ASSAM

UNIVERS
ITY,
SILCHAR

DEPARTME
NT OF
SOCIAL
WORK
PAPER NO.:
801
ASSIGNME
NT ON:
PERSONALI
TY 1
 CONTENTS

1. Introduction

2. Definitions of Personality
3. Characteristics of Personality

4. Factors influencing Personality

5. Approaches to the study of

Personality
6. Approaches to the study of
Personality
7. Conclusion

8, Reference

PERSONALITY
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 The word personality has several meanings, sometimes it’s used to refer to a person’s physical
appearance. While other times, personality is used to describe someone’s intellectual qualities or
social qualities. The word personality has several different definitions too, but mostly it’s considered
to be the characteristics, qualities, behaviour and thoughts that make a person unique. These qualities
help in predicting and explaining a person’s behaviour. A person’s personality is shaped from various
factors, which influence their lives like genetic traits, environment, personal experiences etc. 

The word is derived from the Latin word “persona,” which refers to a theatrical mask worn by
performers to disguise their identities and project different roles. Personality remains consistent
throughout a person’s life.

DEFINATIONS OF PERSONALITY
According to RS Budworth,” Personality is the overall sincerity of the person’s behaviour.”

According to Draver,” The word personality refers to well-structured organisation of physical,

mental, ethical and social qualities of a person.”

According to Gillford,” We can define personality as a complied mediocre sample of shillings.”

CHARACTERISTICS OF PERSONALITY
1. Personality comprises of both physical and psychological components.

2.It gets expressed in terms of behaviour which is unique for each and every individual.

3.Its main features do/ not easily change with time.

4.It is dynamic in the sense that some of the feature of personality may change due to internal and
external situational demands. Thus personality is adaptive to the situation.

FACTORS INFLUENCING PERSONALITY

1.Hereditary Factors: Hereditary includes all those factors which we inherit from our parents. Such
factors are innate, that is, they are present in an individual before the time of birth, or at the time of
birth and determine the path of development of our personality. Hereditary factors contribute to
personality development as a result of interaction with the specific social environment in which
people live. Thus a personality is a sum total of what a person is. It includes the behaviours, thoughts
and feelings that endure throughout the life. Hereditary factors include physique and physical health,
endocrine system, nervous system.

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2.Environmental factors: Heredity provides only the blue print in terms of chromosomes and genes.
However the functioning of gene is dependent on the environment which is crucial for its functions.
Environmental factors are further categorised as social factors, cultural factors and economic factors.
In social factor, role of parenting style does impact the personality of a child. Likewise, role of
neighbourhood, school and peer groups is crucial for development of personality. Different cultures
and different economic status in a society also affect the development of personality.

APPROACHES TO THE STUDY PERSONALITY

1.Psychoanalytic perspective

The psychoanalytic perspective of personality emphasizes the importance of early childhood

experiences and the unconscious mind. This perspective on personality was created by psychiatrist
Sigmund Freud who believed that things hidden in the unconscious could be revealed in a number of
different ways, including through dreams, free association, and slips of the tongue.

Sigmund Freud: Stressed the importance of early childhood events, the influence of the unconscious,
and sexual instincts in the development and formation of personality.

Erik Erikson: Emphasized the social elements of personality development, the identity crisis, and
how personality is shaped over the course of the entire lifespan.

2.Humanistic perspective

The humanistic perspective of personality focuses on psychological growth, free will, and personal
awareness. It takes a more positive outlook on human nature and is centered on how each person can
achieve their individual potential.

 Carl Rogers: Believed in the inherent goodness of people and emphasized the importance of
free will and psychological growth. He suggested that the actualizing tendency is the driving
force behind human behaviour.
 Abraham Maslow: Suggested that people are motivated by a hierarchy of needs. The most
basic needs are centered on things necessary for life such as food and water, but as people
move up the hierarchy these needs become centered on things such as esteem and self-
actualization

3.Trait perspective

The trait perspective of personality is centered on identifying, describing, and measuring the specific
traits that make up human personality. By understanding these traits, researchers believe they can
better comprehend the differences between individuals.
 Raymond Cattell: Identified 16 personality traits that he believed could be utilized to
understand and measure individual differences in personality.11
 Robert McCrae and Paul Costa: Introduced the big five theory, which identifies five key
dimensions of personality: 1) extraversion, 2) neuroticism, 3) openness to experience, 4)
conscientiousness, and 5) agreeableness.

