character traits for problem solving

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The Personality Traits That Define a Successful Problem-Solver

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Problems are an unavoidable fact of life. Do not be surprised as an entrepreneur if your days are consistently filled with a continuous wave of problems.

However, Entrepreneur Network partner Brian Tracy recommends you do your best to control your attitude. If you are able to control your emotional tendencies, you will be able to deal with problems more tactfully. Next, try to embrace a solution-oriented personality and focus on what can be done in the moment. Switch your mind from the problem (the negative) to the solution (the positive).

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7 Problem-Solving Skills That Can Help You Be a More Successful Manager

Discover what problem-solving is, and why it's important for managers. Understand the steps of the process and learn about seven problem-solving skills.

1Managers oversee the day-to-day operations of a particular department, and sometimes a whole company, using their problem-solving skills regularly. Managers with good problem-solving skills can help ensure companies run smoothly and prosper.

If you're a current manager or are striving to become one, read this guide to discover what problem-solving skills are and why it's important for managers to have them. Learn the steps of the problem-solving process, and explore seven skills that can help make problem-solving easier and more effective.

What is problem-solving?

Problem-solving is both an ability and a process. As an ability, problem-solving can aid in resolving issues faced in different environments like home, school, abroad, and social situations, among others. As a process, problem-solving involves a series of steps for finding solutions to questions or concerns that arise throughout life.

The importance of problem-solving for managers

Managers deal with problems regularly, whether supervising a staff of two or 100. When people solve problems quickly and effectively, workplaces can benefit in a number of ways. These include:

Greater creativity

Higher productivity

Increased job fulfillment

Satisfied clients or customers

Better cooperation and cohesion

Improved environments for employees and customers

7 skills that make problem-solving easier

Companies depend on managers who can solve problems adeptly. Although problem-solving is a skill in its own right, a subset of seven skills can help make the process of problem-solving easier. These include analysis, communication, emotional intelligence, resilience, creativity, adaptability, and teamwork.

1. Analysis

As a manager , you'll solve each problem by assessing the situation first. Then, you’ll use analytical skills to distinguish between ineffective and effective solutions.

2. Communication

Effective communication plays a significant role in problem-solving, particularly when others are involved. Some skills that can help enhance communication at work include active listening, speaking with an even tone and volume, and supporting verbal information with written communication.

3. Emotional intelligence

Emotional intelligence is the ability to recognize and manage emotions in any situation. People with emotional intelligence usually solve problems calmly and systematically, which often yields better results.

4. Resilience

Emotional intelligence and resilience are closely related traits. Resiliency is the ability to cope with and bounce back quickly from difficult situations. Those who possess resilience are often capable of accurately interpreting people and situations, which can be incredibly advantageous when difficulties arise.

5. Creativity 

When brainstorming solutions to problems, creativity can help you to think outside the box. Problem-solving strategies can be enhanced with the application of creative techniques. You can use creativity to:

Approach problems from different angles

Improve your problem-solving process

Spark creativity in your employees and peers

6. Adaptability

Adaptability is the capacity to adjust to change. When a particular solution to an issue doesn't work, an adaptable person can revisit the concern to think up another one without getting frustrated.

7. Teamwork

Finding a solution to a problem regularly involves working in a team. Good teamwork requires being comfortable working with others and collaborating with them, which can result in better problem-solving overall.

Steps of the problem-solving process

Effective problem-solving involves five essential steps. One way to remember them is through the IDEAL model created in 1984 by psychology professors John D. Bransford and Barry S. Stein [ 1 ]. The steps to solving problems in this model include: identifying that there is a problem, defining the goals you hope to achieve, exploring potential solutions, choosing a solution and acting on it, and looking at (or evaluating) the outcome.

1. Identify that there is a problem and root out its cause.

To solve a problem, you must first admit that one exists to then find its root cause. Finding the cause of the problem may involve asking questions like:

Can the problem be solved?

How big of a problem is it?

Why do I think the problem is occurring?

What are some things I know about the situation?

What are some things I don't know about the situation?

Are there any people who contributed to the problem?

Are there materials or processes that contributed to the problem?

Are there any patterns I can identify?

2. Define the goals you hope to achieve.

Every problem is different. The goals you hope to achieve when problem-solving depend on the scope of the problem. Some examples of goals you might set include:

Gather as much factual information as possible.

Brainstorm many different strategies to come up with the best one.

Be flexible when considering other viewpoints.

Articulate clearly and encourage questions, so everyone involved is on the same page.

Be open to other strategies if the chosen strategy doesn't work.

Stay positive throughout the process.

3. Explore potential solutions.

Once you've defined the goals you hope to achieve when problem-solving , it's time to start the process. This involves steps that often include fact-finding, brainstorming, prioritizing solutions, and assessing the cost of top solutions in terms of time, labor, and money.

4. Choose a solution and act on it.

Evaluate the pros and cons of each potential solution, and choose the one most likely to solve the problem within your given budget, abilities, and resources. Once you choose a solution, it's important to make a commitment and see it through. Draw up a plan of action for implementation, and share it with all involved parties clearly and effectively, both verbally and in writing. Make sure everyone understands their role for a successful conclusion.

5. Look at (or evaluate) the outcome.

Evaluation offers insights into your current situation and future problem-solving. When evaluating the outcome, ask yourself questions like:

Did the solution work?

Will this solution work for other problems?

Were there any changes you would have made?

Would another solution have worked better?

As a current or future manager looking to build your problem-solving skills, it is often helpful to take a professional course. Consider Improving Communication Skills offered by the University of Pennsylvania on Coursera. You'll learn how to boost your ability to persuade, ask questions, negotiate, apologize, and more. 

You might also consider taking Emotional Intelligence: Cultivating Immensely Human Interactions , offered by the University of Michigan on Coursera. You'll explore the interpersonal and intrapersonal skills common to people with emotional intelligence, and you'll learn how emotional intelligence is connected to team success and leadership.

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Article sources

Tennessee Tech. “ The Ideal Problem Solver (2nd ed.) , https://www.tntech.edu/cat/pdf/useful_links/idealproblemsolver.pdf.” Accessed December 6, 2022.

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10 Characteristics of Good Problem Solvers

Professional psychologist, motivational writer

Good problem solvers are good thinkers. They have less drama and problems to begin with and don't get overly emotional when faced with a problem. They usually see problems as challenges and life experiences and try to stand above them, objectively.

Good problem solvers use a combination of intuition and logic to come up with their solutions. Intuition has more to do with the emotional and instinctive side of us and logic is more related to our cognition and thinking. Good problem solvers use both of these forces to get as much information as they can to come up with the best possible solution. In addition, they are reasonably open minded but logically skeptical.

Some of the general characteristics of good problem solvers are:

1. They don't need to be right all the time: They focus on finding the right solution rather than wanting to prove they are right at all costs.

2. They go beyond their own conditioning: They go beyond a fixated mind set and open up to new ways of thinking and can explore options.

3. They look for opportunity within the problem: They see problems as challenges and try to learn from them.

4. They know the difference between complex and simple thinking: They know when to do a systematic and complex thinking and when to go through short cuts and find an easy solution.

5. They have clear definition of what the problem is: They can specifically identity the problem.

6. They use the power of words to connect with people: They are socially well developed and find ways to connect with people and try to find happy-middle solutions.

7. They don't create problems for others: They understand that to have their problem solved they can't create problems for others. Good problems solvers who create fair solutions make a conscious effort not to harm others for a self-interest intention. They know such acts will have long term consequences even if the problem is temporarily solved.

8. They do prevention more than intervention: Good problem solvers have a number of skills to prevent problems from happening in the first place. They usually face less drama, conflict, and stressful situations since they have clear boundaries, don't let their rights violated and do not violate other people's rights. They are more of a positive thinker so naturally they are surrounded with more positivity and have more energy to be productive.

9. They explore their options: They see more than one solution to a problem and find new and productive ways to deal with new problems as they arise. They also have a backup plan if the first solution does not work and can ask for support and advise when needed.

10. They have reasonable expectations: Good problem solvers have reasonable expectations as to what the solution would be. They understand that there are many elements effecting a situation and that idealistic ways of thinking and going about solving a problem will be counterproductive.

At the end, good problem solvers do not have too many irrational fears when dealing with problems. They can visualize the worst case scenario, work their way out of it and let go of the fear attached to it. Fear can make your logic and intuition shady and your decisions unproductive.

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The Top 10 Characteristics of Problem Solvers

September 24th, 2017

Have you ever noticed that some people seem to be natural born problem solvers? Look closer, and you’ll discover that problem solving is more a skill than a gift. Effective problem solvers share ten common characteristics.

1. They have an “attitude”!

Simply expressed, effective problem solvers invariably see problems as opportunities, a chance to learn something new, to grow, to succeed where others have failed, or to prove that “it can be done”.  Underlying these attitudes is a deeply held conviction that, with adequate preparation, the right answer will come.

2. They re-define the problem.

Problem solving is a primary consulting skill. Seasoned consultants know that, very often, the initial definition of the problem (by the client) is incorrect or incomplete. They learn to discount statements such as, “Obviously, the problem is that …” and follow their own leadings, but…

3. They have a system.

Perhaps the most common model is the old consulting acronym: DACR/S in which the letters stand for Describe, Analyze, Conclude, and Recommend/Solve. As with many formulas, its usefulness stems from the step-by-step approach it represents. Effective problem solvers take the steps in order and apply them literally. For example, in describing the problem (the first step), they strenuously avoid making premature judgments or ruling out possibilities. In analyzing the information, they are careful that their own prejudices do not interfere. In developing conclusions, they are aware of the need to test them thoroughly. Finally, most astute problem solvers recognize that there is almost always more than one solution, so they develop several alternatives from which to choose.

4. They avoid the experience trap.

The world is becoming increasingly non-linear. Things happen in pairs, triads, and groups and often don’t follow traditional lines from past to present and cause to effect. In such an environment, where synchronicity and simultaneity rather than linearity prevails, past experience must be taken with a grain of salt. Seasoned problem solvers know the pitfalls of relying on what worked in the past as a guide to what will work in the future. They learn to expect the unexpected, illogical, and non-linear.

5. They consider every position as though it were their own.

For effective problem solvers, standing in the other person’s shoes is more than a cute saying. It’s a fundamental way of looking at the problem from every perspective. This ability to shift perspectives quickly and easily is a key characteristic of effective problem solvers. As one especially capable consultant put it, “I take the other fellow’s position, and then I expand upon it until I understand it better than he does”.

6. They recognize conflict as often a prerequisite to solution.

When the stakes are high in a problem situation, the parties are often reluctant to show their hands and cautious about giving away too much. In such instances, managed conflict can be an effective tool for flushing out the real facts of a situation.

7. They listen to their intuition.

Somewhere during the latter stages of the fact-finding (description) process, effective problem solvers experience what can best be called, “inklings”-gut-level feelings about the situation. When this happens, they listen, hypothesize, test and re-test. They realize that, while intuition may be partially innate, effective intuition is overwhelmingly a developed faculty-and they work to develop it!

8. They invariably go beyond “solving the problem”.

On a time scale, just solving the problem at hand brings you to the present, to a point you might call, ground-zero. Truly effective problem solvers push further. They go beyond simply solving the problem to discover the underlying opportunities that often lie concealed within the intricacies of the situation. Implicit in this approach is the premise that every problem is an opportunity in disguise.

9. They seek permanent solutions.

Permanent, as opposed to band-aid solutions, has two characteristics: (1) they address all aspects of the problem, and (2) they are win/win in that they offer acceptable benefits to all parties involved.  Symptomatic problem solving, like bad surgery or dentistry, leaves part of the decay untouched, with the result that, over time, it festers and erupts.  Just for the record, a permanent solution is one that STAYS solved and doesn’t come back to bite you.

10. They gain agreement and commitment from the parties involved.

It’s easy, in the heady rush of finding “the answer” to a problem, to fail to gain agreement and commitment on the part of everyone involved. For effective problem solvers, just “going along” via tacit agreement isn’t enough. There must be explicit statements from all parties that they concur and are willing to commit to the solution. Agreement and concurrence really constitute a third characteristic of the “permanent” solution discussed above, but they are so often ignored that it is important that they be viewed separately.

Written by Shale Paul, Copyright Coach University. All Rights Reserved.

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Are you tired of feeling overwhelmed when faced with complex problems? Do you want to enhance your problem-solving skills and become a master at finding innovative solutions? Look no further courses on problem solving , ! In this blog post, we will delve into the key traits and strategies that can help you unlock your problem-solving potential. Whether it’s navigating through personal or professional challenges, these tried-and-true approaches will empower you to tackle any obstacle with confidence. Get ready to unleash your inner problem-solver and embark on a journey towards success like never before!

What are Problem-Solving Skills?: Defining problem-solving skills and why they are essential for personal and professional growth.

Problem-solving skills are a crucial set of abilities that allow individuals to approach and overcome challenges effectively. They involve the ability to identify, analyze, and solve problems in a logical and systematic manner. These skills are essential for personal and professional growth as they enable individuals to navigate through life’s complexities and achieve their goals.

Defining problem-solving skills can be challenging because it encompasses various cognitive processes such as critical thinking, creativity, decision-making, and reasoning. However, at its core, problem-solving is about finding solutions to issues or obstacles that require some form of action or decision.

These skills are vital in all aspects of life, whether in personal relationships, academics, or the workplace. In personal relationships, being able to resolve conflicts effectively requires problem-solving skills. In academia, students need these skills to excel in their studies by understanding complex concepts and applying them in assignments. In the workplace, employees with strong problem-solving abilities can tackle challenges independently and contribute positively to achieving organizational objectives.

One reason why problem-solving skills are essential for personal growth is that they promote self-reliance. When faced with an issue or obstacle, individuals with strong problem-solving abilities do not rely on others to provide solutions but instead take initiative and find ways to overcome it themselves. This independence leads to increased self-confidence and a sense of accomplishment when successful resolutions are achieved.

Key Traits of Effective Problem Solvers: Exploring the common characteristics shared by individuals who excel at problem-solving.

Effective problem solvers are highly sought after in today’s fast-paced and constantly changing world. Whether it’s in the workplace, academia, or personal life, individuals who possess strong problem solving course are able to navigate challenges and find solutions efficiently. But what makes someone an effective problem solver? What characteristics do they possess that set them apart from others? In this section, we will explore the key traits of effective problem solvers and how they contribute to their success.

Analytical thinking:

One of the key traits of effective problem solvers is their ability to think analytically. They have a natural inclination towards breaking down complex problems into smaller, more manageable parts. This allows them to understand the root cause of a problem and identify potential solutions.

