Assignment: Personality changes in self

perceptions and gender role development

through different developmental stages

Submitted to:
Dr. Krishna Duhan
Submitted by:
Renu (2020HS30M)
 Personality
Personality, a characteristic way of thinking, feeling,
and behaving. It embraces moods, attitudes, and opinions
and is most clearly expressed in interactions with other
people. It includes behavioral characteristics,
both inherent and acquired, that distinguish one person
from another.

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 Self perception

• Self-Perception is an image we hold about our self and our

traits and the judgements we make about those traits. Self-
perception includes two, core perceptual processes:

 Self-concept ( the picture we have in our heads of who we

are)
 Self-esteem ( how we judge and evaluate those traits)

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What Is Self-Concept?

• Self-concept is how you perceive

your behavior, abilities, and unique
characteristics.

• At its most basic, self-concept is a

collection of beliefs one holds
about oneself and the responses of
others. It embodies the answer to
the question "Who am I?"

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Rogers' Three Parts of Self-Concept
• Ideal self: The person you want to be.
• Self-image: How you see yourself, including attributes like
your physical characteristics, personality traits, and social
roles.
• Self-esteem: How much you like, accept, or value yourself,
which can be impacted by a number of factors including how
others see you, how you think you compare to others, and your
role in society.

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• A person’s ideal self may not be consistent with what actually
happens in life and experiences of the person. Hence, a
difference may exist between a person’s ideal self and actual
experience. This is called incongruence.
• Where a person’s ideal self and actual experience are
consistent or very similar, a state of congruence exists. Rarely,
if ever, does a total state of congruence exist; all people
experience a certain amount of incongruence.
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Freud proposed that psychological forces operate at three
levels of awareness:
Conscious level: The thoughts, feelings, and sensations that one
is aware of at the present moment.
Preconscious level: It contains information of which one is not
currently aware, however, they can easily enter conscious
mind.
Unconscious level: It consists of thought, feelings, wishes, drives
etc. of which we are not aware. It, however, influences our
conscious level of activity.
• Freud thought that unconscious material often seeks to push
through to the conscious level in a disguised manner. It may
be in a distorted manner and or it may take a symbolic form.
Interpretation of dreams and free association were used for
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analysis of the three levels of awareness.
 Personality Structure
Freud proposed three structures which interact with each other: Id, Ego
and Super Ego.
Id: It is the unconscious, irrational part of personality. It is the primitive
part immune to morality and demands of the external world. It
operates on the pleasure principle. It seeks immediate satisfaction.
Ego: It is involved with the workings of the real world. It operates on the
reality principle. It is the conscious, and rational part of personality
that regulates thoughts and behaviors. It teaches the person to balance
demands of external world and needs of the person.
Super Ego: It is the internal representation of parental and societal
values. It works as the voice of conscience, that compels the ego to
consider not only the real but also the ideal. It judges one’s behaviors
as right or wrong, good or bad. Failing up to moral ideals bring about
the shame, guilt, inferiority and anxiety in the person.
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 Theories of personality
Freud’s psychosexual theory:
• Freud proposed that personality development in childhood
takes place during five psychosexual stages, which are the
oral, anal, phallic, latency, and genital stages. During each
stage sexual energy (libido) is expressed in different ways and
through different parts of the body.
• These are called psychosexual stages because each stage
represents the fixation of libido (roughly translated as sexual
drives or instincts) on a different area of the body. As a person
grows physically certain areas of their body become important
as sources of potential frustration (erogenous zones), pleasure
or both.

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 Oral Stage (Birth to 1 year)
• In the first stage of psychosexual development, the libido is
centered in a baby's mouth. During the oral stages, the baby
gets much satisfaction from putting all sorts of things in its
mouth to satisfy the libido, and thus its id demands. Which at
this stage in life are oral, or mouth orientated, such as sucking,
biting, and breastfeeding.
• Freud said oral stimulation could lead to an oral fixation in
later life. We see oral personalities all around us such as
smokers, nail-biters, finger-chewers, and thumb suckers. Oral
personalities engage in such oral behaviors, particularly when
under stress.
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 Anal Stage (1 to 3 years)
• During the anal stage of psychosexual development the libido
becomes focused on the anus, and the child derives great pleasure
from defecating. The child is now fully aware that they are a
person in their own right and that their wishes can bring them into
conflict with the demands of the outside world (i.e., their ego has
developed).
• Early or harsh potty training can lead to the child becoming an
anal-retentive personality who hates mess, is obsessively tidy,
punctual and respectful of authority. They can be stubborn and
tight-fisted with their cash and possessions.
• The anal expulsive, on the other hand, underwent a liberal toilet-
training regime during the anal stage. In adulthood, the anal
expulsive is the person who wants to share things with you. They
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like giving things away.
 Phallic Stage (3 to 6 years)
• The phallic stage is the third stage of psychosexual
development, spanning the ages of three to six years, wherein
the infant's libido (desire) centers upon their genitalia as the
erogenous zone.
• The child becomes aware of anatomical sex differences, which
sets in motion the conflict between erotic attraction,
resentment, rivalry, jealousy and fear which Freud called
the Oedipus complex (in boys) and the Electra complex (in
girls).
• This is resolved through the process of identification, which
involves the child adopting the characteristics of the same sex
parent.

