Personality Development - Understanding and Influencers

SOCARTS Reviewer by Sheng **LESSON 1:** The Art of Understanding Personality: Unlocking the Secrets to Personal and Professional Success **Understanding Personality** - Comes from the Latin word \"**persona**\", which means, \"**mask**\" - Combination of trait patterns that play a vital role...

SOCARTS Reviewer by Sheng **LESSON 1:** The Art of Understanding Personality: Unlocking the Secrets to Personal and Professional Success **Understanding Personality** - Comes from the Latin word \"**persona**\", which means, \"**mask**\" - Combination of trait patterns that play a vital role in the behavior. - Comprised of a dynamic pattern of behavior, a consistent set of thoughts and feelings that makes one distinct. - Generally a summation of overt and covert behavior. - Combination of the physiological, moral and spiritual, psychological and emotional, and intellectual facets - Conglomeration of an individual\'s thoughts, feelings, emotions, attitudes, intelligence, interests and abilities. **What is Personality Development?** - Development entails progression either quantitatively or qualitatively. The same is true with one\'s persona. - Personality can be developed in either or both ways **What are the Influences on Personality?** **Psychodynamic Theory** - Developed by Sigmund Freud - It is said that personality is made up of three major systems - Interaction between these three systems is said to be the main determinant of one\'s unique personality **Behaviorism** - The word \"**Behaviorism**\" was coined by **John B. Watson,** who argued that personality can only be determined through overt responses - Manipulation of the environment may produce certain behaviors. **Humanistic Theories** - Focused on changes and development of personality - How a person behaves depends upon his reality and not on his environment. - Personality becomes a reflection of how one\'s needs were fulfilled in the course of his development. **Trait Theories** - Posited that personality can be understood as exhibited in one\'s common traits of characteristic ways of behaving. - **Raymond Cattell\'s** personality assessment. - **Hans Eysenck** is a trait theorist that emphasized that biological inheritance is the origin of human traits. **LESSON 2:** Factors Affecting the Development of Personality **Personality** is not just a product of a single factor but a result of several intertwining elements that make up the totality of an individual persona. The interaction of these elements brings about the uniqueness of an individual which proves the fact that "no two persons are alike"**NATURE-** is a person's biological inheritance. The traits derived from one's biological parents are provided in the 46 chromosomes arranged in 23 pairs that comprise the blueprint of one's total system which begins during the process of conception. **NURTURE-** The environment of a child plays a vital role in the development of personality. The physical and social environment influences the formation of the traits, attitudes, interests, motivations, and emotions of the individual. **FAMILY**- An initial institution that nourishes the child directs the child toward the basics of life and how one should go about the everyday task. **BIG FIVE PERSONALITY TRAITS** - **Openness-** The tendency to appreciate new art, ideas, values, feelings, and behaviors. - **Conscientiousness-** The tendency to be careful, on-time for appointments, to follow rules, and to be hardworking**.** - **Extraversion-** The tendency tenden to be talkative, sociable, and to enjoy others; the tendency to have a dominant style. - **Agreeableness-** The tendency to agree and go along with others rather than to assert one\'s own opinions and choices. - **Neuroticism-** The tendency to o frequently experience negative emotions such as anger, worry, and sadness, as well as being interpersonally sensitive. **PERSONALITY TYPE** **Type A Personality-** More likely to be occupied with social status, accomplishment in life, and self-esteem. This person is often domineering, impatient, and prone or quick to anger. This personality type was found to be associated with a higher risk of developing heart ailments compared to the other type. **Type B Personality-** Personalities have a lower incidence of heart problems. They are indulgent and tolerant, They also reported higher levels of satisfaction in life. **LESSON 3:** A Casual Guide Intellectual Development **Intellectual Development**- Personality is never measured by external factors alone. Mental ability forms part of one\'s persona. People differ in several ways, including intelligence. Humans have the ability to learn. They also have the capacity to absorb an acquire more from the environment. These learnings becomes the basis for evaluating, analyzing, and making decisions pertinent to everyday life. **What is Intelligence?** - **Einstein** himself said that \"The true sign of intelligence is not knowledge but imagination" - While **Socrates** said, \"I know that I am intelligent because I know that I know nothing" - According to **Charles Spearman**, intelligence is the single factor that enables problem solving and doing well in areas of cognition. - To **Raymond Cattell**, intelligence is crystallized and fluid, and includes knowledge and sills measured by tests and vocabulary. - To **Robert Sternberg**, intelligence consist of componential, experiential, and contextual knowledge. - Today, intelligence **(Sternberg 2004)** is defined as the global capacity to act purposely, to think rationally, and deal effectively with the immediate environment. Intelligence involves reasoning, problem-solving ability, knowledge, memory, and successful adaptation to one\'s surroundings **Multiple Intelligences by Howard Gardner** **1. Verbal-linguistic intelligence-** involves highly developed verbal skills particularly on sounds, meanings and rhythms of words; **2. Logical-mathematical intelligence-**involves an individual\'s ability to think conceptually, abstractly with capacity to discern logical and numerical patterns; **3. Spatial-visual intelligence-** is an individual\'s capacity to think in images and pictures as well as visualize accurately and abstractly; **4. Bodily-kinesthetic intelligence-** is the ability to control one\'s body movements; **5. Musical intelligence-** is one\'s ability to produce and appreciate rhythm, pitch, and timber; it involves skills in music; **6. Interpersonal intelligence-** is the ability to detect and respond appropriately to the moods, motivations desires of the significant others; **7. Intrapersonal intelligence-** is the individual\'s awareness of the internal aspect and in tune with inner feelings, values, beliefs, and thinking processes; **8. Naturalist intelligence-** is one\'s knowledge of the environment and those that comprise its survival and habitat; **9. Existential intelligence-** is sensitivity and capacity to tackle deep questions about human existence which may include the meaning of life, its beginnings and end. **How Do We Develop Intellectually?** There are vaied ways to enhance one\'s intellectual capacity. Everything begins with the motive of going forth and advance, as everyone has the capacity to learn, this motive will become a necessity as this will give the person the drive to learn, re-learn, ad unlearn. **Be smart, use devises such as Mnemonics (Willingham 2013).** a\. **Pegword** - This is useful for memorizing lists of unrelated words in order by creating a visual image with a \'peg\' word. b\. **Method of Loci** - Useful for memorizing lists of unrelated items in order. This is done by creating a \'mental walk\' to memory and creating a visual image associating each item on the list with a location on the mental walk. c\. **Acronym** - By using the first letter of each item that you desire to remember like G for \'Groceries\' and W for \'Withdraw money\'. d\. **Acrostic** - This is done by creating an easy-to-remember statement to which you can associate the first letter of each word.e. **Music or Rhymes** - The to-be-remembered items is set to a familiar tune, set to a rhythm or made into a rhyme. f\. **Mnemonic Associations** - The material is associated with the features of the material that is hard to remember. May be used in spelling words like \"stalactites grow from the ceiling; stalagmites from the ground g\. **Keyword** - Most of the time used for foreign word by associating it to a close English word then creating a visual image to connect it. **Understanding Learning Styles** **1. Visual learners: learn through seeing\...** These learners need to see the teacher\'s body language and facial expression to fully understand the content of a lesson. **2. Auditory learners: learn through listening\...** They learn best through verbal lectures, discussions, talking things through and listening to what others have to say. **3. Tactile/kinesthetic learners: learn through, moving, doing and touching\...** Tactile/kinesthetic persons learn best through a hands-on approach, actively exploring the physical world around them **Developing Learning Skills** **1. Sensory Learners -** to prefer what is familiar, and concentrate on facts he knows instead of being innovative and adapting to new situations. **2. Intuitive Learners -** The learner should learn facts or memorize data that will help assess a theory or procedure. There is a need to slow down and look at the details instead of just browsing; **3. Visual Learners -** Concentrate more on pictorial or graphical information than on words. Practice note taking and seek out opportunities to explain information verbally. **4. Verbal Learners -** when information is presented in diagrams, sketches, flow charts it can develop and reduce time spent learning and absorbing information. Learning can be through audio-visual presentations. **5. Active Learners -** there is a need to concentrate on assessing information and summarizing situations. Take time to digest information before discussing it with others. **6. Reflective Learners -** \'Haste makes waste\'. Too much thinking takes too much time. **7. Sequential Learners** - proves to be good but unproductive. One has to slow down and focus on the goal of the activity. Determine how actions will help in the longer term. There is a need to pause to look at the \'bigger picture\'. **8. Global Learners** - this individual can easily see the bigger picture and so desires to immediately to splurge on the activity. There is a necessity always to contemplate and decide on certain issues and concerns to effectively resolve problems and dilemmas. **LESSON 4:** How To Socially Develop And Unlock Achievements in Real Life! **Social Development** As reiterated by **Erik Erikson,** it is a result of the individual\'s relationship with the significant others as he or she performs his or her everyday task**.** Social health requires a degree of interpersonal skills, which involves a person\'s ability to form satisfying relationship with others. **Merki (2002),** connotes that social health is directly related with relatedness with others. These are connections we establish with others, the use of communication, compromise, and cooperation. **Communication is Key** **COMMUNICATION**- is a process of exchanging messages from the sender to the receiver,utilizing some varied channels. It involves speaking and listening. **SOCIALIZING** -requires communication, and learning and mastering the art of communication ensures success in both professional and personal life. 1.The SENDER 2\. The CHANNEL 3\. The MESSAGE 4\. The RECEIVER 5\. The FEEDBACK **BARRIERS TO THE EFFECTIVE** **PROCESS OF COMMUNICATION**1.PHYSICAL BARRIERS 2.PSYCHOLOGICAL BARRIERS A. DEFENSIVENESS OF THE RECEIVER B. MOTIVATIONAL DISTORTION FROM THE RECEIVER\'S END C. SELF-PREOCCUPATION Barriers blocks and renders the message incomplete and inaccurate, thereby resulting to possible misunderstanding and interpretation of the same on the part of ceiver **Interdependence of People** Due to **Globalization**, people became more connected with others, whether one know people around him, or not, especially on the internet. **LESSON 5:** LEADERSHIP **LEADERSHIP** - According to **Dwight D. Eisenhower,** a famous general in the second world war, is the art of getting someone else to do something for you. Leaders set directions, inspires and creates a road map for the objective. - **Mahatma Gandhi:** \"The best way to find yourself is to lose yourself in the service of others.\" - **John Quincy Adams:** \"If your actions inspire others to dream more, learn more, do more and become more, you are a leader.\"**Winston Churchill:** \"The price of greatness is responsibility.\" - **Steve Jobs:** \"Innovation distinguishes between a leader and a follower.\" - **Martin Luther King Jr.:** \"A genuine leader is not a searcher for consensus but a molder of consensus.\" - **Lao Tzu:** \"A leader is best when people barely know he exists, when his work is done, his aim fulfilled, they will say: we did it ourselves.\" - **Margaret Thatcher:** \"Being powerful is like being a lady. If you have to tell people you are, you aren't.\" - **Napoleon Bonaparte:** \"A leader is a dealer in hope.\" **LESSON 6**: Emotiomal Growth: Unleashing book the fun factor - **EMOTIONS**- comes from the latin word \"**Emovere**\" which means to move out. - Natural and random response to situations that may cause anger, sadness, happiness, and fear. **WHAT KIND OF EMOTIONS AFFECT YOU** **A. Positive EmotionsEmotions** A classification of pleasant emotion which may include happiness, excitement, joy, relief, triumph, jubilation. **B. Negative Emotions** -A classification of emotion which involves sadness, disgust, annoyance, anxiety, jealousy, fear, and the like. **WHAT IS STRESS** - Extreme difficulty, pressure, or strain. - Way of how body responds from the external environment. - Unpleasant, as it puts the mind and body in a dilemma where it is threatened or challenged. The concept of stress was developed by **Hans Selye (1936)**, which brought frth the theory of stress reaction known as the **\"General Adaptation Syndrome\"**. This theory generally states that a body under stress undergoes response stages: 1\. ALARM 2\. RESISTANCE 3\. EXHAUSTION **POSITIVE EUSTRESS** - Experienced by the body as an unpleasant stimulus becomes a source of motivation. **NEGATIVE DISTRESS** - Causes not only pain in the mind but also in the body. - It makes the individual literally sick. - Brought forth by the helplessness and helplessness created by the stressor.