Creative mindset:

Effective problem solvers possess a creative mindset that enables them to approach problems with fresh perspectives. They are not limited by traditional or conventional methods; instead, they actively seek out new ideas and alternative solutions.

Persistence:

Problem-solving requires patience and persistence as not every solution will work on the first try. Effective problem solvers have a tenacious attitude towards finding solutions and are willing to put in the effort required for success.

Curiosity is another common trait among effective problem solvers. They have a natural desire to learn and understand things deeply, which allows them to ask insightful questions that lead them towards better solutions.

– Critical thinking

Critical thinking is an essential skill for mastering problem-solving. It involves using logical and analytical reasoning to evaluate information, identify patterns and connections, and make well-informed decisions. In today’s fast-paced and ever-changing world, the ability to think critically is becoming more valuable than ever before.

At its core, critical thinking requires us to question our assumptions and beliefs, challenge the status quo, and approach problems from different perspectives. It goes beyond simply accepting information at face value but rather encourages us to dig deeper, analyze evidence, and draw our own conclusions. By honing this skill, we can become better problem-solvers by making more informed choices that lead to effective solutions.

One of the key traits of critical thinking is open-mindedness. This means being receptive to new ideas, opinions, and viewpoints without judgment or bias. Being open-minded allows us to consider all possibilities before reaching a conclusion and helps us avoid falling into the trap of confirmation bias – where we only seek out information that confirms our existing beliefs.

– Creativity

Creativity is a key trait that is essential for mastering problem solving course online . It involves thinking outside of the box, coming up with innovative solutions, and approaching problems from different angles. In this section, we will discuss the importance of creativity in problem-solving and provide strategies for enhancing your creative thinking abilities.

Why Creativity Matters in Problem-Solving:

When faced with a complex problem, traditional methods may not always lead to successful solutions. This is where creativity comes into play. By thinking creatively, you are able to break away from conventional ways of solving problems and explore new possibilities. This can lead to more efficient and effective solutions that may have been overlooked otherwise.

Additionally, being creative allows you to approach problems with an open mind and a sense of curiosity rather than being restricted by preconceived notions or biases. This enables you to see the problem from different perspectives and consider all potential solutions before making a decision.

Strategies for Enhancing Creativity:

• Embrace Divergent Thinking: Divergent thinking refers to the ability to generate multiple ideas or solutions for a given problem. To enhance this skill, try brainstorming without any limitations or restrictions. Allow yourself to think freely and come up with as many ideas as possible without judgment.
• Practice Mind Mapping : A mind map is a visual representation of thoughts or ideas connected around a central concept or topic. Using this technique can help you organize your thoughts and make connections between different ideas, leading to more creative solutions.

– Adaptability

Adaptability is a crucial trait for mastering problem-solving skills. In today’s fast-paced and ever-changing world, the ability to adapt to new situations and challenges is essential for success. It involves being open-minded, flexible, and proactive in finding solutions to problems.

One of the main reasons why adaptability is so important for problem-solving is because it allows individuals to approach a problem from different perspectives. When faced with a challenge, adaptable individuals are able to step back and look at the situation objectively, without being limited by their own biases or habits. This enables them to see potential solutions that others may have overlooked. Furthermore, adaptability also involves continuously learning and growing from experiences. Instead of getting stuck in one way of thinking or doing things, adaptable individuals are open to trying new approaches and learning from their mistakes. This not only helps in finding solutions but also allows for personal growth and development.

In addition, being adaptable means being able to adjust quickly when plans change or unexpected obstacles arise. This requires a certain level of resilience and resourcefulness – the ability to think on your feet and come up with creative solutions under pressure. Adaptable individuals are not easily discouraged by setbacks or failures; instead, they use them as opportunities for growth and improvement.

– Persistence

Persistence is a crucial trait for mastering problem-solving skills. It is the ability to continue working towards a solution despite facing obstacles, setbacks, and challenges. In other words, it is the determination and resilience to keep going until you reach your desired outcome.

One of the main reasons why persistence is essential in problem-solving is that not all problems have easy solutions. Some can be complex and require time and effort to solve. Without persistence, one may easily give up when faced with difficulties, leaving the problem unsolved. However, individuals who possess this trait are more likely to find success in problem-solving as they are willing to put in the necessary work and effort.

Moreover, being persistent also means having a growth mindset rather than a fixed mindset. A growth mindset allows one to see setbacks or failures as opportunities for learning and improvement. This mindset enables individuals to view problems as challenges that can be overcome with effort and perseverance instead of insurmountable barriers.

In addition to having the right mindset, there are several strategies that can help cultivate persistence in problem-solving:

1) Break down the problem into smaller parts: Sometimes, problems may seem overwhelming at first glance. Breaking them down into smaller, more manageable chunks makes them less daunting and easier to tackle.

2) Set achievable goals: Setting realistic goals helps individuals stay motivated as they work towards solving a problem step by step. Celebrating each small victory along the way can also boost motivation and determination.

Why choose us?

In today’s fast-paced and constantly changing world, mastering problem-solving skills is crucial for success in any aspect of life. By cultivating key traits such as patience, creativity, and resilience, along with implementing effective strategies like breaking down the problem into smaller steps and seeking out different perspectives, anyone can become a skilled problem-solver. With determination and practice, you too can overcome any challenge that comes your way. So go forth confidently knowing that you have the tools to tackle any problem that may arise.

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Personality traits and complex problem solving: Personality disorders and their effects on complex problem-solving ability

Ulrike kipman.

1 College of Education, Institute of Educational Sciences and Research, Salzburg, Austria

Stephan Bartholdy

2 Department of Psychology, University of Greifswald, Greifswald, Germany

Marie Weiss

3 Department of Psychology, University of Graz, Graz, Austria

Wolfgang Aichhorn

4 Department of Psychiatry, Psychotherapy and Psychosomatics, Paracelsus Medical Private University, Salzburg, Austria

Günter Schiepek

5 Institute of Synergetics and Psychotherapy Research, Paracelsus Medical Private University, Salzburg, Austria

Associated Data

The raw data supporting the conclusions of this article will be made available by the authors, without undue reservation.

Complex problem solving (CPS) can be interpreted as the number of psychological mechanisms that allow us to reach our targets in difficult situations, that can be classified as complex, dynamic, non-transparent, interconnected, and multilayered, and also polytelic. The previous results demonstrated associations between the personality dimensions neuroticism, conscientiousness, and extraversion and problem-solving performance. However, there are no studies dealing with personality disorders in connection with CPS skills. Therefore, the current study examines a clinical sample consisting of people with personality and/or depressive disorders. As we have data for all the potential personality disorders and also data from each patient regarding to potential depression, we meet the whole range from healthy to impaired for each personality disorder and for depression. We make use of a unique operationalization: CPS was surveyed in a simulation game, making use of the microworld approach. This study was designed to investigate the hypothesis that personality traits are related to CPS performance. Results show that schizotypal, histrionic, dependent, and depressive persons are less likely to successfully solve problems, while persons having the additional behavioral characteristics of resilience, action orientation, and motivation for creation are more likely to successfully solve complex problems.

Introduction

A problem arises when a person is unable to reach the desired goal. Problem-solving refers to the cognitive activities aimed at removing the obstacle separating the present situation from the target situation ( Betsch et al., 2011 ). In our daily lives, we are constantly confronted with new challenges and a plethora of possibilities to address them. Accordingly, problem-solving requires the ability to identify these possibilities and select the best option in the unfamiliar situations. It is, therefore, an important competence to deal with new conditions, adapt to changing circumstances, and react flexibly to new challenges ( Kipman, 2020 ).

Even tasks for which the sequence of choices to be taken is relatively straight-forward, such as in the process of navigating to a certain destination in a foreign city or cooperative decision-making during psychotherapy, appear as a highly diversified process, when considered in detail ( Schiepek, 2009 ; Schiepek et al., 2016a ). However, most problems we face in everyday life are not as well defined and do not necessarily have an unambiguous solution. The ability to deal with such sophisticated problems, i.e., complex problem solving (CPS) , is of particular relevance in everyday settings.

Funke (2001 , 2003 , 2012) and Dörner and Funke (2017) , identified five dimensions along which complex problems can be characterized: (i) The complexity of the problem arises from the number of variables contributing to the problem, which in turn affect the number of possible solutions. (ii) The connectivity of the problem arises from the number of interconnections between these variables. (iii) The dynamics of the problem arise from changes in the problem variables or their interconnections over time. These changes can be a result of the person’s actions or are inherent to the problem, i.e., characteristics of the variables themselves or a result of interactions between the variables. (iv) The non-transparency of a problem refers to the extent to which the target situation, the variables involved, their interactions and dynamics cannot be ascertained. (v) Finally, complex problems are usually polytelic , i.e., they have more than one target situation.

Accordingly, CPS requires the ability to model the problem space, i.e., understand which variables are involved and how they are interconnected, the ability to handle a large number of variables at the same time, judge the relevance and success probability of possibilities, identify the interconnections between variables and the inherent dynamics thereof, judge the consequences of one’s own actions with regards to the problem space, and collect relevant knowledge to deal with non-transparency.

Tasks to measure this complex set of abilities were developed by Dörner (1980 , 1986) , who criticized that the measurement of general intelligence tended to use simple tasks that are not comparable with the level of complexity of real-world problems. He proposed measuring intelligent behavior in computerized environments specifically adapted to simulate the properties of sophisticated problems in everyday settings ( Danner et al., 2011b ). cf. Dörner et al. (1983) in research used settings referred to as Microworlds to assess the way participants acted under heterogeneous, dynamic, and non-transparent conditions. Participants were instructed to administrate a tiny German village by the name of Lohhausen by creating the ideal conditions for the village and its inhabitants ( Hussy, 1998 , p. 140–141). This microworld comprised more than 2,000 variables, guaranteeing an elevated level of complexity, which also required a high-level operationalization of CPS. However, the general validity of the performance at Lohhausen turned out to be a questionable issue, since the performance was operationalized as a factor composed of 6 main criteria, some of which were subjective assessments. Accordingly, the parameter definition for CPS performance was rather ambiguous. The reason for this ambiguity is that the vague description of the objective, i.e., to establish a respectable standard of well-being among the inhabitants—gave room for subjective interpretation (cf. Hussy, 1998 , p. 146–150). Since then, the psychometric validity of the CPS performance in complex microworlds has been demonstrated by several researchers (e.g., Wittmann and Hattrup, 2004 ; Danner et al., 2011a ).

Because of the high-translational relevance of the topic, the question arises how and which individual differences contribute to more or less efficient solving of the complex problems, such as Microworlds. Individual differences in problem-solving have been described along a cognitive dimension, i.e., the problem-solving style , and an emotional–motivational dimension, i.e., the problem orientation ( D’Zurilla et al., 2011 ). Cognitively, problems can be solved in a rational style , i.e., systematically and deliberate, in an impulsive style , i.e., careless, hurried, and often incomplete, or in an avoidance style via passivity and inaction leading to procrastination ( D’Zurilla et al., 2002 , as cited in D’Zurilla et al., 2011 ). Emotionally, people with a positive problem orientation , see problems as an opportunity for success, i.e., a “challenge” and are confident that the problem is solvable, and that they will be able to solve it. People with a negative problem orientation view problems as an opportunity for failure, i.e., a “threat” and doubt their ability to solve the problem ( D’Zurilla et al., 2011 ).

Some studies have already related basic personality traits, such as the BIG-5, to the way a person tackles complex problems. For example, it has been demonstrated that individuals who score high in conscientiousness, openness for experience, and extraversion also have higher problem-solving abilities. In contrast, individuals with higher scores in neuroticism show poor problem-solving abilities ( D’Zurilla et al., 2011 ). McMurran et al. (2001) demonstrate that this is a result of the way in which neurotic individuals approach problems. Neuroticisms was significantly associated with an impulsive or avoidant problem-solving style, and a negative problem orientation. Vice versa, Arslan (2016) identified a positive relationship between constructive problem-solving and being extrovert, receptive, and open to new learning experiences, and also high in tolerability and accountability.

The present study seeks to extend these findings to individuals with “extreme” levels of personality traits, i.e., individuals with personality disorders, taking into consideration the way in which personality characteristics manifest in everyday situations, such as work–place situations. Following the most current diagnostic approach to personality disorders as outlined in the ICD-11, the individual accentuations of 9 disorder-relevant personality traits were taken into account, including:

• (i) Paranoid traits , i.e., the extent of mistrust toward others.
• (ii) Schizoid traits , i.e., the inability to express feelings and experience pleasure, resulting in fierce separation from affective contacts and also friends and social gatherings with an excessive preference for the magical worlds.
• (iii) Antisocial traits , i.e., the extent of disregard for social obligations and callous lack of involvement in feelings for others, resulting in aggressive behavior.
• (iv) Borderline traits , i.e., the tendency to act out impulses without regard to consequences, associated with unpredictable and erratic moods.
• (v) Histrionic traits , i.e., the tendency to overdramatize and show a theatrical, exaggerated expression of feelings, suggestibility, egocentricity, hedonism, and a constant desire for recognition, external stimuli, and attention.
• (vi) Dependent traits , i.e., excessive and inappropriate agreeableness ( Costa and McCrae, 1986 ) resulting in major anxiety about separation, feelings of helplessness, and a tendency to subordinate oneself to the desires of others.
• (vii) Schizotypal traits , i.e., extreme levels of introversion, resulting in social disengagement.
• (viii) Obsessive-compulsive (anankastic) traits , i.e., excessive conscientiousness, involving feelings of doubt, perfectionism, and inflexibility.
• (ix) Depressive traits , i.e., the tendency toward persistent feelings of sadness and loss of interest.

Few studies have assessed problem-solving, much less CPS, in patients with personality disorders. Previous research shows, that patients with histrionic and narcissistic personality types show an impulsive problem-solving style, whereas avoidant and dependent individuals show a negative problem orientation ( McMurran et al., 2007 ). In addition, people who are in a depressive mood ( Lyubomirsky et al., 1999 ), or even clinically depressed and anxious have difficulties generating effective solutions to problems ( Marx et al., 1992 ). Accordingly, we hypothesize a negative association between high accentuations of disorder-related personality traits and CPS. The aim of the present study was to explore, which disorders were most severely affected and whether this association also manifested in work-related situations.

