
children may use a wooden block as a phone during play. Or, they may pretend to cook food in the toy kitchen.
Egocentrism refers to the child's inability to see a situation from another person's point of view.
person to determine that a certain quantity will remain the same despite adjustment of the container, shape, or apparent size
if you notice that every time you eat sweet food, you get a stomach ache, you might use inductive reasoning to conclude that sweet food causes stomach aches
Premise 1: All birds have feathers. Premise 2: A sparrow is a bird.
Conclusion: Therefore, a sparrow has feathers.
Scolding
Based on personal benefits
Interpersonal relation
law
individuals recognize that societal rules and laws are not fixed, absolute, or unchangeable.
Ethical principles, human rights and justice