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4. Social cognitive perspective
The social cognitive perspective of personality emphasizes the importance of observational learning, self-
efficacy, situational influences, and cognitive processes. According to this approach, personality is shaped
by observation, imitation, and modelling. Cognitive factors such as attention, attitudes, motivation,
and emotion also play a pivotal role. The interaction between the individual, their environment, and
their thoughts contributes to their personality and behaviour .
Albert Bandura: Emphasized the importance of social learning, or learning through observation. His theory
emphasized the role of conscious thoughts including self-efficacy, or our own beliefs in our abilities.

THEORIES OF PERSONALITY
1.PSYCHOANALYTIC THEORY OF PERSONALITY
The psychoanalytic theory of personality, developed by Sigmund Freud, is one of the most influential and
well-known theories in psychology. Freud's theory emphasizes the role of unconscious processes and early
childhood experiences in shaping personality development. It consists of several key concepts and stages that
contribute to an individual's personality structure.
1. Structure of Personality: Freud proposed that the human personality is composed of three interrelated
 Id: The id is the primitive, unconscious part of the personality that operates on the pleasure principle.
It seeks immediate gratification of basic instincts and desires, without regard for social norms or
consequences.
 Ego: The ego represents the conscious, rational part of the personality. It develops as a result of
interactions with the external world and serves as a mediator between the id and the superego. The
ego operates on the reality principle and seeks to satisfy the id's desires in a socially acceptable and
realistic manner.
 Superego: The superego represents the internalized moral standards and values of society. It develops
through the internalization of parental and societal rules. The superego functions to enforce moral
judgments and regulate behaviour by punishing or rewarding the ego.
2. Levels of Awareness: Freud proposed three levels of awareness that influence human behaviour:
 Conscious: Thoughts and feelings that are currently in awareness.
 Preconscious: Thoughts and memories that are not currently in awareness but can be easily brought
into consciousness.
 Unconscious: Thoughts, desires, and memories that are hidden from awareness. The unconscious
contains repressed or unacceptable thoughts and desires that may influence behaviour through defence
mechanisms.
3. Defence Mechanisms: Freud suggested that individuals employ defence mechanisms to cope with
anxiety and protect the ego from distressing or unacceptable thoughts and desires. Some common
defaces mechanisms include:
 Repression: Unconscious blocking of unacceptable thoughts or memories from conscious awareness.
 Projection: Attributing one's own unacceptable thoughts or feelings to others.

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  Denial: Refusing to acknowledge the existence of a threatening or anxiety-inducing situation.
 Displacement: Redirecting emotions or impulses from their original target to a less threatening or
safer substitute.
 Sublimation: Channeling socially unacceptable impulses into socially acceptable activities.
4. Psychosexual Development: Freud proposed that personality develops through a series of
psychosexual stages, each characterized by a focus on a specific erogenous zone and the resolution of
associated conflicts. The stages are:
 Oral Stage (0-1 year): Pleasure-seeking is focused on the mouth.
 Anal Stage (1-3 years): Pleasure-seeking is focused on bowel and bladder control.
 Phallic Stage (3-6 years): Pleasure-seeking is focused on the genital area. Oedipus and Electra
complexes emerge.
 Latency Stage (6-puberty): Sexual impulses are dormant, and energy is focused on social and
cognitive development.
 Genital Stage (puberty-adulthood): Sexual interests mature, and individuals seek mature sexual
relationships.

2.BEHAVIOURAL THEORY OF PERSONALTY

The behavioural theory of personality focuses on how observable behaviours are learned and shaped through
interactions with the environment. It emphasizes the role of external factors, such as reinforcement and
conditioning, in influencing personality development. Several key concepts and principles are associated with
behavioural theories of personality:
1. Classical Conditioning: Classical conditioning, proposed by Ivan Pavlov, suggests that behaviours can
be learned through associations between stimuli. The theory states that an initially neutral stimulus
can become associated with a naturally occurring stimulus, leading to a learned response. This process
of association forms the basis of behaviour.
2. Operant Conditioning: Operant conditioning, introduced by B.F. Skinner, focuses on how behaviour is
influenced by consequences. According to this theory, behaviours that are followed by positive
consequences (rewards) are more likely to be repeated, while behaviours followed by negative
consequences (punishments) are less likely to be repeated. The principles of reinforcement and
punishment play a crucial role in shaping behaviour.
 Reinforcement: Positive reinforcement involves presenting a desirable stimulus after a behaviour,
increasing the likelihood of that behaviour occurring again. Negative reinforcement involves
removing an aversive stimulus after a behaviour, also increasing the likelihood of the behaviour being
repeated.
 Punishment: Positive punishment involves presenting an aversive stimulus after a behaviour,
decreasing the likelihood of that behaviour occurring again. Negative punishment involves removing
a desirable stimulus after a behaviour, decreasing the likelihood of the behaviour being repeated.
3. Observational Learning: Observational learning, proposed by Albert Bandura, suggests that
individuals can acquire new behaviours by observing and imitating others. The process involves
attention, retention, reproduction, and motivation. Observational learning also emphasizes the role of
cognitive processes, such as attention and memory, in acquiring and reproducing behaviours.