Action-orientated problem-solving is particularly required in areas where people are under a lot of stress, for example, in entrepreneurship, team leading in the clinical settings, or firefighting. Especially when a work-related crisis appears, action-oriented problem-solving is important, because it unites handling both novel and routine demands ( Rudolph and Repenning, 2002 , as cited in Rudolph et al., 2009 ). Rudolph et al. (2009) found that only by taking action, information cues become available. Accordingly, both CPS and everyday situations in the work-place require the ability to cope with stressful events and protect oneself from the negative effects of stress, i.e., resilience ( Lee and Cranford, 2008 , as cited in Wagnild and Young, 1993 ; Fletcher and Sarkar, 2013 ). Indeed, individuals with a high trait resilience are more willing to take action in problem-solving ( Li and Yang, 2009 , as cited in Li et al., 2013 ). This is consistent with previous research demonstrating that effective problem-solving abilities go along with high-psychological resilience ( Garcia-Dia et al., 2013 ; Williamson et al., 2013 ; Crowther et al., 2016 , as cited in Pinar et al., 2018 ). Pinar et al. (2018) even found that problem-solving competencies can be increased by increasing psychological resilience and self-confidence levels. Accordingly, identifying which personality disorders are most severely affected in these areas may also provide hints for psychotherapy.

Materials and methods

Participants.

The present study included data from N = 242 adults (49.1% male) with personality disorders and/or depressive disorders, with ages ranging from 17 to 48 years (mean: 26.5 years). The participants were given five assessment batteries and a set of demographic variables, which included game experience. They were also given a commercial complex problem-solving (CPS) game known as Cities: Skylines involving the construction and managing of a city like a mayor would with the goal of growing the city while not running out of money. Participants were patients from psychiatric and psychosomatic hospitals, who got follow-up treatment directly after leaving the hospital. The treatment took place in a panel practice for aftercare where the CPS experiment was done (see Figure 1 ).

Exemplary model of some (not all) factors that influence the number of inhabitants and the general happiness of the population in Cities: Skylines (CSL). The number of related variables illustrates the complexity, connectivity, and polytely in the simulated environment.

Personality questionnaires

In order to obtain a comprehensive diagnosis and measure disordered personality traits in a continuous fashion, three personality questionnaires were used, including the PSSI, SCID-5-PD, and MMPI-II. While the PSSI scores were used in the statistical analysis, SCID-5-PD scores and MMPI-II scores were used to confirm the PSSI diagnosis. Furthermore, in order to assess the manifestation of disordered personality traits in work-related situations, we used the BIP.

The Persönlichkeits-Stil und Störungs-Inventar (PSSI; Kuhl and Kazen, 2009 ) is a self-report instrument that measures the comparative manifestation of the character traits. These are designed as non-pathological analogs of the personality disorders described in the psychiatric diagnostic manuals DSM-IV and ICD-10. The PSSI comprises 140 items assigned to 14 scales: PN (willful-paranoid), SZ (independent-schizoid), ST (intuitive-schizotypal), BL (impulsive-borderline), HI (agreeable-histrionic), NA (ambitious-narcissistic), SU (self-critical-avoidant), AB (loyal-dependent), ZW (conscientious-compulsive—anankastic), NT (critical-negativistic), DP (calm-depressive), SL (helpful-selfless), RH (optimistic-rhapsodic), and AS (self-assertive-antisocial). Patients rate each item on a 4-point Likert scale (from 0 to 3) and continuous scale values are calculated as the sum of the 10 item ratings belonging to a scale. Accordingly, a maximum value of 30 can be achieved for each scale. In this study, we focused on the nine traits PN, SZ, ST, BL, HI, AB, ZW, DP, and AS, as the other measured traits are not listed as personality disorders in the ICD-10 or DSM-V.

The Strukturiertes Klinisches Interview für DSM-5—Persönlichkeitsstörungen (SCID-5-PD; First et al., 2019 ) is a semi-structured diagnostic questionnaire that can be used to evaluate the 10 personality disorders included in the DSM-5 in clusters A, B, and C, as well as disorders in the category “not otherwise specified personality disorder.” Each DSM-5 criterion is assigned corresponding interview questions to assist the interviewer in assessing the criterion. It is possible to utilize the SCID-5-PD to categorically diagnose personality disorders (present or absent) ( First et al., 2019 ). In addition, regulations are also included which can be used to create dimensional ratings.

The MMPI ® –2 ( Butcher et al., 2000 ) is a revised and completely re-normed version of the Minnesota Multiphasic Personality Inventory (MMPI). With the help of the MMPI ® –2, a relatively complete picture of the personality structure can be obtained in an economical way.

The Bochumer Inventar zur berufsbezogenen Persönlichkeitsbeschreibung (BIP; Hossiep and Paschen, 2019 ) measures personality traits in a work-related context. A total of 210 items are assigned to 4 global dimensions including 14 subscales. These include work orientation (diligence, agility, and focus), professional approach ( performance-, creativity-, and management motivation), social competencies (sensitivity, social skills, sociability, teamwork, and assertiveness), and mental constitution (emotional stability, resilience, and self-confidence) on a continuous scale. Patients respond to each item on a 6-point Likert scale.

Game experience

As possible previous experience with the CPS game may affect the level of problem-solving efficiency during the test, participants were asked to rate their previous engagement with simulation-based urban development games on a 4-point Likert scale with response options running from “none” to “very much.” The same poll also featured a listing of 20 symbols from Cities: Skylines, in combination with their meanings (e.g., “no electricity”) for participants to make use of during their quest. At the end, participants were asked to rate their experience based on a 5-point scaling reaching from 1 (extremely simple) to 5 (super challenging). At last, the researcher also marked on each poll sheet, whether (a) the individual patient was able to accomplish the mission (Success, Failure, or Patient Breakup), and (b) the exact time frame of the testing session (morning, afternoon, or evening).

Cities: Skylines (CSL)

The computer-based simulation game Cities: Skylines ( Paradox Interactive, 2015a ), which can be downloaded from Steam for about 30 dollars, explores the construction and management of a city and was implemented in the current study as a Microworld scenario. Much like in the successful microworld Lohhausen ( Dörner et al., 1983 ), gamers in Cities: Skylines basically act in lieu of the city’s mayor, taking over all of his authority and duties. As promised in the user manual, it “offers endless sandbox play in a city that keeps offering new areas, resources, and technologies to explore, continually presenting the player with new challenges to overcome” ( Paradox Interactive, 2015b , p. 4). The game fulfills the parameters of Brehmer and Dörner’s (1993) microworlds and meets the standards of complex problems according to Funke ’s ( 2001; 2012 ). The examples below illustrate the way in which these features are relevant for Cities: Skylines (see Figure 2 ; see also de Kooter, 2015 ; Paradox Interactive, 2015b ):

Procedure of the study.

• (i) Complexity is fulfilled because the system is made up of a variety of components including a vast series of different constructions (areas, basic resources, roads, constructions, electricity, water supplies, etc.), options (fiscal matters, budgeting, credit, traffic management, security, healthcare, and education), and parameters (population density, inhabitant satisfaction, environmental issues, and delinquency). As an example, while purchasing a wind turbine, the participant may weigh related costs, budgeted funds for the week, potential noise pollution, the way the turbine blends into the landscape vs. the rate of efficiency, along with the hardware required to connect the device to the town’s existing network, etc.
• (ii) Connectivity is fulfilled because the parameters in the model are heavily interconnected. Each component is related to at least one other element (see Figure 2 ) implementing a network of correlations and interdependencies. As an example, residential zones should not be located in proximity to wind turbines, as the amount of noise pollution caused by their operation might affect the quality of life in that zone, which again might make the area less attractive and lower the property values.
• (iii) Dynamics are fulfilled because the demands of the population are subject to autonomous change, while other variables, e.g., zoning requirements also depend in part on the actions of the participants. While the dynamics of the game cause the population and the territory of the city to grow, the whole infrastructure becomes inadequate over time and needs to be adapted. Water and electricity infrastructures, the number of schools, clinics, municipal cemeteries, etc., that used to suffice for the population then need to be expanded. Moreover, depending on its frequentation, each building or road has a certain life span until it is left abandoned and will have to be replaced.
• (iv) Non-transparency is not featured as an essential part of the Cities: Skylines gameplay, but is instead primarily caused by its connectivity and intricacy. While playing the game, the number of variables and their interconnections make active exploration essential. Independent of the player’s actions; however, there are also very non-transparent features, such as random death waves or an (unexpectedly) higher incidence of fires in the area following the first construction of a firefighter center by the player.
• (v) Polytely arises since the objective to increase the population of the city requires the simultaneous achievement of a large number of minor tasks, which may be conflicting (e.g., strategic allocation of bus stops for both students and employees). The situation is further complicated by unforeseen complications (e.g., water pollution causing disease spread), which force the player to abandon his/her ongoing task and give full attention to the new issue. The source of the problem must be evaluated while new strategies for potential solutions are weighed against proven approaches. For the current research, each patient was provided with identical settings, including a sizeable, completely functional city with a number of 2,600 residents, 50,000 game money points, and a general population satisfaction level of 90%. Their subsequent task was to boost the population of the cities to 5,000 residents while making sure that the residents were not poorly (as measured by an average satisfaction level of at least 75%) and the bank balance remained positive. On the contrary, the task was left unaccomplished if (a) the population of the urban areas dropped to 1,000, (b) the balance of the account dropped to 0, or (c) the maximum game time of 120 min had elapsed. Patients received the tip, that it was necessary to set priorities and focus on the mission.

Based on the task of raising the number of inhabitants of the city, a parameter of CPS performance was calculated as the average growth of the population relative to the target size of 5,000:

Gamers were instructed not to modify the time settings during the game, to allow for comparable measurements across participants.

Given that the participants were patients from psychiatric and psychosomatic hospitals, many of them lacked game experience. To increase test fairness between patients with different levels of game experience, all the participants were provided with a brief introduction on how to handle a list of fundamental game features:

• • placement of streets, buildings, water pumps, and wind turbines;
• • positioning of roads, structures, water pipes, and turbines;
• • division of zones (housing, businesses, and industries/offices zones) and the mode of bulldozing;
• • structural survey of power, water lines, and waste collection;
• • search for the info stats to view the requirements of the residents;

Statistical analysis

For all the statistical analyses, SPSS version 26.0 (2020) was used.

On the basis of the ICD-11 definition, the personality traits were not analyzed categorically (as before), but dimensionally. To relate the expression of currently recognized personality disorders to performance in CPS, we used correlation analyses between CPS performance and the 9 scale scores of the PSSI (verified by the SCID and MMPI-2) and also the 4 overall dimensions of the BIP. Given the high number of resulting correlations, p -values could be misleading because of the multiple testing. Accordingly, we identified relevant personality traits for CPS using (i) The Bonferonni-correction of p -values and (ii) an effect sizes cut-off of r > 0.25.

In a second step, we explored, which facets of the BIP contributed to the associations with CPS performance in order to get a more fine-grained picture of possible effects.

In sum, we sought to identify the strongest predictors of CPS performance using 3 multivariate regression models with the 9 clinical traits, controlling for gender in the 2nd model and additional game experience in the 3rd model.

Table 1 lists the experience with urban planning simulation games in the current sample. About 50% of the patients rated the game as “easy” or “rather easy,” 37.5% rated it as “not easy but also not difficult” and 12.6% responded that the game was “difficult” or “very difficult.”

Experience of the sample ( N = 242, N = 210 valid answers).

Correlation analyses show that CPS performance was negatively related to schizotypal ( r = −0.46), histrionic ( r = −0.44), and depressive ( r = −0.46) personality accentuations. The higher the expression in any of these areas, the higher the probability of failing in CPS. Effect sizes (: = r ) were > 0.40 for each of these traits (compare Table 2 ). Furthermore, CPS-performance was negatively correlated with the dependent ( r = −0.29) and paranoid ( r = −0.25) personality traits, but coefficients were much lower and therefore of less practical relevance as for schizotypical, histrionic, and depressive traits. Schizoid ( r = 0.04), borderline ( r = 0.17), anankastic ( r = −0.05), and anti-social ( r = −0.04) traits were not significantly associated with the CPS (see Table 3 ).

Correlations of CPS and personality disorders with work-related personality manifestations as assessed with the BIP.

Correlations surpassing an effect size of r = 0.25 are highlighted in bold font, italic numbers have a lower effect size but are still significant when taking only the Bonferroni Correction into account, **p < 0.01, *p < 0.05.

Correlations between personality traits and CPS performance.

Correlations surpassing an effect size of r = 0.25 are highlighted in bold font, **p < 0.01, *p < 0.05 but not significant when taking the Bonferroni Correction into account.

Regarding the work-related manifestations of the personality traits, CPS-performance was positively associated with the overall BIP dimensions of work orientation ( r = 0.27), professional orientation ( r = 0.34), and psychological constitution ( r = 0.25), but negatively with the overall BIP dimension social competencies ( r = −0.25). In order to explore these associations further, CPS performance and personality disorders were related to the sub-facet scores of the BIP (see Table 2 ).

Professional orientation was also negatively correlated with depressive traits ( r = −0.40), the psychological constitution was negatively correlated with borderline traits (−0.38), dependent traits (−0.31), and with depressive traits (−0.26).

The results demonstrate that particularly the facets resilience, action orientation, and motivation for creation were positively correlated with successful problem-solving, while sociability and CPS were significantly negatively correlated. The higher the resilience, action orientation and motivation for creation and the lower the sociability, the better was the CPS performance. When we take Bonferroni correction into account, also conscientiousness and motivation for leadership (italic in the table) were negatively correlated with the CPS performance.

Interestingly, the associations between personality disorders and work-related personality expressions were moderate. The strongest associations arose for resilience, which was negatively associated with several personality disorders, particularly, borderline, histrionic, and dependent traits. Focusing on the traits that showed the strongest impairment in CPS, schizotypal traits were associated with high sociability ( r = 0.36) and to a lesser extent with low-action orientation ( r = −0.22), which in turn related to low-CPS performance. Histrionic traits were related to low resilience ( r = −0.28), which in turn related to low-CPS performance. Depressive traits were related to low motivation for creation ( r = −0.25), and also low-leadership motivation ( r = −0.34) and to a lesser extent low-achievement motivation ( r = −0.21), low-action orientation ( r = −0.20), and low resilience ( r = −0.24), which in turn is related to low-CPS performance.

In a combined model with all 9 personality traits (adjusted R 2 = 36.7%), we confirmed that histrionic traits have the biggest negative impact on CPS performance (β = −0.351), followed by schizotypical (β = −0.312) and depressive traits (β = −0.303). Also, in the multiple regression model, dependent and paranoid traits are negatively related to CPS performance. If gender is the part of the model and held constant in a model containing the 9 traits, histrionic traits still have a significant and practical relevant impact of β′ = −0.325. (Condition Index = 24). The same holds true when also taking game experience into account (β ′ ′ = −0.319) see Table 4 .

