1. Chapter 2 The Development of Personality

2. © Copyright 2009 Delmar, Cengage Learning. All Rights Reserved.2 Personality Personality: a set of traits that are consistent over time in different situations throughout a life span Genetic plans: are in the DNA and present the model for each trait Environment: determines how the genetic plan will be expressed and the final form of the trait

3. © Copyright 2009 Delmar, Cengage Learning. All Rights Reserved.3 Cognitive Stages Cognitive stages: described by Jean Piaget. The brain moves through four stages of development, focused on specific tasks, from infancy to adulthood; –Sensorimotor –Symbolic functions –Concrete functions –Formal operations

4. © Copyright 2009 Delmar, Cengage Learning. All Rights Reserved.4 Cognitive Stages Sensorimotor: 0 to 2 years. Feelings created by sensory input (hunger, etc.) which lead directly to physical responses Symbolic functions: 2 to 7 years. The ability to create and maintain mental images and symbols and to express them as language develops

5. © Copyright 2009 Delmar, Cengage Learning. All Rights Reserved.5 Cognitive Stages Concrete functions: 7 to 11 years. Logic and reason develop and are used in a black or white manner. Sexuality develops. Formal operations: 12+ years. Higher mental functions requiring abstract thought emerge and the need for self respect.

6. © Copyright 2009 Delmar, Cengage Learning. All Rights Reserved.6 Psychological Model Psychological model: theoretical construct used to describe, explain, and predict psychological functioning. (See textbook Figure 2-1.) –Needs: the things we require to survive and live a normal life –Feelings: the unconscious mind’s way of communicating needs to the conscious mind

7. © Copyright 2009 Delmar, Cengage Learning. All Rights Reserved.7 Psychological Model –Self talk: powerful self-statements that reflect our appraisal of situations –Emotions: feelings molded by the appraisal reflected in self talk –Actions: physical responses that are designed to affect the world or other people in ways that meet the original need

8. © Copyright 2009 Delmar, Cengage Learning. All Rights Reserved.8 Maslow’s Hierarchy of Needs Maslow’s Hierarchy of Needs: levels of needs that must be met in order from lowest to highest; (See textbook Figure 2-2.) –Physical needs: basic needs such as air, food, and water –Safety and security: to stay safe from danger or harm –Love: acceptance, appreciation and affection from one or a more individuals

9. © Copyright 2009 Delmar, Cengage Learning. All Rights Reserved.9 Maslow’s Hierarchy of Needs –Belonging: acceptance beginning with family and extending to groups –Esteem: recognition and respect first from others and then from one’s self –Self actualization: motivation and direction from within, guided by one’s own principles and conscience

10. © Copyright 2009 Delmar, Cengage Learning. All Rights Reserved.10 Kohlberg’s Moral Levels Kohlberg’s Moral Levels: we are defined not by what we do, but by why we do it. Correlated with Maslow’s needs and motivate behavior. (See textbook Figure 2-3.) –Power level: I do something because I want to, I can, and no one can stop me –Deals level: I take what I want, if I can, using bargains and compromise

11. © Copyright 2009 Delmar, Cengage Learning. All Rights Reserved.11 Kohlberg’s Moral Levels –Good boy/good girl: I do what someone else wants me to in order to win acceptance, approval, and love –Rules: I follow the rules of the group for acceptance and approval –Social contracts: working for the most good for the most people –Individual conscience: guided and motivated by my own principles

12. © Copyright 2009 Delmar, Cengage Learning. All Rights Reserved.12 Emotional Development Erikson’s Emotional Dilemmas: set of eight dilemmas that must be resolved as we continue to grow; –Trust vs Mistrust: Up to 2 years of age developing neurons create the ability to feel trust or mistrust. The foundation for life is laid –Autonomy vs Doubt: 18 months to 3½ years. A child needs structure, safety, and encouragement to explore.

13. © Copyright 2009 Delmar, Cengage Learning. All Rights Reserved.13 Emotional Development –Initiative vs Guilt: 3½ to 5 years. The child who develops trust becomes autonomous and explores; the child who mistrusts has doubt and shame. –Mastery vs Inferiority: 5 to 13 years. The autonomous child acquires confidence and finds acceptance. The child with doubt develops a sense of inferiority.

14. © Copyright 2009 Delmar, Cengage Learning. All Rights Reserved.14 Emotional Development –Identity vs Role Confusion: 13 to 20 years. Adolescents with mastery establish their identity. Adolescents with a sense of inferiority begin to play roles; they put on any identity that will be accepted by a person or group and that can be changed easily.

15. © Copyright 2009 Delmar, Cengage Learning. All Rights Reserved.15 Emotional Development –Intimacy vs Isolation: Young adult. Those with trust and a clear identity are free to be themselves and have an intimate relationship. Those with mistrust and role diffusion are not free to be themselves. They continue to be someone they are not

16. © Copyright 2009 Delmar, Cengage Learning. All Rights Reserved.16 Emotional Development –Generativity vs Self Absorption: Adult. Those who have intimacy are able to be nurturing and supportive. Those who are isolated are resentful, have unproductive, self serving behaviors, and are unable to meet the needs of others.

17. © Copyright 2009 Delmar, Cengage Learning. All Rights Reserved.17 Emotional Development –Dignity vs Despair: Aging. Those who have been able to trust will be happy and satisfied with life. They will have self respect, integrity and dignity. Those who have led self absorbed, unfulfilled lives will be bitter and full of despair. They will seem angry with the world around them.

18. © Copyright 2009 Delmar, Cengage Learning. All Rights Reserved.18 Personality Traits Personality Theory: Five traits identified by Robert McCrae and Paul Costa that can be measured to describe personality. Each trait has an opposite. –Extraversion/Introversion: People who score high are emotionally positive and energetic. Those who score low tend to be quiet and prefer to be alone

19. © Copyright 2009 Delmar, Cengage Learning. All Rights Reserved.19 Personality Traits –Agreeableness/Disagreeableness Agreeable people tend to be cooperative and straightforward. Those who are disagreeable are uncooperative and unfriendly. –Conscientiousness/Impulsiveness Conscientious people tend to be well organized and dependable. Impulsiveness places more importance on immediate rather than delayed gratification.

20. © Copyright 2009 Delmar, Cengage Learning. All Rights Reserved.20 Personality Traits –Neuroticism/Emotional Stability Neuroticism is the tendency to be negative. These people are usually insecure and self conscious. Those who score low are stable, secure, and calm. –Openness to Experience/Closed Thinking People who are open tend to be imaginative and flexible. Closed thinking is conservative and resistant to change.

21. © Copyright 2009 Delmar, Cengage Learning. All Rights Reserved.21 Summary Our DNA provides the plans for our personality traits. Everyone has the same set of needs. If needs are not met then development will be affected. Unmet needs will grow powerful and motivate behaviors typical to each corresponding moral level.

22. © Copyright 2009 Delmar, Cengage Learning. All Rights Reserved.22 Summary We move through stages of emotional development that must be met as we grow. The outcome of development is a set of personality traits that can be strengthened or weakened by an environment. We have a genetic tendency to score high or low on each personality trait.

23. © Copyright 2009 Delmar, Cengage Learning. All Rights Reserved.23 Summary Personality traits represent the feelings we have learned to respond with, the beliefs we use to appraise these feelings, the emotions the feelings become, and the actions the emotions drive.