1. Learner’s Personality and Adjustment
SEMESTER I MODULE 5
Learner’s Personality and Adjustment

2. Personality ÕcµñßÄb¢ Social attractiveness
A good person can impress others with his/her personality
Personality is the sum total of ones qualities & character
It is the sum total of positive and negative attributes of a person

3. Personality Latin word “persona” Means Mask or false face
Personality includes everything about the person

4. Definition of Personality
“Personality is a dynamic organization within the individual of those psychophysical systems that determine his unique adjustment with the environment”
Allport (1948)
“Personality is that which permits a prediction of what a person will do in a given situation”.
Cattel (1970)

5. Characteristics of Personality
Personality is something unique and specific
It includes everything about a person
Personality is not static
Personality is the product of heredity and environment
Learning and experience contributes the development of one’s personality

6. Approaches Psycho Analytic Approach Sigmund Freud Trait Approach
G.B. Allport
R.B. Cattel
Humanistic Approach
Carl Rogers
Abraham Maslow

7. Psycho Analytic Approach
Psycho Analytical Theory Has Three Major Parts
Theory of Personality Dynamics (levels of consciousness)
Theory of Personality Structure
Theory of Psycho Sexual Development
Sigmund Freud

8. Levels of Consciousness
Conscious Mind
Active mind
Your present perceptions, memories, thoughts, fantasies, feelings,
Preconscious Mind
Available memory
We can easily be made conscious
Retrievable
Unconscious Mind
Not directly aware
Repressed motives, memories and emotions

9. The Structure of PersonalityId
Ego
Superego

10. The Structure of Personality
The Id
The Ego
The super Ego
Instincts & Biological
Situated in unconscious mind
Original System of Personality
Immoral
Work on pleasure principles
Reservoir of Psychic Energy
Human quality
Situated in conscious mind
Work on Reality Principle
Executive of the Personality
Organized Portion of Id
Psychological
Moral Arm of Personality
Situated in pre- conscious mind
Learning of Moral Values
Sociological

11. Theory of psycho-sexual development
According to Freud sex is the life urge or fundamental motive in life
All physical pleasure is sexual in nature
Sexuality is not the only characteristic of the adult
Children from the very beginning have also sexual desires it is called Infantile Sexuality
A child passes through five stages of psycho sexual stages

12. Stages of Psycho Sexual Development
Oral stage (birth to 2 years) ÕÆÈ ¸G¢
Mouth is the erogenous zone.
Infant achieves gratification by feeding, sucking, biting etc..
Anal stage (2 to 3 years)
Sexual pleasure is focused on the anal zone
Child achieves gratification through retention & expulsion of faeces

13. 3. Phallic stage (4 to 6 years) èÜ¢·ßµÞÕÏÕ ¸G¢
Pleasure is focused on the genital region by playing with them
Child notes the biological differences between sex organs
It give raise to many complexes
Oedipus complex – sexual attraction of Boy to mother
Electra complex - sexual attraction of Girl to father
Castration complex – boy fear of being deprived of their sex organs because elders fear them to cut off their sex organs when playing with them

14. Latency stage (7 to 12 years) ÈßÜàÈ ¸G¢
Prefer the company of their own sex
Child neglect or hate the members of the opposite sex
Sexual interests and pleasure is derived from external world
Genital stage (13 and above) èÜ¢·ßµ ¸G¢
Attraction towards the opposite sex
Seek pleasure by the self stimulation of the sex organs
They love themselves and opposite sex
Pleasure is derived from mature sexual relations with a partner of opposite sex.

15. Life Instinct Death Instinct
desire to die or destruction
Creates conflicts and anxiety
Manifested through aggression, cruelty and suicide
Impulse to live
Aim the survival of the species
Manifested through love and sex
LIBIDO is the life maintaining energy which seek pleasure through sexual gratification
If the flow blocked, may cause neurotic problems
Life instincts and death instincts decides the quality and satisfaction of a persons life

16. Trait Theories
Basic unit of personality
Relatively permanent and consistent general behavioral patterns that an individual exhibits in most of the situations
“Personality traits are real entities that physically located somewhere in the nervous system.”
Relatively consistent ways of thinking, acting and feeling
G.B. Allport
R.B. Cattel

17. Allport's theory of Personality
Common Traits
Common with most others in our own culture.
Individual traits
Unique traits
According to Allport, Individual traits have three elements
Cardinal Traits
Central Traits
Secondary Traits

18. Individual Traits Cardinal traits: Central traits: Secondary traits:
Dominates an individual’s entire personality
Just one or two in an individual
Appears most of the time
Gandhi – Peace
Central traits:
Ordinarily used to describe a person
Less pervasive
Secondary traits:
Specific narrow traits, weak effect on behavior, relatively small range of situations
Less prominent, less generalized, eg. Food habits