Combined regression model, β′: controlling for gender, β ′ ′ controlling for gender and game experience.

Correlations surpassing an effect size of r = 0.25 are highlighted in bold font, **p < 0.001.

(Condition Index checking for possible multicollinearity is moderate with CI = 22, 36, so multicollinearity is moderately given, βs are, therefore, interpretable, p -values can be slightly biased, βs with 0.3 and higher found in this model for the 3 traits have for certain a significant and practically relevant impact).

The present study examined the influences of personality traits on the CPS performance in a clinical sample of individuals with a range of different psychiatric diagnoses. The aim of this empirical analysis was to extend previous research on individual differences in CPS to extreme personality traits as observed in personality disorders, and also their manifestation in work-related situations. We explored, which personality dimensions were most strongly associated with impairments in the CPS.

With regards to the clinical personality dimensions (i.e., dimensionally defined personality disorders), statistical analyses revealed that schizotypal, histrionic, dependent, and depressive personality traits were associated negatively with the participants’ performances in the given CPS task (consistent with, e.g., McMurran et al., 2007 ). Previous findings on these relationships were, therefore, further confirmed, specifically in showing that subjects with high levels of depressiveness and anxiety seemed to have more difficulties in finding and executing effective solutions to the given complex problems (e.g., see Marx et al., 1992 ; Lyubomirsky et al., 1999 ).

Unsurprisingly, no single clinical personality structure was associated with better problem-solving performances (as compared with the non-clinical trait levels). As personality disorders are generally linked with increased levels of neuroticism, which subsequently was consistently found to negatively influence problem-solving (e.g., McMurran et al., 2001 ; D’Zurilla et al., 2011 ), this result is also consistent with the general clinical intuition. But, contrary to the previous findings ( D’Zurilla et al., 2011 ), conscientiousness had no significant impact on CPS performance in this sample.

Further analyses gave deeper insights into relationships that were found in the first part of the data analyses. They are especially allowed to draw conclusions for the clinical patients. It was found that higher levels of resilience (consistent with, e.g., Garcia-Dia et al., 2013 ; Williamson et al., 2013 ; Crowther et al., 2016 , as cited in Li and Yang, 2009 ; Pinar et al., 2018 , as cited in Li et al., 2013 ), action orientation, and motivation for creation (e.g., see Eseryel et al., 2014 ) positively influenced the problem-solving performance as additional behavioral characteristics . This indicates that, even for high levels of usually negative personality traits, a person’s ability to successfully solve problems will not be impaired automatically if the person is also very resilient to the effects of negative events and highly action-oriented and motivated when facing problems. Hence, this interpretation is consistent with the conclusions of a study by Güss et al. (2017) , who found that more approach-oriented individuals outperformed avoidance-oriented participants in the complex problems. In this way, these positive traits act against the negative impact of otherwise impairing personality traits or even disorders. Interestingly, sociability was found to have a negative influence on the participants’ performances, while no significant influences on social skills, team orientation, or self-confidence were found. Therefore, it seems to be more comprehensible why some of us deal easily with complex problems and can manage things forward-looking while others do not succeed in making good decisions.

Data availability statement

Ethics statement.

Ethical review and approval was not required for the study on human participants in accordance with the local legislation and institutional requirements. The patients/participants provided their written informed consent to participate in this study.

Author contributions

UK was the main author, did all calculations, research to and wrote the article. SB did the programming of the microworlds and all technical support. MW did the review on the introduction and discussion part. WA and GS served as a consultant. All authors contributed to the article and approved the submitted version.

Acknowledgments

We thank Martina Mathur and Belinda Pletzer for proofreading and translating.

Conflict of interest

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

Publisher’s note

All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article, or claim that may be made by its manufacturer, is not guaranteed or endorsed by the publisher.

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The Ten Characteristics of Effective Problem Solvers

Why is it that some people seem to be natural born problem solvers? Look closer, and you’ll discover that problem solving is much more of a skill than an art. You, too, can become an effective problem solver for your real estate business and your family if you learn to develop these proven techniques.

1. They have a “can do” attitude!

Simply expressed, effective problem solvers see problems as opportunities, a chance to learn something new, to grow, to succeed where others have failed, or to prove that “it can be done”. Underlying this attitude is a deeply held conviction that, with adequate preparation, the right answer will emerge.

2. They re-define the problem . Problem solving is a primary consulting skill. Seasoned consultants know that the initial definition of the problem very often is incorrect or incomplete. They learn to dig deeper and follow their own instincts. In describing the problem, they strenuously avoid making premature judgments or ruling out possibilities.

3. They have a system .

Problem solving is a process. Perhaps the most common model is Describe, Analyze, Conclude, and Recommend/Solve (DACR/S). As with many structured approaches, its usefulness stems from the step-by-step approach it represents. Effective problem solvers take the steps in order and apply them literally.

4. They consider every position as though it were their own .

For effective problem solvers, standing in the other person’s shoes is more than a cute saying, it’s a fundamental way of looking at the problem. This ability to shift perspectives quickly and easily is a key characteristic of effective problem solvers. As one especially capable consultant put it, “I take the other fellow’s position, and then I expand upon it until I understand it better than he does”. Most Realtors would be much more effective if they took the time to build relationships with the client and see things from their vantage point.

5. They avoid the experience trap .

The world is becoming increasingly non- linear. Things happen in pairs and groups and often don’t follow traditional lines from past to present and cause to effect. In such an environment, past experience must be taken with a grain of salt. Seasoned problem solvers know the pitfalls of relying on what worked in the past as a guide to what will work in the future. They learn to expect the unexpected, illogical, and non- linear.

6. They recognize conflict as often a prerequisite to solution .

When the stakes are high in a problem situation, the parties are often reluctant to show their hands and cautious about giving away too much. In such instances, effective problem solvers can effectively use their skills to manage conflict and flush out the “real” facts.

7. They listen to their intuition .

Somewhere during the latter stages of the fact-finding process, effective problem solvers experience what can be best called, “inklings” or gut-level feelings about the situation. When this happens, they listen, hypothesize, test and re-test. While intuition may be partially innate, directing and focusing their intuition can prove an effective problem solving skill that can be developed.

8. They invariably go beyond “solving the problem” .

On a time scale, just solving the problem at hand brings you to the present, to a point you might call, ground-zero. Truly effective problem solvers push farther. They go beyond simply solving the problem to discover the underlying opportunities that often lie concealed within the intricacies of the situation. Implicit in this approach is the premise that every problem is an opportunity in disguise.

9. They seek permanent solutions .

Permanent, as opposed to Band-Aid solutions, have two characteristics: (1) they address all aspects of the problem, and (2) they are win/win in that they offer acceptable benefits to all parties involved. Symptomatic problem solving, like bad surgery or dentistry, leaves part of the decay untouched, with the result that, over time, it festers and often comes back to bite you.

10. They gain commitment from all parties involved .

In the rush to find “the answer” it is easy to fail to gain agreement and commitment on the part of everyone involved. For effective problem solvers, just “going along” via tacit agreement isn’t enough. There must be explicit statements from all parties that they concur and are willing to commit to the solution

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What Is Resilience?

Characteristics of Resilient People

Kendra Cherry, MS, is a psychosocial rehabilitation specialist, psychology educator, and author of the "Everything Psychology Book."

Rachel Goldman, PhD FTOS, is a licensed psychologist, clinical assistant professor, speaker, wellness expert specializing in eating behaviors, stress management, and health behavior change.

Sean is a fact-checker and researcher with experience in sociology, field research, and data analytics.

Hinterhaus Productions / Digital Vision / Getty Images

• Resilient Meaning
• Characteristics

How to Ask for Help

Frequently asked questions.

Resilience involves the ability to recover and rebound from challenges and setbacks. Being resilient can be important for helping people deal with a variety of problems and bounce back from trauma.

What makes a person resilient? There are many factors that contribute to resilient behavior, including personality traits, upbringing, genetics, environmental factors, and social support.

If you want to become more resilient, learn about the characteristics of resilient people and when and how to ask for help building resilience.

What Does Resilience Mean?

Being resilient means facing difficulties head-on instead of falling into despair or using unhealthy coping strategies. Resilience is often defined as the mental reservoir of strength that helps people handle stress and hardship.

Resilient people are able to draw upon this strength to cope and recover from challenges. That's true even when they face significant traumas, such as job loss, financial problems, serious illness, relationship challenges, or the death of a loved one.

Resilience also means understanding that life is full of challenges. While we cannot avoid many of these problems, we can remain open, flexible, and willing to adapt to change.

Characteristics of Resilience

Some of the main characteristics of a person who has resilience are awareness, self-control, problem-solving skills, and social support. Resilient people are aware of situations, their emotional reactions, and the behavior of those around them.

By remaining aware, they can maintain control of a situation and think of new ways to tackle problems. In many cases, resilient people emerge stronger after such difficulties.

While people vary dramatically in the coping skills they use when confronting a crisis , researchers have identified some key characteristics of resilience. Many of these skills can be developed and strengthened, which can improve your ability to deal with life's setbacks.

The five basic characteristics of resilience are:

• Problem-solving skills
• Strong social connections
• Survivor mentality
• Emotional regulation
• Self-compassion

Sense of Control

Do you perceive yourself as having control over your own life? Or do you blame outside sources for failures and problems?

Generally, resilient people tend to have what psychologists call an internal locus of control . They believe that the actions they take will affect the outcome of an event.

Of course, some factors are simply outside of our personal control, such as natural disasters. While we may be able to put some blame on external causes, it is important to feel as if we have the power to make choices that will affect our situation, our ability to cope, and our future.

Problem-Solving Skills

Problem-solving skills are essential for resilience. When a crisis emerges, resilient people are able to spot the solution that will lead to a safe outcome. In dangerous situations, less resilient people sometimes develop tunnel vision. They fail to note important details or take advantage of opportunities.

Resilient individuals are able to calmly and rationally look at a problem and envision a successful solution.

Strong Social Connections

Whenever you're dealing with a problem, it is important to have people who can offer support . Talking about the challenges you are facing can be an excellent way to gain perspective, look for new solutions, or simply express your emotions. People who possess a great deal of resilience have a network of friends, family members, co-workers, and online support groups to keep them socially connected.

Survivor Mentality

When dealing with any potential crisis, it is essential to view yourself as a survivor. Resilient people avoid thinking like a victim of circumstance and instead look for ways to resolve the problem. While the situation may be unavoidable, they stay focused on a positive outcome.

Emotional Regulation

Resilience is also characterized by an ability to regulate emotions effectively. The ability to recognize that they are having an emotional response and to understand what is causing the response can help them better handle emotions and cope with the situation at hand.

Self-Compassion

Resilient people are also compassionate toward themselves. They tend to notice when they need to take a break and can accept their emotions , which is important for resilience. Self-compassion can help boost overall health and resilience and ensure you're ready to face life's challenges.

Examples of Resilience

So what does resilience look like in action? Some examples of resilient behaviors and ways that you can show resilience include:

• Trying to take a positive perspective on situations
• Viewing challenges as learning opportunities
• Regulating emotions and expressing feelings in appropriate ways
• Focusing on the things you can control instead of dwelling on what you cannot change
• Recognizing that cognitive distortions are false
• Reframing negative thoughts to be more realistic and positive

For example, imagine that you get stuck in traffic on the way to work. For a non-reilient person, they might get angry, stressed out, and worried about how being late will reflect on them at work.

If you are resilient, however, you might choose to focus on what you can learn from the situation (leaving the house earlier for work), control your emotional response (using stress relief strategies to calm your mind and body), and avoid negative thinking (by reminding yourself that you are always on time and your employer will understand).

While being resourceful is an important part of resilience, it is also essential to know when to ask for help. During a crisis, everyone can benefit from the help of psychologists and counselors specially trained to deal with crisis situations. Other potential sources of assistance include:

• Books : Reading about people who have experienced and overcome a similar problem can be motivating and suggest ideas on how to cope.
• Online message boards : Online communities can provide continual support and a place to talk about issues with people who have been in a similar situation.
• Psychotherapy : If you are having trouble coping with a crisis situation, consulting a qualified mental health professional can help you confront the problem, identify your strengths, and develop new coping skills.
• Support groups : Attending support group meetings is a great way to talk about the challenges you're facing and to find a network of people who can provide compassion and support.

Resilience is important for mental health and well-being, and luckily, everyone can learn to be resilient. While some people may be naturally more resilient , it's a skill that you can strengthen.

Start by practicing some of the common characteristics of resilient people and focusing on your existing strengths. Don't get discouraged; becoming more resilient may take time, but the investment will have big payoffs on your health and well-being.

They are competence, confidence, connection, character, contribution, coping, and control. Pediatrician Ken Ginsberg, MD, created the 7 Cs of resilience model to help children and adolescence build resilience. However, these skills can be developed at any age.

Being non-resilient, or lacking resilience, often involves becoming overwhelmed by difficult or stressful situations, dwelling on problems, or using unhealthy coping mechanisms to cope with the challenges of life.

People who are stress-resilient have better coping strategies for handling stress . They can recover more quickly from the major and minor stressors that occur day to day.

While resilience is often portrayed as a character trait that people either have or don't have, it is actually an ability that people can improve. According to one study, resilience can fluctuate over time and may depend on the situation and circumstances that a person is facing. This means that with practice, you can learn to strengthen your resilience.

Reid R.  Psychological resilience .  Med Leg J.  2016;84(4):172-184. doi:10.1177/0025817216638781

Walker FR, Pfingst K, Carnevali L, Sgoifo A, Nalivaiko E.  In the search for integrative biomarker of resilience to psychological stress .  Neurosci Biobehav Rev.  2017;74(Pt B):310-320. doi:10.1016/j.neubiorev.2016.05.003

Hornor G. Resilience . J Pediatr Health Care . 2017;31(3):384-390. doi:10.1016/j.pedhc.2016.09.005

Munoz, RT, Brady, S, Brown, V. The psychology of resilience: A model of the relationship of locus of control to hope among survivors of intimate partner violence . Traumatology . 2017;23(1):102-111. doi:10.1037/trm0000102

Ertekin Pinar S, Yildirim G, Sayin N. Investigating the psychological resilience, self-confidence and problem-solving skills of midwife candidates . Nurse Educ Today . 2018;64:144-149. doi:10.1016/j.nedt.2018.02.014

Somasundaram RO, Devamani KA. A comparative study on resilience, perceived social support and hopelessness among cancer patients treated with curative and palliative care . Indian J Palliat Care . 2016;22(2):135-40. doi:10.4103/0973-1075.179606

Hutnik N, Smith P, Koch T. Using cognitive behaviour therapy to explore resilience in the life-stories of 16 UK centenarians .  Nurs Open . 2016;3(2):110–118. doi:10.1002/nop2.44

Ginsburg KR, Jablow MM.  Building Resilience in Children and Teens: Giving Kids Roots and Wings . 2nd ed. American Academy of Pediatrics; 2011.

Flynn PJ, Bliese PD, Korsgaard MA, Cannon C. Tracking the process of resilience: how emotional stability and experience influence exhaustion and commitment trajectories . Group & Organization Management . 2021;46(4):692-736. doi:10.1177/10596011211027676

By Kendra Cherry, MSEd Kendra Cherry, MS, is a psychosocial rehabilitation specialist, psychology educator, and author of the "Everything Psychology Book."

Personality & Character Traits: The Good, the Bad, the Ugly

The world we live in is different from what it was 10, five, or even one year ago. Thanks to social media, easy-to-use communication tools, and globalization, the pool of possibilities and available information are constantly expanding.

Without a clear idea of one’s own preferences, making the right choice can be extremely difficult and confusing. Everyone’s personality is unique, and knowing what makes us who we are, can lead to more life satisfaction, better life choices, and overall success in both personal and professional spheres.

Before you continue, we thought you might like to download our three Strengths Exercises for free . These detailed, science-based exercises will help you or your clients realize your unique potential and create a life that feels energized and authentic.

This Article Contains:

Character and personality traits defined, character trait theories.

• The Big Five or OCEAN Model

The PEN Model

Examples of positive and negative characteristics, character traits worksheets for kids and adults (pdfs), the character traits anchor chart and other graphic organizers, a take-home message.

While character and personality are both used to describe someone’s behaviors, the two examine different aspects of that individual. One’s personality is more visible, while one’s  character is revealed over time, through varying situations.

In more concrete terms:

“Personality is easy to read, and we’re all experts at it. We judge people [as] funny, extroverted, energetic, optimistic , confident—as well as overly serious, lazy, negative, and shy—if not upon first meeting them, then shortly thereafter. And though we may need more than one interaction to confirm the presence of these sorts of traits, by the time we decide they are, in fact, present, we’ve usually amassed enough data to justify our conclusions. “Character, on the other hand, takes far longer to puzzle out. It includes traits that reveal themselves only in specific—and often uncommon—circumstances, traits like honesty, virtue, and kindliness .” Lickerman, 2011

While personality is easier to spot, it’s largely static and slow to evolve. Character, on the other hand, takes longer to discern but is easier to change. That’s because character is shaped by beliefs, and with enough effort and motivation, changing one’s perspective and view of the world can lead to a shift in one’s character.

The malleability of character makes sense when you look at human evolution. In order for our ancestors to survive, they had to adapt to new environments and change with the times—and this remains true in the modern era.

If an individual deems a change in their surroundings to be significant, then their beliefs will transform to accommodate the change.

For instance, an individual who might have a shy personality can learn to switch their attitude toward public speaking when stepping into the role of a teacher. The new social and external demands lead to an internal shift that changes their demeanor.

In this way, even if an individual’s inborn preference is to shy away from the public, the beliefs and values that shape their behavior can evolve to reflect the values of their immediate groups and communities. Such awareness and adaptability help with survival (Kurtus, 2011).

The bottom line is, despite the significance of our inborn personality traits, we can overcome them as required by personal or cultural demands.

TED Talk: Who Are You, Really? The Puzzle of Personality by Brian Little

In this talk, personality expert Brian Little explains the phenomenon of overcoming one’s inborn traits and explores how our character is modified by the core projects we work on.

Tools for identifying personality traits have never been more plentiful. “ In the U.S. alone, there are about 2,500 personality tests ” to choose from (Ash, 2012). Yet, quantity does not imply quality.

Due to immense variations in personality, it is difficult to divide people neatly into different classifications. Instead, assessing individuals by the most common personality traits can empower us to deduce a person’s behavior by looking at the average of their choices (Pappas, 2017).

Below are two of the most widely used personality tools that can identify your personality traits. Some pros and cons of each are also highlighted.

A quick note is that we have reviewed only scale-based personality assessments, rather than profile-based assessments. The difference is that scale-based assessments treat personality traits as existing on a continuum, whereas profile-based assessments classify individuals according to binary categories (e.g., an introvert or an extrovert).

Common profile-based assessments that you may be familiar with include the Myers-Briggs Type Indicator (MBTI) and the Enneagram. While these tools can be a fun way to gain some self-insight, they are often critiqued by scientists (Grant, 2013).

A key criticism is that the results of profile-based assessments pigeonhole individuals into particular categories (e.g., labeling someone as an extrovert or introvert; a thinker or a feeler), but few things in life are so black and white. In reality, it is believed that our personality traits exist on scales with opposite poles, and all of us will fall somewhere between either end of that continuum (e.g., the introversion-extroversion scale).

Put differently, “ if the MBTI measured height, you would be classified as either tall or short, even though the majority of people are within a band of medium height ” (Krznaric, 2013). Hence, we’ve limited this review to only scale-based assessments, which are more scientifically backed.

The Big Five, or OCEAN Model

Perhaps the most comprehensive and science-backed, personality test available is the Big Five .

Unlike the popular (but disputed) Myers-Briggs Type Indicator (MBTI), this assessment does not divide people into personality profiles but rather analyzes an individual based on the most common traits found within the global community. The traits are easy to remember, as they spell out the acronym OCEAN.

OCEAN stands for:

• Openness : This describes an individual’s love for novelty experiences. Those with high scores tend to be more creative . Individuals with lower scores tend to be more conservative and prefer routines.
• Conscientiousness : This shows someone’s tendency for organization. Those with high scores are seen as motivated, disciplined, and trustworthy. Lower scores indicate someone less responsible and more likely to get distracted.
• Extroversion : This factor indicates how cheerful and communicative a person can be. If someone scores highly in extroversion, they tend to be social and likely to accomplish their goals . Low scores indicate someone who is introverted and more submissive to authority.
• Agreeableness : This trait describes how someone interacts with those around them. High scores indicate that someone is warm and friendly. Those who tend to be more egocentric and suspicious (or even shy) tend to score lower.
• Neuroticism : Emotional stability can reveal a lot about the likelihood of someone developing moodiness and anxiety. High scores on neuroticism indicate someone who is less-assured, and low scores describe a person who is calm and confident (Westerhoff, 2008).

These categories serve as an umbrella that influences other personality areas, such as:

• Openness: imagination, feelings, actions, ideas, values, adventurousness, artistic interests, etc.
• Conscientiousness: order, self-discipline, competence, achievement striving, etc.
• Extroversion: warmth, friendliness, assertiveness, activity level, positive emotions, etc.
• Agreeableness: trust, compliance, modesty, altruism, sympathy, cooperation, etc.
• Neuroticism : hostility, depression, impulsiveness, anger, vulnerability, self-consciousness, etc. (ETS, 2012)

Take the test

Those wishing to know their OCEAN results can take any of the following quizzes:

• The Big Five Personality Test
• (Another) Big Five Personality Test
• Personality Test at 123test.com
• Ten Item Personality Measure (available in different languages)

Again, we’ll explore the benefits and drawbacks of the OCEAN model.

Unlike the MBTI, which tries to categorize people into one of 16 personality profiles, the Big Five understands that individuals possess certain traits, which need to be measured on a continuum. It is rare to be only on one or the other side of the spectrum.

For instance, saying that extroverts absorb energy when interacting with others and that introverts expend energy when interacting with the outside world is false, as both get energy from their interpersonal relations (Grant, 2015).

“The Big Five structure captures, at a broad level of abstraction, the commonalities among most of the existing systems of personality description, and provides an integrative descriptive model for personality research” (John & Srivastava, 1999).

Thanks to its results that provide scales of different traits rather than profiling the individual, this personality assessment tool can provide a degree of flexibility and versatility, which has enabled researchers to use the assessment to examine the influence of these traits on different areas of life, like  mental health , finances, and relationships.

And for the most part, these traits have been shown to be relatively stable. Specifically, in a nine-year study, there was “moderate to high [stability], ranging from 0.73 to 0.97 in men and from 0.65 to 0.95 in women. The highest gender-equal stability was found for openness to experience and the lowest for conscientiousness” (Rantanen, Metsäpelto, Feldt, Pulkkinen, & Kokko, 2007).

More specifically, men showed more stability in traits like neuroticism and extroversion, while women showed more stability in traits like openness to experience, agreeableness, and conscientiousness.

Despite its stability and usefulness, the tool does have its flaws.

Here are a few:

1. Too big to fail

As mentioned earlier, the beauty of this tool is its big-picture view of personality traits, but it’s also a limitation. A good analogy to explain this is the categorization of living organisms into plants or animals. While it’s helpful for certain distinctions, it is not helpful for “value predicting specific behaviors of a particular individual” (John, Naumann, & Soto, 2008).

2. Not so universal

While there has been evidence-based research to support the validity of the tool in more than 50 countries, flaws in translation and applicability to non-English-speaking cultures can be found. This results in skewed scores, as was demonstrated by research conducted with a small South American tribe (Dingfelder, 2013).

Developed by Hans and Sybil Eysenck in 1975, this model looks at the biological factors that trigger or influence personality. The three focal traits examined by this model are psychoticism, extroversion, and neuroticism (Waude, 2017).

The origins of this model date back to the 1960s, but it didn’t originally measure psychoticism (which relates to measures of  compassion , morality, as well as creativity). The older model used the Eysenck Personality Inventory to gather and analyze results.

With the addition of psychoticism, the questions were updated and the tool for gathering these results was renamed the Eysenck Personality Questionnaire.

Each of the trait categories explores the following human behaviors:

• Psychoticism : People who score high in this measure often participate in hostile, reckless, inconsiderate, nonconforming, tough-minded, and impulsive behaviors. Higher levels of testosterone are associated with higher scores in this area.
• Extroversion : Individuals with a high level of extroversion are more outgoing and talkative, and they desire external stimuli. Higher stimulation usually occurs as a result of increased cortical arousal and can be measured through skin conductance, brain waves, or sweating.
• Neuroticism : Those with a high level of neuroticism are more prone to depression and anxiety. The trait is activated by the sympathetic nervous system, which is also responsible for the fight-or-flight response. This can be measured through heart rate, blood pressure, cold hands, sweating, and muscular tension.

Based on these measures, there are four possible quadrants that individuals can fall into:

• Stable extroverts: recognized by their talkative, easygoing, lively, and carefree natures and their  leadership qualities
• Unstable extroverts: seen as touchy, restless, impulsive, and irresponsible
• Stable introverts: recognized by their calm, reliable, peaceful, thoughtful, and passive traits
• Unstable introverts: seen as reserved, pessimistic, rigid, anxious, and moody

Those interested in taking the Eysenck Personality Questionnaire can do so here .

Once more, we’ll explore the pros and cons of this personality model.

The model looks at both descriptive and causal effects. It examines three specific dimensions, making it easy to understand. And it has demonstrated test–retest reliability.

In fact, when specifically examining the pattern of moods, this assessment is able to predict certain outcomes. For instance, the questionnaire can predict significant associations with anxiety, according to a 2012 study.

“Focusing on the item of ‘Does your mood often go up and down?’ showed a statistically significant association with melancholia and anxiety for patients with a positive score on this item.” Bech, Lunde, & Moller, 2012

Through twin studies, researchers have also found that some of the personality traits measured with the PEN model “exhibit significant genetic variance” (Heath, Jardine, Eaves & Martin, 1988). For traits related to extroversion, researchers “found both additive gene action and dominance,” while “neuroticism items appeared to show purely additive genetic inheritance” (Heath, Jardine, Eaves & Martin, 1988).

Some factors, though, were shown to be influenced by the subjects’ environments, including the psychoticism scale, though for psychoticism the “environmental effects appeared to be largely restricted to males” (Heath, Jardine, Eaves & Martin, 1988).

Like most personality trait assessments, the PEN model is unable to predict future behaviors of individuals, even using the model allows for a better understanding of individuals’ personalities.

And there are certain limits to the model. In a study of both imprisoned and non-imprisoned people, researchers found that the samples often studied in research using the PEN model could create misleading results.

While past studies had shown high rates of extroversion, neuroticism, and psychoticism in criminals, researchers Rebolla, Herrera, and Collom found that this correlation might be linked as much to a person’s environment as inherited traits. They argue that extroverts “are less prone to conditioning. And this tendency increases with high [neuroticism] scores” (Rebollo, Herrera, & Colom, 2002).

The researchers argue that in order to build a conscience, conditioning is required (something that neurotic and extroverted people resist), which may lead to greater degrees of antisocial personalities among people who are highly extroverted and neurotic but don’t have social support while growing up (Rebollo, Herrera, & Colom, 2002).

The findings demonstrate that since personality traits are influenced by heredity, it is mainly through character and conditioning that a change can be developed in an individual. For instance, those who are more prone to fear and shyness can be taught coping techniques that are more congruent with social norms, allowing for better communication and integration into society.

Having explored the differences between personality and character, we can dive deeper and examine the broader characteristics associated with positive and negative traits.

The collective research on personality has helped clarify the behaviors that are more conducive to wellbeing , with a majority of those behaviors helping to cultivate resilience toward external stimuli.

Another way to interpret this is with the concept of mental strength. This ability is acquired by focusing on things under personal command, which reinforces the internal locus of control.

The behaviors that lead to mental strength are identified below (Morin, 2013):

• Mentally strong people don’t feel sorry for themselves; instead, they take responsibility for their own life.
• They don’t give away their power to others and thus maintain control over their emotions.
• Individuals with mental toughness embrace change and are open to being flexible.
• Control is placed on things under the person’s influence, such as their attitude.
• Pleasing everyone is not a priority. While being kind and fair is important, making everyone happy is not.
• There is a motivation for making calculated risks.
• Mentally strong people focus on the present and make plans for the future.
• Mentally strong people try to make better decisions in the future and try not to repeat previous missteps.
• They demonstrate an ability to appreciate and celebrate the success of other people.
• They don’t give up after a failure; instead, they keep trying until they get it right.
• Mentally strong people tolerate being alone and staying in silence.
• They don’t feel that the world owes them something; instead, they create opportunities for themselves by utilizing their own talents and merits.
• Real change takes time, and mentally strong individuals understand this, so they’re patient.

