MUSLIM MINDANAO INTEGRATED COLLEGE ACADEMY

BANGON, MARAWI CITY

PROF. RAGA M. BACARAT, Ph.D.,Ed.D.,RGC

RGC Reviewers 2020

Personality Theories

Course Contents

I - Theories of Personality
1. Alfred Adler Theory
2. Psychoanalytic Theory
3. Phenomenological Theory
4. Cognitive Theory
5. Trait Factor Theory
6. Learning Theory

II - Personality and Its Assessment

1. Factors that lead to the shaping of one’s personality

2. Theoretical Approaches used to understand personality
3. Methods used to assess personality

III - Conflict and Stress

1. What frustration is
2. Factors that cause frustration
3. What conflict is
4. Types of conflict

IV - Rational Mind and the Emotional Mind

1. Bases of Intelligent Behavior

2. Intelligent Behavior as observed in early life
3. Kinds of Intelligence
4. What emotional intelligence is?
5. What emotions are for?
6. Realizing that we have two minds

Psych Individual- Psychosocial

• 1. Alfred Adler’s theory – encompasses the uniqueness of the individual, the striving for
superiority through a style of life, and a core of social concern or social interest.
• He felt that man has the chance to be better and move upward in life, to reduce his
problem and eventually to arrive at a nearly perfect adjustment to the life process
Adler’s 7 Principles of Human Behavior

1. inferiority complex
2. Superiority
3. Style of life
4. Creative self
5. Conscious self
6. fictional goals
7. Social interest

Inferiority Principles

Adler believed that man is born into the world feeling incomplete and unfulfilled, with a deep
sense of inferiority

Theory
According to Pervin a theory consists of a set of assumptions and concepts that ties together
empirical findings and suggest new relationships that should hold true under certain define
condition.

Psychoanalytic Theory (Sigmund Freud-1856-1939)

There are two major aspects to the theory of development:

1. The development progresses through stages of development, rooted in the

biological process of the organism.
2. The importance of early events for all later behaviors. The most significant
aspect of later personality has been formed by the end of the first five years

The Psychoanalytic theory of personality development places great emphasis on stages of

development. These are: oral, anal, phallic, latency and genital stages. These are rooted in the
biological processes of the organism
The experiences during the first five years of life are viewed as critical for the determination
of later, adult personality characteristics.
The development of the instinct is the most significant part of the psychoanalytic theory. The
bodily tension tends to focus on certain regions of the body called EROGENOUS ZONES.
The first erogenous zones are the mouth, the second is the anus and the third is the genitals.
The mental and emotional growth of the child are dependent in the social interaction,
anxieties and gratification that take place in relation to these zones.
Phenomenological Theory or Client Centered Framework of Carl Rogers
Rogers believes that growth exist in all individuals. The natural growth process of the organism
involves greater differentiation, expansion, increasing autonomy, greater socialization, in sum
self-actualization.
The major development concern is whether the child is free to grow within a state of congruence,
to be self-actualizing, or whether he will become defensive and operate out of state of
incongruence.
A healthy psychological development of the self takes place in a climate where the child can
experience fully, can accept himself, and can be accepted by his parents, even if they disapprove
of particular pieces of behavior.
The emphasis of the theory is on the phenomenal world of the individual how he perceived
experiences himself in the world about him.
Cognitive Theory (George Kelly)
This theory emphasizes how the individual perceives, interpret and conceptualizes events in his
environment.
According to Seignell (1960) children become more cognitively complex between ages 9 and 16.
As children develop, they tend to become more abstract in their thinking. They also tend to have
greater number of ways of interpreting the environment and to become more flexible in their
interpretation of events.
Parents of more cognitively complex children were found to be more likely authoritative, than
parents low in cognitive complexity.
This suggest that the opportunity to explain many different experiences is conducive to the
development of a complex structure.
Trait, Factor-Analytic Approach to Personality Development by Raymond B. Cattell
• The significant in this theory is the effort to identify the basic dimensions of personality.
• Cattell emphasizes the importance of heredity and learning, of nature and nurture.
According to him, a trait is determined by environmental and hereditary influences.
• An estimate of the overall personality is about two-thirds determined by environmental
and one third by heredity.
• The process of development is further complicated by maturation. Maturation may delay
the full-blown appearance of genetic influences in the traits. Maturation may influence
the kind of learning that occurs in relation to traits at any given time in the development
of the organisms. For example, learning to walk cannot occur until a certain degree of
physical development has occurred. The early years are of particular importance.
Learning theory as a Behavioral Approach to Personality Development (John Watson)
 • The theory of personality by John Watson is based on the principles of learning since the
socialization of the child is basically learning process.
• The parents attempts to use material and psychological rewards to shape the behavior of
their children. This is shown in the social learning theory of growth aand development of
rewards offered by social persons such as praise and affection.
• In the process of learning, particular attention has been given to the process of
identification, imitation and modeling.
Major theoretical approaches in the processes of learning
1. Classical conditioning (Pavlov), neutral stimulus becomes capable of eliciting a response
because of its association with a stimulus that automatically produces the same or similar
responses, that is the dog salivates to food powder and then, becauseof a pairing of a bell
stimulus with the food powder , the dog salivates.
2. Instrumental Learning (Hull), behaviors are learned because they are instrumental in bringing
about a desirable situation. They bring about rewards or the reduction of pain. s
3. Operant Conditioning (Skinner)- there is interest in responses (operant) that can not be linked
with known stimuli but which are learned because they are followed by reinforcement.
4. Observational learning (Bandura)- people can learned merely by observing the behavior of
others. The theory also suggest pathological behavior may be the result of exposure to
inadequate “sick model”.
Major Theoretical Approaches
1. Trait approach- Individuals are classified into personality types on the basis of body build or
psychological characteristics
A. Physical
1. Endomorph- a plump person was said to be sociable, relaxed and even tempered
2. Ectomorph- a thin person was characterized as self-conscious and fond of solitude
3. Mesomorph- a heavy set, muscular individual was described as noisy and fond of physical
activity.