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 Latency Stage (6 years to puberty)
• During this stage the libido is dormant and no further
psychosexual development takes place (latent means hidden).
• Freud thought that most sexual impulses are repressed during
the latent stage, and sexual energy can be sublimated towards
school work, hobbies, and friendships.

• Much of the child's energy is channeled into developing new

skills and acquiring new knowledge, and play becomes largely
confined to other children of the same gender.

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 Genital Stage (puberty to adult)
• It is a time of adolescent sexual experimentation, the
successful resolution of which is settling down in a loving
one-to-one relationship with another person in our 20's.

• Sexual instinct is directed to heterosexual pleasure, rather than

self-pleasure like during the phallic stage.

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Erik Erikson's Stages of Psychosocial
Development

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Stage 1: Trust vs. Mistrust
During the first stage of psychosocial development, children
develop a sense of trust when caregivers provide reliability,
care, and affection. A lack of this will lead to mistrust.
Stage 2: Autonomy vs. Shame and Doubt
Children who successfully complete this stage feel secure and
confident, while those who do not are left with a sense of
inadequacy and self-doubt. Erikson believed that achieving a
balance between autonomy and shame and doubt would lead
to will, which is the belief that children can act with intention,
within reason and limits.

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Stage 3: Initiative vs. Guilt
When an ideal balance of individual initiative and a
willingness to work with others is achieved, the ego quality
known as purpose emerges.

Stage 4: Industry vs. Inferiority

Successfully finding a balance at this stage of psychosocial
development leads to the strength known as competence, in
which children develop a belief in their abilities to handle the
tasks set before them.

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Stage 5: Identity vs. Confusion
This stage plays an essential role in developing a sense of
personal identity which will continue to influence behavior
and development for the rest of a person's life. Teens need to
develop a sense of self and personal identity. Success leads to
an ability to stay true to yourself, while failure leads to role
confusion and a weak sense of self.

Stage 6: Intimacy vs. Isolation

Young adults need to form intimate, loving relationships with
other people. Success leads to strong relationships, while
failure results in loneliness and isolation.

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Stage 7: Generativity vs. Stagnation
Adults need to create or nurture things that will outlast them,
often by having children or creating a positive change that
benefits other people. Success leads to feelings of usefulness
and accomplishment, while failure results in shallow
involvement in the world.

Stage 8: Integrity vs. Despair

At this stage older adults need to look back on life and feel a
sense of fulfillment. Success at this stage leads to feelings of
wisdom, while failure results in regret, bitterness, and despair.

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 Piaget’s Stages of Cognitive
Development

According to Piaget, children progress through a series of four

stages that are marked by distinctive changes in how they
think. How children think about themselves, others, and the
world around them plays an important role in the formation of
personality.

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 Kohlberg’s Stages of Moral
Development
Lawrence Kohlberg developed a theory of personality development that focused on
the growth of moral thought.
 Factors that Influence Our
Personality
1. Heredity: Some characteristics of our behaviour are genetic,
which we inherit. Some of the traits like physical height,
slimness, dexterity, intellectual capacity, ability to learn,
logical power, etc. are also inherited. All these have a
significant influence on our behavioural patterns.
2. Family background:The socio-economic status of the family,
education of the parents, and other family members shape the
personality of an individual to a considerable extent. In fact,
family members themselves try to influence the behaviour of
children in a desperate attempt to personify their own values,
roles, etc.

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3. Nature of people with whom we interact: People influence
each other and such influences shape the personality. For this
reason, we often say that one’s personality is constantly
evolving and is shaped throughout one’s life.
4. Culture: Culture shapes our personal values and
predispositions. It is the unique characteristic of a social
group. The values and norms shared by its member’s sets it
apart from other social groups. The essence of culture is the
collective programming of the mind.

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 What are gender roles?

Gender roles in society means how we’re expected to act, speak,

dress, groom, and conduct ourselves based upon our assigned sex.
For example, girls and women are generally expected to dress in
typically feminine ways and be polite, accommodating, and
nurturing. Men are generally expected to be strong, aggressive, and
bold.

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How do gender stereotypes affect people?
A stereotype is a widely accepted judgment or bias about a
person or group — even though it’s overly simplified and not
always accurate. Stereotypes about gender can cause unequal
and unfair treatment because of a person’s gender. This is
called sexism.

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 There are four basic kinds of gender stereotypes:
• Personality traits — For example, women are often expected to be
accommodating and emotional, while men are usually expected to be
self-confident and aggressive.
• Domestic behaviors — For example, some people expect that women
will take care of the children, cook, and clean the home, while men
take care of finances, work on the car, and do the home repairs.
• Occupations — Some people are quick to assume that teachers and
nurses are women, and that pilots, doctors, and engineers are men.
• Physical appearance — For example, women are expected to be thin
and graceful, while men are expected to be tall and muscular. Men
and women are also expected to dress and groom in ways that are
stereotypical to their gender (men wearing pants and short hairstyles,
women wearing dresses and make-up.
 GENDER-ROLE DEVELOPMENT
• Gender-role development is one of the most
important areas of human development. In fact,
the sex of a newborn sets the agenda for a whole
array of developmental experiences that will
influence the person throughout his or her life.
• Both sex and gender have a developmental story
to tell that begins before birth (prenatal) and
continues throughout the lifespan. Important
developmental changes occur from conception
through the adolescence years.
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 Gender –role development at
different stages
Infancy
Overall, the gender differences between boys and girls in the
first year of life are minimal. Boys may be a bit more active or
fussier and girls more physically mature and less prone to
physical problems, but that may be the extent of the significant
differences. Yet, baby boys are bounced and roughhoused,
whereas girls are talked to more.

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Early Childhood
The years from about age two to age six are crucial years in the
development of gender roles. It is during these years that
children become aware of their gender, where play styles and
behaviors begin to crystallize around that core identity of "I
am a girl" or "I am a boy," and that the social context of
family, school, the peer group, and the media exert potent
messages in stereotyped ways. Because of the centrality of
gender-role development during these years, most theories of
social and personality development highlight the early
childhood years.

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Late Childhood
Boys and girls enter school they separate into gender-
segregated groups that seem to operate by their own set of
peer-driven rules. Gender segregation is such a widespread
phenomenon that boys and girls seem to work and play
together only when there is a coercive adult present.

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Adolescence
During early adolescence, boys may emulate "macho" role models
and be quite homophobic; girls may adhere to strict dress codes
(e.g., that which is "in") and play down their intellectual talents
and abilities. The timing of puberty may also have significant
implications for adolescent gender development. Girls are more
likely to encounter social difficulties when they mature early, but
for boys the opposite is true.

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 Parents Influence on Children's Gender-
Typed Choices
Families actively play a role in gender-role socialization by the
ways in which they organize the environment for the child. Boys
and girls are dressed differently, receive different toys to play
with, and sleep in bedrooms that are furnished differently.
• Parental Behaviour toward Girls and Boys
In addition, girls and boys are viewed and treated differently by
their parents, particularly their fathers. Boys are thought to be
stronger and are treated more roughly and played with more
actively than girls as early as birth. As children get older, girls are
protected more and allowed less autonomy than boys, and girls
are not expected to achieve as much in the areas of mathematics
and careers as are boys.
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• Modelling Parents' Characteristics
As predicted by cognitive social learning theory, parental
characteristics influence gender typing in terms of the role models
that are available for the child to imitate. Parental power has a great
impact on sex typing in boys, but not in girls; femininity in girls is
related to the father's masculinity, his approval of the mother as a role
model, and his reinforcement of participation in feminine activities.
• Parental Absence or Unavailability
Because the father plays such a critical role in the development of
children's gender roles, his absence has been related to disruptions in
gender typing in preadolescent boys and to problems in relationships
with peers of the opposite sex for adolescent females. Studies show
that the effects of a father's absence on his daughter's interactions
with men are long-lasting, extending to marital choices.
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• Gender Roles in Children of Gay and Lesbian Parents
There is no evidence of differences in the gender roles of boys
and girls raised in gay or lesbian families. Most children of such
families grow up to have heterosexual sexual orientations.

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 References
• https://www.verywellmind.com/what-is-self-concept-2795865
• https://www.britannica.com/topic/personality
• https://nios.ac.in/media/documents/srsec328newE/328EL18.pdf
• https://www.yourarticlelibrary.com/personality/factors-that-influe
nce-our-personality/44953
• https://www.simplypsychology.org/psychosexual.html
• https://www.verywellmind.com/erik-eriksons-stages-of-psychosoc
ial-development-2795740
• https://www.verywellmind.com/personality-development-
• https://www.simplypsychology.org/carl-rogers.html2795425
• https://www.encyclopedia.com/children/applied-and-social-scienc
es-magazines/gender-role-development

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 SYMBOL OF TRUST

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