19. Cattell’s Theory of Personality
Personality of an individual is composed of different combinations of four types of traits
He found four types of traits
Common Traits
Trait found widely in general population
Refer to characteristic shared by many people.
Eg. Aggression, honesty and cooperation etc

20. Cattell’s Theory of Personality
Unique Traits
Those specific or unique to a person.
Eg. Temperamental traits and emotional reactions
Surface Traits
Observable qualities of a personality,
eg. Kindness, curiosity, dependability, tactfulness etc
Easily recognized by overt manifestation of behavior
Source Traits
Underlying structures or sources that determine the behavior
Predictors of human behaviour
Eg. Intelligence, dominance etc

21. Maslow’s Self-actualization Theory
According to Maslow the goal of personality development is the self actualisation
Self Actualisation
It is the realisation of one’s basic potential to the maximum extent and use it effectively as much as possible
A person achieves this through many steps
It is known as the Hierarchy of Needs

22. Maslow’s Hierarchy of Needs

23. Carl Rogers’ Self Theory
Organism
Individuals entire time of reference
Represents the totality of ones experience
Experience includes both conscious and unconscious
Self
The aware part of experience
It is the understanding of ones concept of ‘I’
Know self affects one’s growth and development and adjustment to his environment
The concept of self may differ from person to person

24. Carl Rogers’ Self Theory
Personality
It is the product of the interaction between the organism and the self of the individual
Congruence and incongruence with self determines the personality
He divided the self in to three
Real Self
Self Concept
Ideal Self
There should be some congruence between these three

25. The Problem of incongruence
Developing false self image or the incongruence may lead to abnormality in one’s behaviour
The teacher want to develop the congruence between these three selves

26. Characteristics of a Mature Personality
A goal towards life
Good self esteem
Effective communication
Taking up challenges
There is no fear to failure
Warm relatedness to others
Realistic perception of reality
Unifying philosophy of life
Emotional intelligence
Desire to live
Willingness to change
Continuous learning
Positive attitude
Self acceptance
Self objectification
Self confidence
Enthusiasm
Empathy

27. Measurement of Personality
Objective Techniques
Observation
Rating Scale
Subjective Techniques
Interview
Situational tests
Sociometric methods
Psychodrama
Self Report Inventories
Minnesota Multi-phasic Personality Inventory
Projective Techniques
Rorschach Inkblot Test
Thematic Apperception Test (TAT)
Word Association Test
Sentence Completion Test

28. Projective Techniques ÕßçfÉÃ ÄdLBZ
Used in personality assessment
Used to collect data which cannot be collected directly from the individual
It helps to project one’s inner feeling in an unconscious manner

29. Examples Projective Techniques
Rorschach‘s Ink Blot Test
Thematic Apperception Test (TAT)
Children’s Apperception Test (CAT)
Word Association Test (WAT)
Sentence Completion Test

30. Adjustment and Maladjustment ØÎÞçÏ޼Ȣ ¥ÉØÎÞçÏ޼Ȣ
“Adjustment is the process by which living organisms maintains a balance between its need and circumstances that influence the satisfaction of his life” --- L.S. Shaffer
Adjustment problems leads to Maladjustment

31. Causes of Maladjustment
Physical causes
Defects
Diseases
Psychological causes
Psychosis
Neurosis
Emotional problems
Environmental causes
School / teacher
Home / parents
Social causes
Lack of soft skills
Lack of socialisation
Bad friendship

32. Adjustment Mechanisms ØÎÞçÏÞ¼È ÄdLBZ
Maladjustment is the degree of disharmony between individual and environment
If it occurs the person tries to adjust the environment by using three mechanisms
Modifying the internal impulses
Try to alter the environmental demands to resolve the maladjustment
Escape through unconscious resources of the mental mechanisms (Defense Mechanisms)

33. Defence Mechanism dÉÄßçøÞÇ ÄdLBZ
“Defense mechanisms are certain pattern of behaviour that are employed for protection against threat of anxiety”
--- Arkoff
It is the temporary solution to protect from a psychological problem

34. Defence Mechanisms Repression (ÆÎÈ¢) Regression (ÉÖíºÞÆí·ÎÈ¢)
Projection (dÉçfÉâ)
Displacement
Rationalization (Ïáµñàµøâ)
Denial
Regression (ÉÖíºÞÆí·ÎÈ¢)
Sublimation

35. Mental Health ÎÞÈØßµÞçøÞ·c¢
“Mental health is the full and harmonious functioning of the wholesome personality” J.A Hadfield (1953) “It is the ability which help to seek adjustment in the difficult situations of our life” Cutts and Maslay (1941)

36. Characteristics of Mentally Healthy Person
Knows his strength and weaknesses
Sense of happiness and well-being
Capable to deal with stresses of life
The feeling of self realization
Ability to strike balance in different aspects of life
Intellectual development
Shows concerns for other
Social adjustability
He lives in the world of reality