These behaviors are positively supported by characteristics such as:

• Tenacity: not giving up when things get tough or when problems arise
• Confidence : belief in personal ability to find solutions to challenges
• Optimism: the perception that the odds are in one’s favor
• Adaptability: openness to new inputs and ideas
• Self-Awareness : the ability to shift perspective
• Reliability: following through with promises and goals
• Responsibility: owning up to personal mistakes and errors
• Wellbeing: making personal mental and physical health a priority

These and other characteristics help contribute to strong mental health (Half, 2016).

This supports the idea that openness, agreeableness, and conscientiousness provide the foundation on which changes and challenges are welcomed, not shunned. In turn, this helps open doors to new possibilities and opportunities.

Specifically,

“Those whose personality tendencies tend toward empathy, cooperation, trust, and modesty (Costa & Widiger, 2002) are found to be more intrinsically motivated and find enjoyment through efforts they exert in the completion of tasks or in problem-solving. Possessing a proclivity toward mastery-approach orientation, these individuals will not shy away from challenging situations, and their desire to tackle challenges is greater than their fear of appearing unknowledgeable in front of others. In other words, they approach challenges with the full intent of mastering them.” Watson, 2012

The opposite of open-minded, calm, conscientious, and agreeable characteristics are those defined by judgment, neuroticism, and an external locus of control. Some behaviors that fall into this category are:

• Inability to accept setbacks
• Lack of clarity and decision-making
• Low capacity for critical thinking
• Failing to build strong interpersonal relations
• Always staying in the comfort zone
• Helplessness and absence of persistence
• Tendency to lean toward pessimism
• Weak imagination and an inability to visualize desired outcomes (Cardone, 2011)

Individuals with high scores in neuroticism often display narcissism, have inflated egos, and are emotionally distant, angry, hostile, and inflexible. These people tend to display the behaviors above.

Yet one key preventer of such negative traits, according to some studies, is self-control. “The more conscientious or prudent people are–no matter their other characteristics–the less likely they’ll be drawn toward harmful or illegal activities” (Chamorro-Premuzic, 2016).

Therefore, by increasing one’s self-awareness, individuals can spot their shortcomings and adopt habits to help balance out their personality traits. In turn, this helps them thrive.

Cultivating positive character traits can lead to greater success.

This is explained well by this excerpt from an article differentiating between character and personality:

“There is a direct link between positive character traits and a happy and successful life. Negative character traits that have been ‘strongly and long’ ingrained usually do cause strife at some point. But a focus on positive change can and does work.” Bell, 2010

Understanding one’s character traits and cultivating a strong desire and motivation for change can lead to better outcomes.

Here are some worksheets that can help get you and the people in your life started on this process.

There are plenty of tools for explaining character traits to kids. Here are some options for students ranging from first-graders to eighth-graders.

Fill in the Blank Worksheet

Perfect for kids in grades two through five,  this worksheet can be utilized during lessons on English, vocabulary, and writing.

Character Trait Analysis and Development

Here are 12 different worksheets designed for students in first through eighth grade. The worksheets introduce the idea of character traits and help students analyze and develop their character traits.

Lesson Plan on Character Traits

Those who teach third grade can utilize this entire lesson plan (which includes worksheets) to introduce character traits to the young students.

For Adults:

While it’s especially helpful to learn about character traits at a young age, adults can benefit from becoming more familiar with their positive and negative character traits.

Positive Traits Worksheet

At times, adults may be unable to recognize good qualities in themselves, which can prevent them from developing self-compassion and self-esteem. This worksheet describes 58 positive traits. You can the positive traits that describe yourself, which strengthens your belief in yourself and can lead to transformative conversations.

Visual of Character Traits

Sometimes a picture is worth a thousand words. Clients who are unable to verbalize their feelings or thoughts can use these handy infographics that display the opposite pairs of various character traits.

Positive and Negative Traits Quiz

Taking a test can sometimes be very enlightening. Those wishing to fill out a questionnaire rather than identify their own positive and negative character traits can respond to these 25 questions and determine their individual traits.

Introducing the concept of character to a younger audience can be difficult. But, utilizing easy-to-understand vocabulary and an interactive, visual, and fun process can assist in bringing the message home.

Teachers wishing to use the process in the classroom can take advantage of these freely available resources:

Character Traits Anchor Chart

Explaining the difference between internal and external character traits to children can be tough. By utilizing an “outside” and “inside” chart, students can begin to categorize their physical and personal traits. This technique can also be utilized to identify the differences between emotions (how a character feels) and traits (describes the personality).

Building Character in the Classroom

A rowdy classroom often leads to many impatient and distracted kids. In addition, students, especially those who live in lower-income areas, can carry a lot of emotional baggage, making it hard to stay motivated and concentrated on the subject at hand. For such situations, this is a great resource that suggests several ways for creating an inviting and an education-focused classroom.

The above research suggests that while personality traits are often hereditary and beyond our control, the things we value and believe in can reshape our character.

Expanding self-awareness is likely the first step in gaining control over one’s life. So it’s no wonder that “the most successful people are the most self-aware people” (Rosenfeld, 2016).

Awareness of others’ personalities can also be helpful, especially in situations like hiring someone for your company. And while there are many personality assessment tools to choose from, some are more consistent than others.

Cultivating an open, agreeable, and conscientious environment, whether in the office or at home, can help create values that are more conducive and supportive of growth and success. Using visualization tools to inspire, motivate, and spark interest in change is vital when aiming to align individuals and corporations toward a specific goal or mission.

Here is a great TED Talk by Dan Gilbert that summarizes this message:

Like Gilbert highlights in the video, it’s true that our personality traits are hereditary, but we still have the power to change. Our beliefs and values, which influence character, are not black or white—they adapt to our experiences and are heavily influenced by the different interactions and situations we engage in.

We are not static creatures, and just like nature, we are constantly changing. It is up to us to decide who we want to grow into. The best way to do that is to take note of where we currently are and then imagine where we want to go.

If change is the only constant, then the most successful people are those who control their own transformations.

We’d love to know your thoughts about personality and character. Have you ever taken a personality assessment, and if so, how accurate do you think it was? Do you think people can change their character? Let us know in the comments section.

We hope you enjoyed reading this article. Don’t forget to download our three Strengths Exercises for free .

• Ash, L. (2012, July 6). Can personality tests identify the real you? Retrieved from http://www.bbc.com/news/magazine-18723950
• Bech, P., Lunde, M., & Moller, S. (2012, September 4). Eysenck’s Two Big Personality Factors and Their Relationship to Depression in Patients with Chronic Idiopathic Pain Disorder: A Clinimetric Validation Analysis . Retrieved from https://www.hindawi.com/journals/isrn/2012/140458/
• Bell, J. (2010, March 26). Is There a Difference Between Character and Personality? Retrieved from https://insights.inneractiveconsulting.com/is-there-a-difference-between-character-and-personality/
• Cardone, G. (2010, September 18). The 10 Traits of Failure . Retrieved from https://www.huffingtonpost.com/grant-cardone/the-10-traits-of-failure_b_722036.html
• Chamorro-Premuzic, T. (2016, July 19). Entrepreneurs? Four Worst Personality Traits And The One That Can Redeem Them . Retrieved from https://www.fastcompany.com/3061922/entrepreneurs-four-worst-personality-traits-and-the-one-that-can-redeem-them
• Costa, P. T., Jr., & Widiger, T. A. (2002). Introduction: Personality disorders and the five-factor model of personality. In P. T. Costa, Jr. & T. A. Widiger (Eds.), Personality disorders and the five-factor model of personality (p. 3–14). Washington, DC: American Psychological Association.
• Dingfelder, S. (2013, March). New study throws into doubt the universality of the Big Five.  Retrieved from http://www.apa.org/monitor/2013/03/big-five.aspx
• ETS. (2017) Retrieved from https://www.ets.org/s/workforce_readiness/pdf/21332_big_5.pdf
• Grant, A. (2013, September 18). Goodbye to MBTI, the Fad That Won’t Die . Retrieved from https://www.huffingtonpost.com/adam-grant/goodbye-to-mbti-the-fad-t_b_3947014.html
• Grant, A. (2015, November 17). MBTI, If You Want Me Back, You Need to Change Too. Adam Grant. Medium. Retrieved from https://medium.com/@AdamMGrant/mbti-if-you-want-me-back-you-need-to-change-too-c7f1a7b6970
• Half, R. (2016, March 4). 30 Character Traits of Mentally Strong People . Retrieved from https://www.roberthalf.com/blog/management-tips/30-character-traits-of-mentally-strong-people
• Heath, A., Jardine, R., Eaves, L., & Martin, N. (1988, June 13). The Genetic Structure of Personality -II . Retrieved from https://genepi.qimr.edu.au/contents/p/staff/CV080.pdf
• John, O., Naumann, L., & Soto, C. (n.d.). Paradigm Shift to the Integrative Big Five Trait Taxonomy . Retrieved from https://www.ocf.berkeley.edu/%7Ejohnlab/pdfs/2008chapter.pdf
• John, O., & Srivastava, S. (1999, March 5). The Big-Five Trait Taxonomy . Retrieved from John, O., & Srivastava, S. (1999, March 5). Retrieved from http://moityca.com.br/pdfs/bigfive_John.pdf
• Krznaric, R. (2013, May 15). Have we all been duped by the Myers-Briggs test? Retrieved from http://fortune.com/2013/05/15/have-we-all-been-duped-by-the-myers-briggs-test/
• Kurtus, R. (n.d.). Character versus Personality by Ron Kurtus – Understanding Character: School for Champions . Retrieved from http://www.school-for-champions.com/character/character_versus_personality.htm#.Wh2ivaOZNPO
• Lickerman, A. (2011, April 3). Personality vs. Character . Retrieved from https://www.psychologytoday.com/blog/happiness-in-world/201104/personality-vs-character
• Morin, A. (2013, December 9). 13 Things Mentally Strong People Don’t Do | Amy Morin, LCSW. Retrieved from https://amymorinlcsw.com/mentally-strong-people/
• Pappas, S. (2017, November 16). Personality Traits & Personality Types: What is Personality? Retrieved from https://www.livescience.com/41313-personality-traits.html
• Rantanen, J., Metsäpelto, R. L., Feldt, T., Pulkkinen, L. E. A., & Kokko, K. (2007). Long‐term stability in the Big Five personality traits in adulthood. Scandinavian Journal of Psychology, 48(6) , 511-518.
• Rebollo, I., Herrero, O., & Colom, R. (2002, March 15). Personality in imprisoned and non-imprisoned people: evidence from the EPQ-R . Retrieved from http://www.psicothema.es/pdf/762.pdf
• Rosenfeld, J. (2016, August 26). Human nature is way too complex to be pinned down by personality tests . Retrieved from https://qz.com/766993/the-best-result-you-can-get-on-a-personality-test-is-one-that-you-dont-like/
• Watson, J. (2012). Educating the Disagreeable Extravert: Narcissism, the Big Five Personality Traits, and Achievement Goal Orientation . Retrieved from https://files.eric.ed.gov/fulltext/EJ977189.pdf
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• Westerhoff, N. (2008, December 17). The “Big Five” Personality Traits . Retrieved from https://www.scientificamerican.com/article/the-big-five/

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What our readers think.

I’m 65 years old. Female. I just had a huge aha moment. I’m easily annoyed. That trait destroyed my career as a public school teacher, I’m pretty sure of that. Two people I care about are becoming increasingly hard to deal with. My roommate is in constant pain and does nothing but complain about his life. My sister is in early stages of cognitive decline. It has become work to talk to her. I want to switch my knee jerk reaction of annoyance to one of compassion. Any ideas?

Thank you for your vulnerable comment! I realize it’s a complex and brave thing to admit that you want to change how you respond to others.

Of course, I cannot give you an exact course of action, but I believe that taking the step to make this comment shows that you are committed to learning how to respond compassionately. While we offer several tools that aid in fostering self-compassion and positive communication, you might want to look into other resources that can help promote compassion-centered communication. You might want to look into The Compassionate Mind Foundation or these free Mindfulness & Compassion resources.

I hope this helps and good luck!

Kind regards, -Caroline | Community Manager

Interesting, sounds spot on to me, similar to Myers Briggs test results

Truly enjoyable. Covers the broad-spectrum. Well researched and informative. Thank you Johan de Wet

It’s interesting to note that we can be more joyful in the future by developing our character in a positive manner. It follows that our personality will be happier as well. Like bees to honey, we attract people we strive to be. Virtues, such as humility, honesty, peace, and gratitude are much better than vices, such as pride, greed, dishonesty, sloth, etc. Virtues give us hope for our future and are our greatest assets.

Fantastic information! This is very useful. Thank you!

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Positive Character Traits and Qualities: Types & 100+ Examples

Positive character traits are qualities that contribute to a person’s overall character. They are the building blocks for creating an ethical and moral framework in which people can live. These traits define how people conduct themselves, interact with others, and generally approach life.

People possessing positive character traits can be incredibly beneficial for themselves and those around them. In this post, we will explore the different types of positive character traits, their importance, and how to cultivate them.

Types and Varieties of Positive Qualities

Positive character traits can be divided into two categories: intrinsic and extrinsic. Inherent qualities are those that a person possesses inherently, such as wisdom, kindness, or empathy. On the other hand, Irrelevant qualities must be actively developed over time, such as patience or self-discipline.

Some common positive character traits include honesty, integrity, reliability, loyalty, courage, tolerance, respect for others, optimism, and gratitude. Having these traits in abundance can make an individual more successful personally and professionally. They also help people form meaningful relationships with those around them by providing trust and security.

Traits That Promote Positive Character

Knowing which traits define a positive character is only the first step. It is also important to understand how these qualities can be cultivated. The following are just a few ways to strengthen positive character traits:

Examples of Constructive and Positive Interpersonal Traits

Let’s start with some of the best examples of constructive interpersonal traits.

• Generous: Being generous means giving yourself and your resources without expecting anything in return. It is showing kindness, compassion, and appreciation to those around you. Showing generosity can help strengthen relationships as it demonstrates trustworthiness and gratitude.
• Patient: Patience is a trait we can all benefit from having more. Patience means allowing others to take their time with tasks or decisions and not rushing them to get what they want. Patience also involves being mindful of how our words and actions affect those around us.
• Empathetic: Empathy means understanding another person’s feelings and experiences without judgment or bias. This trait encourages constructive communication with others, promotes trust, and helps build meaningful relationships.
• Compassionate: This trait is closely related to empathy and involves feeling for another person’s struggles and being willing to help them when possible. Showing compassion can positively affect the relationship between you and others as it demonstrates understanding, kindness, and respect.
• Respectful: We all deserve to be respected regardless of our differences or beliefs; therefore, we must show respect to those around us. Being respectful involves listening intently, speaking kindly, conducting oneself with integrity, and avoiding any form of judgment or criticism toward others.
• Self-Disciplined: Self-discipline is a quality that allows us to take control over our thoughts and actions to reach our goals. It involves being able to delay gratification, resist temptation, and be organized and responsible. Self-discipline helps us stay on track and motivated, no matter how difficult the task.
• Creativity: This trait is important for problem-solving and developing innovative solutions. It involves using imagination, ingenuity, and resourcefulness to generate new ideas and develop creative solutions.
• Resourceful: Being resourceful means that we can find the resources needed to achieve our goals. This trait involves identifying resources available, making the most efficient use of them, and being resilient when faced with challenges or obstacles.
• Adaptable: Life can often throw curveballs at us; therefore, we must possess, we must have this quality to adjust accordingly. Adaptability requires us to be open-minded, flexible in our thinking, ready to respond quickly and positively in changing circumstances and learn from our mistakes.
• Assertive: This trait is important for successful communication and can help us to stand up for ourselves in difficult situations. It involves expressing oneself with confidence, being aware of one’s rights without infringing on the rights of others, and speaking up when necessary. Being assertive allows us to get what we need while still respecting the needs of others.

10 Examples of Beneficial Intellectual Traits

Let’s now have a look at ten beneficial intellectual traits which are essential for succeeding in life:

• Self-motivated: This trait refers to having a strong desire and ability to take charge of one’s learning, with a drive to achieve goals and work without needing external motivation.
• Analytical: Analytical involves gathering information, breaking it down into smaller parts, organizing it systematically, and understanding how each piece is interconnected.
• Insightful: It means having keen insight and the ability to comprehend complex concepts quickly and accurately based on observation or experience.
• Observant: This quality is important for noticing small details that others may not pick up on and recognizing patterns and relationships.
• Inquisitive: A curious mindset means a strong desire to learn, explore, and ask questions to deepen one’s understanding of the world around them.
• Open-minded: This trait involves being open to new ideas, different perspectives, and constructive criticism without judgment or bias.
• Logical: Thinking logically allows us to conclude from facts or evidence and make deductions or reasoned judgments based on observation and experience.
• Articulate: Articulation is the ability to express oneself clearly and eloquently in speech or writing using precise language that accurately and effectively conveys one’s intended message accurately and effectively.
• Strategic: This involves developing and implementing plans in a timely and organized manner based on careful thought and consideration.
•  Reflective: Reflective skills allow one to think deeply about their thoughts, feelings, decisions, actions, and behaviors to understand themselves better and gain insight into different situations. Reflection helps individuals become more self-aware, as well as foster growth mindset development and personal development.

10 Examples of Positive Emotional Traits

Having positive emotions is always beneficial, and there are many positive emotional traits one can possess that help with problem-solving and interpersonal relationships:

• Joyful: Being joyful means feeling pleasure or delight due to positive circumstances or experiences.
• Optimistic: This involves hope for the best and an expectation that good things will happen in the future despite any challenges one may face in the present moment.
• Confident: Self-confidence is the belief in oneself and one’s abilities, which results in feeling secure and capable of taking risks and pursuing goals with courage.
• Resilient: This trait is about being able to bounce back from adversity with strength, perseverance, and determination at times when it feels like giving up seems easier.
• Calm: Staying calm under pressure can help individuals view situations objectively and make better decisions.
• Self-awareness: This involves a deep understanding of one’s strengths, weaknesses, values, and beliefs to be mindful of potential emotional triggers and take steps to regulate emotions as needed.
• Courageous: Being courageous is about facing difficult situations head-on with confidence instead of running away from them.
• Humble: Humility means being aware of one’s limitations and not taking credit where it isn’t due but rather recognizing others for their accomplishments or contributions.
• Enthusiastic: Having enthusiasm reflects an excitement or energy that inspires action towards a particular goal or task and helps keep individuals motivated.
• Grateful: Having gratitude is the appreciation for what one has, being thankful for life’s blessings, and acknowledging all of the good in one’s life. This can help bring a sense of contentment and joy to an individual’s life.

Positive Personal Qualities and Traits

Let’s look at some constructive personal qualities that can help individuals navigate life more effectively and reach their personal and professional goals.

Examples Of Positive Appearance

Physical appearance is often one of the first things that people notice. Having a positive physical appearance can be beneficial in both personal and professional situations. Here are 12 examples of positive impressions:

• Grooming: Taking care of oneself by keeping clean, well-groomed hair, clothing, and appearance exudes confidence and gives a good impression.
• Posture: Standing or sitting up straight with proper posture not only looks more presentable but also conveys an attitude of respectability and self-assurance.
• Facial Expressions: Smiling and making eye contact when communicating helps create a warm, welcoming environment while staying professional.
• Proportional Body Type: Having a proportional body type can project an image of health and strength while still appearing graceful and elegant at the same time.
• Physique: Maintaining good physical health through exercise, eating right, and getting enough rest can help build muscle tone and create a more attractive physique overall.
• Healthy Skin: Keeping skin looking soft, smooth, blemish-free, and well cared for can give off an aura of youthfulness that radiates pleasant energy around you, regardless of age or gender.
• Clothing Choice: Wearing clothes that fit properly and match the occasion will not only make you look more put together but also display a sense of respect for yourself and those around you.
• Accessories: Adding simple accessories such as jewelry pieces or scarves can add dimension to an outfit without being overly dramatic or extravagant—this shows that you pay attention to details without going overboard on style choices.
• Hair Style & Color: Choosing an appropriate hairstyle for your face shape and coloring it with natural shades (if applicable) will greatly enhance one’s look by giving it subtle yet interesting touches that catch the eye without being too distracting.
• Makeup Application & Color Choice: Applying makeup correctly while using colors that complement one’s natural facial features (such as eyebrow color) will enhance facial features to bring out the best in someone’s overall look.
• Hygiene Habits & Practices: Keeping everything from breath freshness to dental hygiene on point displays attentiveness to detail, which adds to a person’s overall physical appeal.
• Physical Fitness Level & Activities: Regular physical activities such as working out at the gym or participating in sports demonstrate discipline, which signals high levels of mental toughness and translates to attractiveness in today’s society.

Examples Of Positive Physical Attributes

Some people have natural physical advantages that make them look more attractive. Other qualities can be learned/achieved through various life practices. Examples of both of these include:

• Good Bone Structure: A bone structure often adds to a person’s physical attractiveness. Maintaining proper nutrition and exercise habits is important to ensure that one’s bones remain strong and healthy.
• Well-Defined Muscles: Having well-developed muscles can add impressive physical appeal, as it signals strength and discipline. Working out regularly and maintaining a balanced diet is important for building lean muscle mass and creating defined contours on the body.
• Bright & Healthy Eyes: Eyes are one of the first features people notice when meeting someone new, so having bright, vibrant eyes that catch attention can go a long way in terms of physical attraction. Eating foods high in antioxidants will help keep your eyes looking healthy and bright.
• Straight Teeth: A great smile with straight teeth can instantly light up a face and make a person more attractive. Practicing proper oral hygiene, such as brushing and flossing regularly, is important to maintain healthy teeth and gums. Sometimes, people may opt for orthodontic treatments to perfect their smiles.
• Posture & Balance: Good posture helps one appear taller, confident, and poised, which is seen as attractive by many people. Practicing exercises that promote balance and stability can help keep the body aligned correctly while standing or walking, creating an impressive look that captivates others.
• Proportional Body Weight: Maintaining a proportional body weight can help create a visually pleasing look that others find attractive. Eating healthy foods and exercising regularly are important elements of maintaining an ideal weight for one’s body type.
• Flawless Hair Texture & Color: Shiny hair with a rich texture and vibrant color can be beautiful. Regular trims, using quality products to keep the hair healthy, and not over-styling can help maintain optimal hair health.
• Meticulously Groomed Nails: Taking the time to maintain one’s nails properly can greatly impact physical attraction. Keeping nails neatly trimmed and filing regularly is essential for achieving an organized look that others will find appealing.
• Fashion Sense: Putting together stylish and flattering outfits can make someone stand out from the crowd in a positive way. Experimenting with different trends while remaining true to one’s style is key to creating great ensembles.
• Poise & Gracefulness: Being graceful and poised in one’s movements can be very attractive to others. Developing balance and coordination through activities such as yoga or dance is a great way to improve poise and gracefulness in the body.
• Confidence in Presence and Speech: Confidence when interacting with others can make someone seem more attractive to those around them. Speaking with clarity, eye contact, and proper posture are all important elements of exuding self-assurance while talking to others.
• Positive Body Language & Expressions: Positive body language, facial expressions, and gestures can greatly impact how someone appears to those around them. Exuding confidence, showing interest in conversations, and smiling often are all great ways to create a positive impression that others will find attractive.

A List with 25 Examples of Positive Qualities

Here are 25 constructive qualities to help you be your best self.

• Empathy: Putting yourself in someone else’s shoes and understanding their feelings, thoughts, and emotions.
• Patience: The ability to remain calm when things don’t go as expected and to take the time to listen, learn, and solve problems.
• Adaptability: Having the capacity to adjust to diverse environments and situations that are unfamiliar or unpredictable.
• Cooperation: Working with other people in a proactive, positive way to achieve a common goal or vision.
• Self-Awareness: Recognizing your strengths and weaknesses, understanding how these attributes affect your relationships with others, and being open and honest with yourself.
• Optimism: Looking on the bright side of life despite any possible setbacks or difficulties you may encounter in the process.
• Resilience: Having the strength of character necessary to persist through challenging times without giving up, maintaining a sense of hope that better days lie ahead despite any obstacles that may arise along the way.
• Integrity: A commitment to always act by one’s principles and values even when it is not easy or convenient; staying true to oneself no matter what circumstances arise.
• Compassion: Prioritizing another’s well-being over your own needs; treating others with kindness, understanding, and care no matter what they have done or said.
• Persistence: Continuing towards a goal regardless of its difficulty; never giving up even when faced with seemingly insurmountable odds.
• Creativity: Thinking outside the box; approaching problems from unique angles to generate new solutions that nobody else had considered.
• Courage: Making decisions based on what you feel is right even if it means standing alone against popular opinion; having the strength of will required to face one’s fears.
• Organization: Having an internal system for organizing tasks to maximize productivity, breaking large projects down into smaller steps that can be accomplished more easily.
• Humility: Knowing there is always room for improvement; respecting oneself and others without letting pride get in the way of progress.
• Gratitude: Appreciating what one has already achieved rather than focusing solely on what one still needs to do; thanking those who have helped make successes possible.
• Respect: Treating everyone fairly regardless of age, sex, or race; acknowledging each individual’s contribution towards a shared cause without discrimination or prejudice.
• Diligence: Putting maximum effort into everything one does; striving for excellence rather than mediocrity.
• Flexibility: Being willing and able to adjust strategies when conditions change; adapting quickly without becoming overly stressed.
• Confidence: Believing in your abilities while recognizing areas where you can improve; trusting yourself enough to tackle difficult challenges.
• Clear Communication: Expressing ideas clearly while listening attentively so everyone involved is fully informed; conveying messages without room for misinterpretation.
• Positive Attitude: Remaining upbeat even during trying times; finding humor wherever possible instead of wallowing in despair.
• Resourcefulness: Using existing resources such as materials, information, or tools creatively when confronted with obstacles; finding innovative solutions through creative problem-solving.
• Open Mindedness: Considering all sides of an argument before forming an opinion; considering alternate perspectives even if they differ.
• Interpersonal Skills: Being adept at forming meaningful relationships with others by appreciating differences, resolving conflicts, overcoming disagreements amicably, offering mentorship, etc.
• Curiosity: Maintaining an inquisitive mindset that allows us to explore both familiar topics from new angles and discover entirely new vistas altogether.

Great Qualities for the Professional Environment

The workplace is ever-changing and often highly competitive, requiring individuals to have certain qualities to succeed. Below are some essential attributes that can be developed or improved professionally.

A List of Key Qualities for the Workplace

• Adaptability: Quickly adjusting to new tasks, environments, and situations is essential in the ever-changing professional environment. The ability to think on your feet and develop creative solutions that benefit the team will go a long way.
• Time Management: The ability to juggle multiple tasks and prioritize them accordingly is invaluable. Developing an efficient system for managing your time and staying organized will help you stay productive and perform better at work.
• Communication: Effective communication is key in any professional setting. Clearly presenting ideas, giving feedback, listening to others, and establishing strong relationships with colleagues are all important qualities for excelling in your job.
• Leadership: Leaders must be able to set direction and motivate their team for it to reach its maximum potential. Knowing how to inspire others while maintaining an effective working relationship is a key quality employers look for when hiring individuals for senior positions.
• Problem-Solving: The ability to analyze problems from different angles and come up with practical and cost-effective solutions is incredibly beneficial in the workplace. Employers value employees who can identify issues early on, assess different approaches, and develop creative solutions without wasting time or resources.
• Collaboration: Working together as part of a team helps organizations achieve common goals faster than if each individual was working alone or competing against each other within the organization. By respecting one another’s opinions and actively engaging in discussions toward shared objectives, professionals can collaborate more effectively and make sure everyone feels valued as part of the team effort.
• Creativity: A fresh perspective that can inject life into projects or teams is highly desirable in any profession today. Employers seek out individuals willing to push boundaries by thinking outside the box into uncharted territories that could result in innovative products or services for their company’s success.
• Resilience: Professionals must stay motivated even when times get tough or things don’t go according to plan. It’s important to have determination and resilience when faced with obstacles so they can continue striving towards their goals despite setbacks.
• Integrity: Establishing trust through honest behavior is critical for any successful business relationship, whether within an organization’s hierarchy or between colleagues. Professional employees must maintain high ethical standards even under pressure to be reliable sources of information without compromising integrity.
• Attention To Detail: Paying attention to details allows individuals to catch mistakes before they become bigger issues, saving time, money, and effort later. Employers expect professionals with great attention spans who can review documents accurately without overlooking small details that could have been overlooked.
• Initiative: Taking initiative goes beyond following instructions – this means taking steps proactively instead of waiting around until someone else does something first. Professionals should always put forward innovative ideas that could create value for their companies while improving processes wherever possible.
• Tech Savvy: Keeping up with technology trends means taking advantage of emerging technologies like AI, machine learning, big data analytics, cloud computing, etc., which can significantly improve productivity. Understanding how these technologies work – or at least have some basic knowledge – can provide individuals with opportunities they might otherwise miss out on due to a lack of technical proficiency.
• Strategic Thinking: Developing strategic plans requires more than just crunching numbers – it involves assessing risks associated with decisions, evaluating alternatives objectively, understanding industry trends, etc., which require analytical skills and experience within one’s field of expertise. Strategically minded professionals are highly sought after because they know beyond what numbers or reports can tell us about our prospects.
• Networking Skills: Making connections is crucial since many businesses depend on establishing strong relationships with partners worldwide to grow their bottom-line profits. Individuals should strive towards building meaningful relationships and eyeing new opportunities whenever possible since networking helps build goodwill among peers that could lead to longer-term partnerships if nurtured properly over time.
• Self-Awareness: Self-awareness isn’t just about knowing your weaknesses and strengths; it’s also about recognizing areas where there’s potential for growth and making sure those areas receive appropriate attention throughout one’s career path so goals remain achievable even during difficult periods in our lives. Professionals who understand themselves better make better decisions because they’re aware of their limits and abilities, making them more effective overall regardless of the challenges ahead of them.

