Hope, Delie Joyce D.

April 29, 2017

BSN-III Summer

What is Personality?

Personality can be defined in different ways, depending on whether we focus on the

individual or on people in general.

If we focus on people in general, then we can define personality in terms of individual

differences that is, the range of different styles of thinking, feeling and acting. Just as human
beings can differ a great deal in terms of their physical traits (height, weight, hair, and so on),
they also differ in terms of mental and behavioral traits. For example, some people are
noticeably talkative and outgoing while others are noticeably quiet and reserved. Such
differences and variations are seen everywhere throughout the human population.

Phases of Personality?

The most careful observation of what are known as mental diseases and defects justifies
the conception of them as defects of personality in all its complexity. The behavior which is
looked upon as abnormal and unusual indicates that the personality is disorganized, or out of
harmony with its environing circumstances. The psychopathological behaviors of our everyday
life represent peculiar slight failures to adapt ourselves to our surroundings in a usual or
expected manner. This attitude concerning mental disease is a symptom of the development of
a series of valuable scientific conceptions concerning human personality and human character.
Human personality may now be looked upon as a phenomenon of science. It is an observable
fact of our actual contact with concrete objects, and therefore subject to serviceable
interpretation. The critical study of personality as a definite scientific phenomenon promises
great value for the student of social and ethical facts; it will provide such students with data
concerning human action and its motivation, whether moral or non-moral adjustments, or
unusual maladjustments to the social, cultural, and physical surroundings.

II.
Personality may be analyzed for psychological descriptive purposes into two large component
factors. One of these comprises the actions which represent the actual movements and
behaviors of any particular person. In a broad way we have here the sum total of an individual's
behavior or actions which are the direct visible signs of the individual's nature. Included here are
all the acts of the moral, religious, esthetic, social, scientific, commercial and economic
relations. The other major component is a series of more permanent action elements, which
may be considered potential behaviors. We may best refer to these acts as dispositions or
tendencies to action. When these dispositions or tendencies are actualizing themselves they
influence the general direction which a response adjustment takes. In other words, whatever
action an individual ever performs is determined by these dispositions which are cumulative
responses centering around an original tendency. The original tendencies represent the
inherited phases of personality which usually are modified by the actual experiences of the
individual.

Both the actual behaviors and the dispositions may be further divided into predominately
behavioristic or mentalistic factors. This analysis is proposed with a clear view as to its
artificiality, but is undertaken in the interest of an understanding of the phenomena to be
studied. The predominantly behavioristic behaviors, which are immediate-response acts, are
analyzable into the series of reflexes, habits, and instincts. Between these acts and those which
are predominantly mental there are such behaviors as emotions and voluntary acts, which,
properly speaking, are on the border-line. The outstanding primarily mental acts are of course
the perceptions, memories, and thought. It must be remembered that these functions are never
isolated, but always factors or component functions of large complex adjustments in which
these acts partake in various combinations. Further, these complex acts have no meaning
unless considered in connection with the occasions under which they function, and this brings
into relief the more permanent elements in personality, since every overt act is a product of the
stimulating conditions, and the organic-response dispositions. The predominantly behavioristic
dispositions include three types: namely, the muscular, glandular, and neural, which are
capacities latent in the glandular, muscular and neural structures. These dispositions constitute
the more permanent equipment of bodily functions necessary for adjustments to external
conditions, and require only some definite stimulus-object to cause them to participate in a
response act. It is clear then that the dispositions or tendencies to action are in a genuine way
the personality,1 while the actual behaviors merely manifest this personality or its changes. It is
obvious that what sort of person one is to be depends a great deal upon these latent powers
and their development. All the qualities of strength, beauty, and grace center about these
factors. We need only refer to the influence of the capacities of the pituitary, sexual, and other
glands, to modify the quality of personality and its manifestations. 2

On the mentalistic side we must point out the innate capacities of attention, impulse,
discrimination, affection and others. These are phases of conscious behavior which definitely
stress the mental aspects of organic adjustments. These two sets of original tendencies,
namely, the behavioristic and mentalistic, are of course absolutely inseparable phases of a unit
individual, and act as unit responses to provoking stimuli. The two members of the series of
incipient actions are variously organized as instinctive adjustment

How personality is shown?

Personality is shown through a persons total behavior and by the response of other
people to that behavior, the impact of a persons behavior causes others to respond favorable
and unfavorable.
Why study personality?

Following are the benefits I have received from a study of personality. Each of these
items will be discussed in detail further on.

1) Increasing personal integrity: The greater self-awareness that comes from self-study has lead
me to greater personal integrity by discarding what was false in me and revealing what is true.
This should be the first step of any psychotherapy or spiritual path to find out who we really
are in personal terms. Then we look for who we are in "transpersonal" terms.

2) Increasing personal freedom: This is due to conscious control of my life resulting from release
from subconscious controls and external influences.

3) Objectification of self and other: With an overall personality system in mind, I can see that
myself and others are all pieces of a pattern. I would like to have an accurate view of the world
and of other people. I don't. My perceptions are distorted, as determined by my personality
traits. When I compare my traits with other's and with the entire personality chart, I see the ways
we are different and I do not worry about it.

4) Increasing tolerance and understanding of others: When I have a personality chart on

someone, it helps me get to know them quicker and I can relate to them easier. It helps me
understand their motives and perceptions and values. With their traits known, I can cut through
the garbage and begin to see people for who they really are. I can think, feel and act more
appropriately and lovingly toward them. If we become friends, knowing the chart becomes less
important of course, but it is a place to start. It helps me to have a system.

Causes of personalities differences

People vary in personality and social behavior. It is generally accepted that some of this
variation is due to differences in genes and some to environmentthat is, to differences in
people's experiences. This chapter is about the latter source of individual differences, the
variation that is not due to genes. More precisely, it is about theories designed to account for
environmental influences on personality and social behavior by specifying some of the ways
these outcomes are affected by people's experiences. The chapter begins by summarizing
some of the findings that a theory of environmental influences on human behavior should be
called upon to explain. It then describes a new theory designed to account for these findings.
The final section examines some alternative theories.

Stages of growth and development

Human development is a lifelong process of physical, behavioral, cognitive, and

emotional growth and change. In the early stages of lifefrom babyhood to childhood,
childhood to adolescence, and adolescence to adulthoodenormous changes take place.
Throughout the process, each person develops attitudes and values that guide choices,
relationships, and understanding.

Sexuality is also a lifelong process. Infants, children, teens, and adults are sexual beings. Just
as it is important to enhance a child's physical, emotional, and cognitive growth, so it is
important to lay foundations for a child's sexual growth. Adults have a responsibility to help
young people understand and accept their evolving sexuality. Read on to learn more about
human growth and development.

Parent-Child Communication: Promoting Sexually Healthy Youth

Infants & ToddlersAges 0 to 3

PreschoolersAges 4 to 5

Grade SchoolersAges 6 to 8

PreteensAges 9 to 12

TeensAges 13 to 17 Young

AdultsAges 18 and Over