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 4. Social Learning Theory: Bandura's social learning theory expands on traditional behaviourism by
highlighting the reciprocal interaction between behaviour, cognition, and the environment. It
emphasizes that individuals actively engage with their environment, making choices and exerting
control over their behaviour. Social learning theory emphasizes the role of self-efficacy, which refers
to an individual's belief in their ability to succeed in specific situations.
5. Behaviour Modification: Behaviour modification is an application of behavioural principles to change
or modify behaviours. It involves identifying the target behaviour, setting specific goals, and using
various techniques, such as positive reinforcement, shaping, and modelling, to encourage desired
behaviours and discourage undesired behaviours.
Behavioural theories of personality focus on the external factors that shape behaviour and personality. They
provide insights into how behaviours are learned, modified, and maintained through interactions with the
environment. However, these theories have been criticized for not fully considering internal mental processes
and subjective experiences, which are essential aspects of personality. Contemporary approaches often
integrate behavioural principles with other theories to provide a more comprehensive understanding of
personality.

3PAVLOVS LEARNING THEORY OF PERSONALITY

Pavlov's learning theory, also known as classical conditioning or Pavlovian conditioning, is a significant
contribution to the field of psychology. Ivan Pavlov conducted groundbreaking research on the conditioning
process, which laid the foundation for understanding how learning occurs in response to environmental
stimuli. While Pavlov's work primarily focused on animal behaviour, his findings have significant
implications for understanding the formation of certain aspects of human personality.
Key principles of Pavlov's learning theory of personality include:
1.Classical Conditioning: Pavlov's research centred around the concept of classical conditioning, which
involves learning through the association of stimuli. He initially studied the salivary reflex in dogs, but the
principles can be applied to various behaviours in humans as well.
 Unconditioned Stimulus (UCS): This is a stimulus that naturally elicits a specific response without
any prior learning. For example, in Pavlov's experiments, food served as the unconditioned stimulus,
as it triggered the dogs' natural salivation response.
 Unconditioned Response (UCR): The unconditioned response is the automatic, reflexive response
elicited by the unconditioned stimulus. In Pavlov's case, it was the dogs' salivation in response to the
presentation of food.
 Conditioned Stimulus (CS): Through repeated pairings with the unconditioned stimulus, a neutral
stimulus becomes associated with the unconditioned stimulus and starts to evoke a response. This
neutral stimulus then becomes the conditioned stimulus. In Pavlov's experiments, a bell ringing was
initially a neutral stimulus, but it became the conditioned stimulus when it started to trigger salivation
after being repeatedly paired with the presentation of food.
 Conditioned Response (CR): The conditioned response is the learned response that occurs in
association with the conditioned stimulus. In Pavlov's case, the conditioned response was the dogs'
salivation in response to the sound of the bell alone, without the presence of food.

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 2. Acquisition, Extinction, and Spontaneous Recovery:
 Acquisition: Acquisition refers to the initial stage of learning when the conditioned stimulus
and unconditioned stimulus are repeatedly paired together. During this stage, the association
between the two stimuli becomes stronger, leading to the formation of a conditioned
response.
 Extinction: Extinction occurs when the conditioned stimulus is presented repeatedly without
the unconditioned stimulus, leading to a decrease in the conditioned response. If the
conditioned stimulus is presented alone multiple times, the association weakens, and the
response eventually diminishes or extinguishes.
 Spontaneous Recovery: After extinction has taken place, a conditioned response that had
previously been extinguished can reappear, albeit temporarily, in response to the presentation
of the conditioned stimulus. This phenomenon is known as spontaneous recovery.
3. Generalization and Discrimination:
 Generalization: Generalization refers to the tendency to respond to stimuli that are similar to
the conditioned stimulus. For example, if a dog has been conditioned to salivate in response
to a specific tone, it may also salivate when presented with a similar tone or a slightly
different pitch.
 Discrimination: Discrimination is the ability to differentiate between stimuli and respond
selectively to specific stimuli while inhibiting responses to similar but different stimuli.
Discrimination occurs when an organism responds only to the original conditioned stimulus
and not to other similar stimuli.
4. Higher-Order Conditioning: Pavlov also explored the concept of higher-order conditioning,
which involves pairing a neutral stimulus (CS2) with a conditioned stimulus (CS1) to elicit a
conditioned response (CR). Essentially, CS2 becomes associated with CS1 and can trigger a
conditioned response even without the presence of the original unconditioned stimulus
(UCS).

4.HUMANISTIC THEORY OF PERSONALITY

The humanistic theory of personality focuses on understanding human behaviour through the lens of
personal growth, self-actualization, and the subjective experiences of individuals. It emphasizes the
importance of human potential, self-awareness, and the pursuit of personal fulfilment. Humanistic
theories of personality, such as those proposed by Carl Rogers and Abraham Maslow, offer unique
perspectives on human nature and the factors that contribute to personality development.

Abraham Maslow's humanistic approach, often referred to as Maslow's hierarchy of

needs, is a prominent theory in psychology that focuses on understanding human
motivation and the factors that contribute to personal growth and self-actualization.
Maslow proposed a hierarchical model of needs, suggesting that individuals must
fulfil basic physiological and psychological needs before they can strive for higher
levels of fulfilment and self-realization.

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Key components and principles of Maslow's humanistic approach include:
1. Hierarchy of Needs: Maslow's hierarchy of needs is a five-level pyramid that
represents different categories of human needs. According to Maslow,
individuals are motivated to fulfil these needs in a specific order, with each level
building upon the previous one. The five levels, from the bottom to the top, are:
 Physiological Needs: These are the most basic biological needs, such as food,
water, shelter, sleep, and physical well-being.
 Safety Needs: Safety needs encompass the need for security, stability, protection
from harm, and a sense of order in one's environment.
 Love and Belongingness Needs: These needs involve the desire for social
connections, love, friendship, intimacy, and a sense of belonging within
relationships and communities.
 Esteem Needs: Esteem needs encompass the need for self-esteem, recognition,
achievement, respect from others, and a sense of self-worth.
 Self-Actualization: Self-actualization is the pinnacle of Maslow's hierarchy. It
represents the highest level of fulfilment, where individuals strive to realize
their full potential, pursue personal growth, and become the best version of
themselves.
2. Self-Actualization: Self-actualization is a central concept in Maslow's theory. It
refers to the innate drive-in individuals to fulfil their highest potential and
achieve personal growth and self-fulfilment. Self-actualized individuals are
characterized by traits such as authenticity, creativity, spontaneity, problem-
solving skills, a strong sense of purpose, and a capacity for deep and meaningful
relationships.
3. Peak Experiences: Maslow described peak experiences as profound moments of
intense happiness, joy, and self-transcendence. These experiences are often
accompanied by a sense of awe, interconnectedness, and a temporary
suspension of self-awareness. Peak experiences are believed to contribute to
personal growth and self-actualization.
4. Holistic Perspective: Maslow's humanistic approach emphasizes the importance
of a holistic perspective in understanding human behaviour. It emphasizes the
integration of mind, body, and spirit and highlights the interplay between
different aspects of human functioning, such as cognitive, emotional, social, and
spiritual dimensions.

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 5. Self-Transcendence: In later revisions of his theory, Maslow added a sixth level
called self-transcendence. Self-transcendence involves transcending one's own
self-centred interests and concerns to connect with something greater than
oneself, such as nature, humanity, or the divine. It represents a shift from
individualistic pursuits to a sense of interconnectedness and altruism.
6. Positive Psychology: Maslow's humanistic approach has influenced the field of
positive psychology, which focuses on studying human strengths, well-being,
and flourishing. Positive psychology emphasizes the promotion of positive
emotions, character strengths, meaningful relationships, and the pursuit of a
meaningful life.
Maslow's humanistic approach has had a significant impact on psychology,
emphasizing the importance of personal growth, self-actualization, and the fulfilment
of psychological needs. It offers a positive and optimistic view of human nature,
highlighting individuals' potential for self-fulfilment and the pursuit of a meaningful
life. However, the theory has also been subject to criticism, such as its hierarchical
structure and the universality of needs across cultures. Nonetheless, it continues to
provide valuable insights into understanding human

Fig: Diagram representing Maslow’s hierarchy of needs

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CONCLUSION

Personality refers to the enduring characteristics and behaviour that comprise a

person’s unique adjustment to life, including major traits, interests, drives, values, self-
concept, abilities, and emotional patterns. Various theories explain the structure and
development of personality in different ways, but all agree that personality helps
determine behaviour.
The field of personality psychology studies the nature and definition of personality as
well as its development, structure and trait constructs, dynamic processes, variations
(with emphasis on enduring and stable individual differences), and maladaptive forms.

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REFERENCES
1. https://www.apa.org
2. https://www.verwellmind.com
3.Introduction to Psychology-T.H Morgan
4.www.psychology.com
5.Slideshare.com
6. https://psychcentral.com
7.https://www.britannica

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