B. Psychological- Carl Jung divided all personalities into introverts and extroverts.
Introverts- tend to withdraw in times of emotional stress and conflict. They tend to be shy
and prefer to work alone.
 Extroverts- seeks the company of others. They are likely to be very sociable and tends to
choose occupations that permit them to deal directly with people.

2. social learning approach- Emphasize the situational determinants of behavior

importance of environmental
Methods to assess personality
1. Observational method – Ex. Watching a child
2. Personality inventories- ex. The sixteen personality factor questionnaire (16PF), The
minnesota multiphasic personality inventory
3. Projective technique- ex. Rorcharch Test, Thematic Apperception Test , Sentence Test
Conflict and Stress
 No matter how resourceful we may be in coping with problems, the circumstances of life
inevitably involve stress. Our motives are not easily satisfied. There are obstacles that
must be overcome, decisions to be made, and delay to be tolerated. We seem to be living
in a nervous society. Under this situation there is a need to make adjustment here and
there.

What frustration is?

 As an event, the thwarting circumstances that blocks or interfere with goal-directed
activity is frustration. It is an annoyance, confusion or anger engendered by being
thwarted, disappointment, defeated.

What factors that cause frustration?

1. Physical environment- Example: obstacles such as traffic, crowded lines at the supermarket,
noise that prevents concentration, etc.
2. Social environment- Example: Restrictions imposed by other people
3. Individual’s own Limitation-Example: lack of specific abilities
4. Conflict

What conflict is?

• Related to frustration is the state of conflict which results when we must make a choice
of alternatives and cannot arrive at a decision.
 • One of the confusing things about frustration and conflict is that each may be the
consequence of the other.

Types of conflict
1. Approach-approach- This occurs when the individual has two desirable but mutually exclusive
goals.
2. Avoidance-avoidance- This occurs when there are two undesirable situations but cannot avoid
one without encountering the other.
3. Approach-avoidance-This occurs when a person is both attracted and repelled by the same
object, person or situation. This is difficult to resolved.
4. Double/multiple approach- This occurs when one is attracted to two positive goals but each
one has negative alternatives.
Immediate reactions to frustrations
 Aggression- to harm another person
 Apathy- opposite of aggression. Shows indifference or withdrawal
 Regression- return to childish forms of behavior

Rational Mind and the Emotional Mind

 Intelligence is the capacity to pick up new ideas and act on these with good judgement .
This is seen in solving new problems, acting properly in different situations, relating
one’s experiences.

Bases of Intelligent Behavior

1. Ability to learn
2. Capacity for abstract thinking
3. Mental alertness
4. Sound judgement
5. General adaptability

Kinds of Intelligence
1. Verbal or abstract intelligence
  This relates to mental pictures, language and other symbols. The type of thinking
includes:

A. Perceptual thinking- relationship in the immediate environment

B. Inductive-deductive thinking- inductive thinking moves from one or more specific
experiences to form a generalization while deductive thinking- the concept move from
generalization to specific concepts.
C. Problem solving- the process involves sequential steps such as: identifying the
problem; gathering facts and decisions
D. Critical thinking-used to check or validate the decision made. It requires knowledge
of background experience to compare the conclusion with some existing standard.
E. Creative thinking- type of thinking that helps individual develop new insights to
achieve something unique and original. Creative thinking can be developed.
2 Practical or Mechanical Ability
 This is related to so many activities. It includes many skills such as manipulative and
motor skills, visual, hand and eye coordination. Mechanical ability requires the
interaction and coordination of muscular and motor movement.

3. Social Intelligence
 This is developed in a variety of social settings. It leads to social effectiveness in dealing
with people. One must have developed self-reliance and self-assurance. It also requires
adaptability to be able to tactfully give way to the ideas and attitudes of others.

4. Emotional Intelligence
 Emotions means any agitation or disturbance of mind, feeling, passion and its distinctive
thoughts, psychological and biological states.
Main types: Anger; sadness; fear; enjoyment; love; surprise; disgust and shame

What are emotions for?

• Intelligence is nothing when the emotions holds away. This suggest that our deepest
feelings, our passions and longings, are essential guides and that we owe much of the
existence of emotions to their power in human affairs. It is only a potent love that could
lead a parent to override the impulse for personal survival in the urgency of saving a
cherished child.
MUSLIM MINDANAO INTEGRATED COLLEGE ACADEMY
DR. RAGA M. BACARAT