37. Symptoms of Poor Mental Health
Emotional unstable and upset
Suspicious and insecure
Feeling of guilt
Less self confidence
Frustration, conflicts, strain and stress
Less tolerance and short tempered
Lack of decision making capacity
Unrealistic attitudes towards life
Suffers mental disturbances
Always dissatisfied
Live in his own world of imagination and fantasy

38. Importance of Mental Health of Teachers and Students
Help in seeking goals of life
Help to lead a life with satisfaction
Help in preventing mental illness
Help in actualising one's potentialities
Help in proper emotional development
Help in developing desirable personalities

39. Causes of Mental Illhealth of Teachers and Students
Stress and strain
Lack of social skills
Lack of support from parents and teachers
Lack of healthy diet
Lack of health exercises

40. Role of the teacher to Improve Mental Health
Give students a stress free learning environment
Ensure emotional security
Treat them psychologically
Encourage Prayer
Mediation
Aware them about Healthy fats
Give opportunity to Indulge in mind games
Give chance to Spend more time with nature
Give options for Exercise students’ body well
Focus student on learning new things

41. Mental Hygiene ÎÞÈØßµ ÖáºßÄb¢
“Mental hygiene is a science which deals with human welfare that pervades all fields of human relationship” --- Crow and Crow (1951) “Mental hygiene may be defined as the prevention of mental illness, preservation of mental health and the cure of mental illness” --- Crow and Crow (1969)

42. Guidance (ÎÞVPÆVÖÈ¢)
“Guidance is the help given by one to another in making choices and adjustments and in solving problems” -- Jones (1961) “Guidance is a process of helping every individual, through his own efforts, to discover and develop his potentialities for his personal happiness and social usefulness” -- Strang “ Guidance is a process of helping young person to learn to adjust self, to others and to circumstances” -- Skinner

43. Guidance Need of Guidance Types of Guidance
It is a personal help given by other persons
It assist to solve the problems
Attach the problem, not the individual
Need of Guidance
Educational need
Vocational need
Personal need
Types of Guidance
Educational Guidance
Vocational Guidance
Personal Guidance

44. Counselling (dÉçÌÞÇÈ¢)
“It is a series of direct contacts with the individuals which aims to offer him assistance in changing his attitudes and behaviour ” Rogers (1942) “it is a self adjective process which helps the client become more self directive and self responsible” Shostorm and Brammer (1952)

45. Nature of Counseling
It involves two person, the counselee and the counselor
The two persons have very cordial and satisfying relationship
It discusses freely what upset the counselee
It tries to develop social skills, courage and self confidence etc
It also tries to modify the interest, attitude and abilities of the child

46. Types of Counselling Directive Counselling Counsellor centered
Non Directive Counselling
Counsellee centered
Eclectic Counselling

47. Guidance Counselling May be given in groups
Face to face relation is not essential
The task of the guidance worker is not as serious as that of a counselor
Cordial and satisfying relationship is not needed
Given individually not in groups
Face to face direct relation is essential
The task of the counselor is more serious than that of a guidance worker
Cordial and satisfying relationship is needed
Aims to solve the problem

48. Guidance and Counselling Services in Schools
Inventory Service
Information Service
Guidance Committee
Career Corner
Career Talks
Career Conferences
Placement Services
Testing Programmes for finding problems
Films or documentary and Exhibitions

49. 2 Marks Questions Write any two functions of Ego
Write any two characteristics of mature personality
Briefly explain mature personality
Briefly explain the concept ideal self of Rogers
What is meant by personality traits? Give an examples
State Allport’s definition of personality
Define non directive counselling
What are the important principles of group guidance
Write a short note on clinical guidance
Distinguish between directive and non- directive counselling
What do you mean by group guidance

50. 4 Marks Questions Describe Allports Trait approach to personality
Explain the views of Cattell regarding the trait approach in personality
In Freudian terminology, predominance of Id, Ego and Super ego make one slave to impulsive behaviour. Discuss
How would you develop mental health among high school students
Define mental hygiene. What are the goals of mental hygiene
Explain Humanistic approach of Roger about personality
Adjustment and maladjustment of the personality development

51. 4 Marks Questions
How will you organize a guidance cell in your school? Briefly explain
Explain the term counselling. Differentiate between directive and non-directive conselling
What ate the deferent types of guidance?
Explain the objectives of organizing guidance cell in a school.
Explain Guidance and Counselling.
Bring out the need for guidance and counselling in secondary schools

52. 10 Marks Questions Discuss the different approaches to personality.
What is personality? Discuss the psycho- analytic approach of personality proposed by Freud

53. Thank you May God bless you Jahfar Mangattuchali Mob:9745839459
Assistant Professor
EMEA Training College,
kummuniparamba
Mob: