Unit VII Personality

PsychologyPersonalityB.Ed. 2015-16

M.VijayalakshmiAssistant Professor

Unit VIIPersonality

Personality: Meaning Determinants of Personality: Types Theory, Trait Theory and Developmental Theory Integrated Personality Assessment of Personality: Projective, Non-Projective techniques and Dream Analysis.

MeaningLatin word persona-the mask worn by the actors while playing their role in the dramaPERSONALITYP Perception capacityE Emotional maturityR responsiveness to the situationS SociabilityO OriginalityN NeutralityA Appearance (external)L Leadership feelingI IntegratedT Tendency Y Young (in thinking)

DefinitionPersonality is the dynamic organization within the individual of those psycho-physical systems that determine his unique adjustment to his environment - Gordon W. Allport

Characteristics of PersonalityWhole rather than its partsUniqueComprises of heredity and environmentMade up of traitsDynamicOrganized

Development of Personality

Factors influencing Personality Development

Theories of Personality

Type theory Hippocrates ClassificationCholericEmotionally weak, bodily strong and easily temptedMelencholicEmotionally and bodily weak Pessimist PhlegmaticEmotionally strong able to control his emotions - bodily weak lazy type always happySenguineBodily strong Energetic control type an optimist

Kretschmers ClassificationBody TypeBody CharacteristicsPersonality CharacteristicsPyknicFat types, in whom fat is more than muscleSocial and helping to othersAthleticHealthy, balance between muscles and bone developmentEnergetic, optimist can adjust to any situationAsthenicThin, and lean tall, no muscle, only boneUnsociable, shy, pessimist and always alone

Sheldons ClassificationBody TypeBody CharacteristicsPersonality CharacteristicsEndomorphy No muscle development etc. prominent stomachTakes everything easy, sociable and affectionateMesomorphy Balance between development of stomach and bonesLikes to work, interested in adventurous activitiesEctomorphyWeak, tall, thinPessimist, unsociable and alone

Jungs Classification

Trait Theory R.B.Cattell

Type-cum-Trait Theory Hans J. Eysenck

Psychoanalytic TheoryId Pleasure Principle Unconscious mindEgo Reality Principle Sub-conscious mindSuperego Conscience Conscious mind

Freuds Psycho-sexual Development Theory of Personality

Freuds Psycho-sexual Development Theory of Personality

Integrated PersonalitySelf-actualized personalityEmotionally and socially mature individualWell adjusted personality

Harmony between five Aspects of personalityHarmony between ones abilities and capabilitiesHarmony among ones interestHarmony between ones abilities and interestHarmony between ones self concept and social constraintsHarmony between ones life goals and social codes of conduct

AllportSelf extensionSelf ObjectificationBe yourself and accept yourself

Assessment of Personality

Subjective MethodsCase HistoryAutobiographySelf-ratingEliciting verbal responses of the subject QuestionnairesAttitude ScalesInventoriesInterviewAptitude TestsInterest Inventories

Objective MethodsPersonality InventoriesObservationCheck listRating ScaleSociogramPerformance and Situational Tests

Projective MethodsPerceptive Technique (Rorschach Ink-blot Test)Apperceptive TechniqueThematic Apperceptive Test (T.A.T)Sentence Completion TestStory telling and Story Completion TestFree association and Dream Analysis TestProductive Technique

Self-ratingSubject rates himselfSusceptible to distortions due to self-interest Rating by others is more objective and validFactors like personal bias, generosity error, inaccuracies due to the ambiguity of the rating scaleHallo effect - affect the reliability and validity of rating

QuestionnairesDevice for securing answers to questions by using an inquiry form which the respondent fills in himself. In it, various important questions regarding the topic under investigation or personality traits will find a place- Good & Hatt

Types of QuestionnairesClosed Form or Restricted QuestionnaireYes or No, Short responseOpen Form or Unrestricted QuestionnaireFree-response or unstructured form

Characteristics of a Good Questionnaire

Attitude Scales or OpinionnaireOpinion and Attitude are allied but not Synonymous termsAttitude - Inner feeling or belief of a person towards a particular phenomenonOpinion what a person says about his attitude towards some phenomenon

Types of Attitude ScalesThurstone Technique of Scaled ValuesLikert Method of Summated Ratings

Thurstone Technique of Scaled Values20 or more statements express groups, institution, idea or practiceSubmitted panel of 50 or more judges11 groups assigning a position to an itemDisagreement discardedMedian scale value falls between 1 to 11Given to the subjects check - agreement responses - quantified

Likert Method of Summated RatingsWithout the panel of judgesLess time and efforts to constructCollecting a number of statementsExpress definite favourableness or unfavourablenessApproximately equal statementsTrial test administrated to the subjectsEliminate ambiguousSA, A, U, DA & SDAFavourable statements 5, 4, 3, 2 & 1Unfavourable statements 1, 2, 3, 4 & 550 * 5 = 250 Most Favourable response50 * 3 = 150 Neutral attitude50 * 1 = 50 Most Unfavourable attitude

InventoriesPersonality Inventories Similar to QuestionnaireForm of statementsRespondent mark one among three positionsAnalysis nature of the personality

Sl.No.StatementsAlwaysSometimes Never1When speaking to strangers, I feel a bit of nervousness in me

Minnesota Multiphasic Personality (MMPI)S.R. Hathaway and J.C. Mekinky550 statements True, false and cannot say16 years and older onesNine clinical scales -Hypochondriasis (HS)Depression (D)Hysteria (HY)Psychopathetic deviant (Pd)Masculinity and feminity interest (Mf)Paronia (Pa)Psychosthenia (Pt)Wschizophrenia (Sc)Hypomania (Ma)

Bells Adjustment InventoryAvailable in two forms school students & adultsSchool students 140 items Four domains Family, health, community and emotions35 items for each domain

InterviewOral questionnaireInterviewer & IntervieweeVerbal information, face-to-face relationshipIntroductory, Fact finding, Diagnostic or PrognosticHas a Beginning establish RapportMiddle elicit information regarding personality traitsEnd terminate the interview on a cordial note by thanking the intervieweeNoted down or tape recorded - analysis

Requisites of a Good Interview

LimitationsAn Art and skill not present in allSubjectively involved biggest limitationInterviewer dominate or humiliateInterviewer thrust his ideas on the interviewee

Uses of InterviewBest option to collect information Children, senior citizen, patients, illiterate persons and VIP in the societyStudent admission, filling vacant posts, student counselling, occupational guidance, medical counselling and judicial enquiryResearch historical studies, clinical studies and survey

Aptitude TestsScience, literature as the latent potentialities or skillsConverted into special skillsPotentiality of clericalTrained further to write exams in IAS and IPS cadres Group I or II services

Measurement of AptitudeDifferential Aptitude TestsVerbal reasoningNumerical abilityAbstract reasoningSpace relationsMechanical ReasoningClerical speed and accuracyLanguage usage Spelling and GrammarFirst three (1, 2, 3) measure the functions related to general intelligence 4, 5, 6 & 7 measure specific aptitudes

Interest InventoriesThe tools used for describing and measuring interests of individuals Interest Inventories or Interest BlanksSelf-report instruments in which the individuals note their own likes and dislikesFrequently used in educational and vocational guidance and in case studiesDefined as eagerness, attention, curiosity, likes and dislikes

Measurement of Interest

E.K.Strongs Vocational Interest Blank (SVIB)Classified for men, women, students and those who left the school long backBlank for men 420 items with 8 divisionsSubject will indicate Like (L), Dislike (D) and Indifference (I) - Symbols40 to 55 minutes17 years of age and above

G.F.Kuder Preference Record (KPR)High school and college198 itemsComprises of three preferencesTen fields outdoor, mechanical, computational, scientific, persuasive, artistic, literacy, musical, social service and clerical

ObservationExternal behaviour of persons in appropriate situationsControlled or uncontrolledExpert, purposive, systematic, carefully focused and thoroughly recordedShould be accurate, valid and reliableTools such as check list and score-card, tape-recorder, thermometers, audiometer, stop-watch, binoculars etc.

Use of ObservationIn descriptive researchSignificant aspects of personality which express themselves in behaviourPhysical aspects of school buildings or students and teachers through physical examination, measurement, assessment and comparison with fixed standardsIn classroom learning behaviourCumulative record anecdotal evidence research studies

Types of Observation

Requisites of a Good Observation

Check ListConsisting of prepared list of itemsUsed to record the presence or absence of the itemBy checking yes or no or by inserting the appropriate word or numberMatter of fact and not judgement or opinionIn educational studiesEducational appraisal studies of school buildings, text books, facilities availableRecreation, laboratory, library etc.

Rating ScalePersonality of a individual is not assessed by himself but by other persons who know the individual wellStudent teacherTeacher rating, personality rating, testing the validity of many objective instruments like paper-pencil inventories of personality & School appraisal

Limited number of items to which values on a scale have to be assignedThe value be represented in the form of a number or one among a series of worded descriptionsUsual to have 5 to 7 points on the scale for every item to be rated

Highly emotionalOccasionally emotionalSocially averageVery rarely emotionalNot at all emotional

LimitationsHallo EffectRater frequently carry over one generalised impression of the person from one rating to anotherGenerosity ErrorRater develops a tendency to over estimate the desirable qualities of the rate whom he likesConstant ErrorThere is a tendency on the part of the rater to see others as opposite to himself on a traitAverage CategoryRater have a tendency to play it safe and may mark all items in the centre

Means of reducing errorsHallo EffectVarious ratings of different persons made independently - without being aware rating the same person againGenerosity ErrorBy using relatively neutral descriptive terms for the scale positions rather than evaluative onesConstant ErrorTo train the raters carefully and make them aware of the possibility of such bias in ratingAverage CategoryBy splitting the middle point into two above average and below average

Sociogram Graphic way of representing the dataStars Chosen most often located near the centre of the diagram and the ones chosen less often are placed progressively outwardIsolates Not chosen by others outsideY-shape ChainCircular

Performance or ProductivePerformance of the subject -What he draws What object he makes of plastic clayHow he plays a role

Situational Tests

PsychodramaPlay a role spontaneously in a situationBehaviour is observed by trained observersUsed to assess the personality of maladjusted personsDirector or therapist organising situations subject may express his bottled up emotionsCentral principle spontaneity of the individual

SociodramaPortrays problem with which the audience is concernedDeals with the problems of the group, its structure and thinkingE.g. modern pictures written and directed by creative thinkersThey reflect on the screen corruptions, nepotism, favouritism and redtapism of the administrative set up

Projective TechniquesTo evaluate unconscious behaviour of the individualsTotal personality of an individualBy projectionRelatively indefinite and unstructured stimuli provided to the subject asked to structure them way he likesUnconsciously projects his own desires, hopes, fears, repressed wishes, etc

Ink-Blot TestHermann Rorschach (1882 1922)Swiss Psychiatrist - Developed 1921Died 1922Test MaterialAdministrationScoring Interpretation

Test Material10 cards Ink-blots PatternsStiff cardboard of 8*105 blots Black and Grey (Card No. 1, 4, 5, 6 and 7)Two Black and Red (Card No. 2 and 3)Three multi coloured (Card No. 8, 9 and 10)Ink-blots highly unstructured Do not have any specific meaning

AdministrationPresented at a time in a particular orderIndividual asked specify what he/she in itOwn time and permitted to give any number of responses he likesExperiments take note of the responses given by the subject And the time taken for each card

ScoringResponses are entered in specific symbolsIn four columnsLocationContentOriginalityDeterminants

LocationPart of the blot with which the subject associates his response is identifiedGiven by symbolsW- whole BlotD- Large detailsd- Small detailss- white spaces

ContentContent of the response realised by the subjectSymbols are givenH- Human formsHd- Human detailsAd- Animal detailsN- Natural objects like rivers, mountains etcO- Inanimate objects like lamp, shade etc

OriginalityResponse id original symbol OIf it is popularly recognised by many individuals symbol - P

DeterminantsEmphasises the manner of perceptionSymbolForm FColour CMovement MShading - K

Scores are entered in a tabular formLocationContentOriginality DeterminantsSymbolsWDdsHAHdAdNPOFCKMFrequency

InterpretationIf the number of W is greater the d Subject is considered as mature and intelligentIf colour is more than movement subject is considered as extrovertPoor colour naming responses considered to indicate lack of emotional controlIf the individual sees human beings, he/she is regarded as stableIf animal - Unstable

Thematic Apperception Test (TAT)Henry Murray in 1943Later fully developed C.D.Morgan30 pictures Expose human beings - a variety of life situations and a blank white cardTotal 31 cardsPictures vague and indefiniteFour sets of cards suited to different age and sex groupsConducted in two sessionsAtleast a gap of one day in betweenUsing 10 pictures in each session

Set I 20 pictures girls below the age of 14 yearsSet II 20 pictures boys below the age of 14 yearsSet III 20 pictures females above the age of 14 yearsSet IV 20 pictures males above the age of 14 years

AdministrationPictures are presented at a single timeVague and indefiniteSubject asked develop a story to each picture in a allotted timeThe story of the subject should be centered round the following question -What is happening in the picture?What has led to the scene?What is being thought of?What will happen?

ScoringHero of the storyTheme of the storyStyle of the storyContent of the storyTest situation as a wholeParticular emphasis or omissionsSubjects attitude towards authority and sexOutcome

Sentence Completion TestIntroduced by PyaneSubject given sentences which he is encouraged to complete in any way he likesSentences are The future .I fear .I am very .I feel hurt .I dislike ..I like .No one ..

Subject gives a clue to certain repressed desiresSubject feels to write unco9nsciously reveals the conscious part of his mindMaking an interpretation 3 categoriesPositive of healthy responsesNegative or unhealthy responsesNeutral responsesUseful in applying projective technique to a group of individuals

Story Telling and Story Completion TestChildren informed about the beginning of the storyNarrating - Father, mother, their son and daughter going to a picnic on the banks of a riverWhile parents are preparing food two children playing suddenly, some one screams.Person who is being studied asked to complete itReveal something about his feeling and desiresPsychologist traits of personality of the child way he finishes the story

Free Association TestDeveloped JungFurther elaborated by Kent and RosanoffInvolves uttering of a Stimulus word by the testerSubject responds immediately by another wordTime taken long indicate blocks need some more probingResponse desires personality

Dream AnalysisSigmund Freud and Carl JungFind out repressed unconscious desires, emotions and feelings of individual men and womenFirst psycho-analyst wins the confidence of the subjectSubject asked take a comfortable position and recline on a sofaEncouraged to talk about his trouble, freelyCertain point stops free conversation and resists in expressing ideas freelyMany sittings came to know significant factors of personality

Analysis of Dream 5 stepsAsk the dreamer to describe his dream and write it outAsk the dreamer to list all the components of the dream, be the people, place, events or circumstancesNext make the dreamer write down all his associations to each of the dream elementsInvestigator tries to amplify the dreamDreamer is asked to think and describe about yesterdays events vividly