Positive Character Traits for Student Development

As a student, it is important to continually develop skills that will make you a competitive job candidate. There are many encouraging traits that students should focus on developing.

10 Encouraging Traits for Students’ Growth

• Communication skills: The ability to effectively communicate with other people is key to success in any field. Good communication skills will help students build strong relationships and networks, which can be beneficial for future career opportunities.
• Interpersonal skills: Working well with others is essential for a successful career. Students should focus on developing interpersonal skills, such as active listening, conflict resolution, and team collaboration.
• Problem-solving skills: Thinking critically and analyzing complex problems will serve students well both in school and when they enter the job market. Practicing problem-solving techniques such as brainstorming or creating solutions through trial and error can help develop these skills.
• Time management: Learning to manage one’s time efficiently is an important life skill that all students should learn early in their education journey. Setting realistic goals for tasks and priorities can help keep students organized and productive throughout their studies.
• Emotional intelligence: Understanding one’s emotions and those of others can be invaluable for personal development, academic success, and professional relationships. Emotional intelligence helps us identify our strengths, weaknesses, triggers, values, beliefs, motivations, reactions, etc. These elements are crucial for self-awareness and growth within any profession or field of study.
• Adaptability: In today’s ever-evolving job market, being comfortable with change is essential for student success; students must learn how to quickly adjust their plans or strategies when something else arises instead of staying rooted to specific methods or processes that may no longer be relevant given different circumstances or trends within their field of study or profession at large.
• Self-motivation: Maintaining a positive attitude no matter what obstacles come along is an important trait that all students should strive for. Students can take on various activities such as setting achievable goals, journaling, and actively engaging in their education to increase their motivation and stay focused on reaching success.
• Communication: Developing the ability to communicate effectively with peers and professionals is an invaluable asset for any student. Whether through writing, speaking, or other forms of communication, having the skill to express oneself clearly and concisely can go a long way when navigating academic tasks and professional relationships.
• Problem-solving: Being able to think critically and identify effective solutions to problems are important qualities of a successful student. Developing skills such as research, analysis, synthesis, and more are all great ways to help students become better problem solvers and stay ahead in their studies or professions.
• Organization: Keeping track of one’s thoughts, responsibilities, tasks, and goals is an invaluable trait that all students should aim for. Practicing good organizational skills will positively affect time management and academic success in the long run.

Students should consider engaging in various activities and practices to cultivate positive traits which can help them with their academic or professional pursuits. For example, positive self-talk and visualization techniques can help boost confidence and motivate one to tackle challenging tasks.

Mindfulness activities such as yoga, tai chi, meditation, or journaling can also assist in developing focus and concentration. Daily goal setting can also provide students with an immediate sense of accomplishment when they achieve their goals.

Creating a nurturing environment to support the development of positive traits is essential for students. This can provide a supportive and encouraging network of peers and mentors who can offer guidance, resources, and accountability.

For instance, academic advisors and mentors can help set realistic goals and provide useful techniques for staying on track.

Additionally, joining clubs or extracurricular activities related to one’s interests can be beneficial in developing self-confidence and building important skills such as communication, teamwork, and leadership.

Beneficial Character Traits for Children

As children grow, it is important to encourage the development of positive traits that can help them achieve their goals. The following characteristics can be beneficial for young children.

10 Examples of Positive Traits for Children’s Development

• Responsibility: Teaching children to take responsibility for their actions helps them become more independent and reliable. Helping your child understand the consequences of their decisions and actions can encourage them to think before they act.
• Creativity: Encouraging children to use their imagination and express themselves is important in fostering creativity. Giving children the tools to explore different artistic mediums, such as drawing, painting, or sculpting, can help them express meaningfully.
• Perseverance: Learning to overcome obstacles is a valuable trait that all children should be taught from an early age. Teaching children how to cope with failure teaches them not only to keep trying despite setbacks but also to remain resilient when faced with challenges later in life.
• Self-Control: Teaching young children self-control helps them develop good habits that will serve them well in adulthood. Learning how to manage emotions, impulses, and desires can help young people make better choices for themselves and those around them.
• Cooperation: Working together with other people is a crucial skill that will serve anyone well personally and professionally throughout life. Encouraging young children to cooperate with others will help create stronger bonds between friends and family members while teaching valuable communication and teamwork skills.
• Respect: Teaching respect for others at an early age instills a sense of empathy that encourages thoughtful discourse amongst peers and adults later in life. Learning about different cultures, backgrounds, beliefs, and values helps foster understanding between individuals, which usually leads to a deeper appreciation for each other’s perspectives regardless of differences in opinion or lifestyle choices.
• Problem-Solving Skills: Developing problem-solving skills as early as possible helps children become more adept at tackling difficult tasks down the line by teaching them how to weigh options carefully before coming up with a solution or strategy for solving a particular problem efficiently and effectively without sacrificing the quality of output or result desired in the process either way round involved directly or indirectly towards resolution of the issue at hand responsibly instead of giving up too soon due lack of confidence/courage required originally for success per se achieved eventually ultimately no matter what it takes experiencing difficulty during journey onward!
• Confidence: Building up self-confidence from an early age boosts self-esteem and gives children the courage they need when facing difficult tasks or people who may seem intimidating at first glance. Empowering your child by praising their successes and encouraging healthy risks can help build confidence gradually so they are prepared for whatever comes their way later in life.
• Kindness: Having kindness towards oneself as well as others is a beneficial personality trait that starts developing from an early age into adulthood if nurtured properly from the start itself, containing mutual respect & understanding, which unifies us all against any discrimination among us living peacefully together collectively sharing same space happily so on & so forth respectively!
• Openness To New Experiences: Exploring new ideas through playtime activities like role-playing or experimenting with new materials builds creativity while introducing new experiences can help broaden one’s outlook on life while teaching patience along the way when initiatives don’t turn out quite exactly how was expected initially but still progress made nonetheless requiring perseverance & hard work eventually delivering desired outcome no matter what obstacle encountered during the journey ahead no doubt whatsoever.

Activities and exercises to nurture positive traits in children can vary depending on the child’s age and individual needs. Activities such as musical performances and public speaking can be beneficial for confidence building.

Other activities that may help build a child’s self-esteem include games like charades or karaoke, which require the child to take risks and practice bravery.

To encourage kindness, parents can have their kids role-play with dolls or stuffed animals to act out scenarios that involve problem-solving through acts of kindness.

Additionally, parents can foster understanding by reading books about different cultures and encouraging conversations about diversity that will help foster empathy in their children.

To help kids develop a curiosity for new experiences, parents can encourage exploration through outdoor activities like hikes or visits to local museums or festivals. They could also introduce crafting projects such as baking cookies or making art out of everyday objects; these tasks require a degree of creativity and patience that will help children become more open to trying new things.

Creating a supportive atmosphere to reinforce positive traits in children involves taking the time to connect with them on an emotional level. For example, parents can engage in meaningful conversations with their kids and ask questions that will encourage them to think more about how they are feeling or what they are going through.

Additionally, parents should provide consistent encouragement as their children learn new skills and take risks. This involves praising them for successes, no matter how small, and offering reassurance when they fail immediately.

Parents should also model the behavior they want to see in their children. If they want their child to be kind, compassionate, and understanding of others’ differences, the parent must also demonstrate these behaviors.

Parents can also show respect for their child’s autonomy by allowing them some independence within a framework of safe boundaries; this helps kids establish trust and build self-confidence while still respecting parental guidance.

Can Positive Character Traits be Learned or They are Inborn?

It is widely accepted that constructive character traits such as patience, kindness, compassion, and understanding can be developed over time and are not necessarily inborn.

While some may argue that these traits are predominantly determined by genetics or environment, research suggests that they are more likely to be acquired through a combination of both.

On the one hand, certain innate characteristics such as empathy or an ability to engage in complex problem-solving may naturally occur due to genetics.

On the other hand, parents have a huge role in promoting these traits by providing their children with positive reinforcement and guidance.

Mentors can also play an important role in helping young people develop positive character traits. Mentors provide a safe, non-judgmental space to help children understand and articulate their feelings and brainstorm solutions to difficult situations.

Mentoring relationships can benefit both mentors and mentees; not only does it allow mentees to learn from the wisdom and experience of a mentor, but it also allows mentors to give back and share their knowledge and skills with others.

Parents and mentors can help children develop positive character traits. Parents should safely give their child independence. Mentors can provide a place to talk and think of solutions for difficult situations. Parents and mentors should provide positive reinforcement and guidance to help children learn these traits.

Parents and teachers can help children learn positive traits like patience, kindness, compassion, and understanding. Parents should give their children independence with love and care.

Mentors can provide a safe place to talk about feelings and think of solutions for tough times. Parents and mentors should also offer encouragement to help children learn these positive traits.

What are Negative Traits and Understanding Them

Negative traits can be defined as behavior patterns, thinking, or feeling that hinder a person’s ability to engage in productive and healthy activities.

Negative traits are often caused by an individual’s self-limiting beliefs or negative experiences. For example, a person may have been raised in a household where criticism was common, and the expectation was always striving for perfection. This type of environment can lead to perfectionism, a negative trait that can prevent one from taking risks and trying new things.

The Most Common Negative Qualities in Individuals

Here are some of the most common negative qualities in individuals.

• Perfectionism: Perfectionists tend to have unreasonably high standards for themselves and others, making them feel overwhelmed and unable to cope with failure or criticism.
• Low Self-Esteem: Low self-esteem can contribute to an individual’s feelings of worthlessness and inability to succeed. It can also lead to depression, anxiety, and other mental health issues.
• Impulsivity: Impulsive individuals tend to act without thinking or considering the consequences of their actions. This can lead to risky behavior and difficulty in relationships.
• Self-Destructiveness: Individuals with this negative trait often engage in destructive behaviors such as substance abuse or eating disorders. They may also engage in reckless driving or risky sexual behavior.
• Negativity: This negative trait involves having a pessimistic outlook on life and expecting the worst outcome for any situation. Individuals with this trait often think nothing will ever work out for them and easily become discouraged.
• Procrastination: Those with this negative trait tend to put off tasks that require effort or accountability, making them feel overwhelmed and unable to complete tasks on time.
• Inability to Communicate: People who struggle with communication often struggle to express their needs or wants effectively. This can lead to misunderstandings and frustration in relationships.

By recognizing the most prevalent negative qualities in individuals and working on them, one can become more self-aware and build healthier habits that will positively impact life overall.

With practice, dedication, and patience, anyone can work towards building a positive attitude and creating a happier life for themselves.

How Do Positive Character Traits Influence Academic Achievement in Children?

Positive character traits such as self-discipline, hard work, resilience, conscientiousness, and perseverance can significantly impact children’s academic success.

These traits help children stay focused on their studies, persist in the face of difficulty, develop good study habits and routines, and take the initiative to learn more about a topic or subject.

What Strategies Can Parents and Educators Utilize to Promote Positive Trait Development in Children?

Parents and educators can model positive character traits for children by demonstrating them in their everyday lives. Additionally, they can provide frequent encouragement when children demonstrate these traits, reward desired behavior with praise or rewards (where appropriate), create opportunities for practice (such as setting up challenging tasks that require resilience), and create an environment that fosters positive personal growth.

Can Over-emphasizing Positive Traits Lead to Adverse Outcomes?

There is a potential risk of over-emphasizing positive character traits in children, leading to guilt or pressure when children feel they are not performing as expected. Parents and educators need to ensure they strike a balance between acknowledging good behavior and providing appropriate support and guidance when challenges arise.

How Can I Inspire Others to Embody Positive Personal Traits?

Leading by example is one of the best ways to inspire others to embody positive personal traits. Additionally, it can be helpful to provide clear goals or standards for behavior; provide regular constructive feedback; actively listen and respond with empathy; and provide appropriate rewards or recognition for positive behavior. 

It is important to remember that it takes time to develop strong personal traits, so patience and understanding are essential. Finally, helping others identify their personal strengths and build self-confidence can effectively foster these behaviors in others.

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Good qualities in a person, character is an inherently advantageous or excellent quality of someone.

You have the right to choose and build an inherently good personality, one of excellent quality or not. 

Building character hinges on understanding you hold power and the key to the  importance of knowledge . What you know, you can change and improve. 

Applied knowledge  replaces ignorance and undeveloped character traits

What you choose to do with your power, you alone determine. No one decides for you.

Every day you are nominating whether or not you will continue to learn, grow, judge situations reasonably, make decisions, and uphold your priorities. 

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Building character increases the spiritual virtues while sanding down the not-so-good spots.

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Virtue and vices in character and personality building, what you think about you bring about - think about spiritual virtues.

When was the last time you thought about the virtue of being committed? 

When was the last time you comprised your integrity? 

Also, when was the last time self-control was needed and failed? 

What vices are keeping you from being your best?

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10 steps to teaching character traits

Keep good virtues on your mind.

The ten steps to teaching character traits will help you keep good virtues on your mind so that the positive character traits can become part of your daily life. 

Start with picking a trait – aka moral virtue, good qualities, spiritual element  – and then…

• TALK about the character trait – What does it mean? Where do I fall short? How do I develop it?
• CHOOSE to like the attribute
• PIN the moral virtue where you will see it
• RESEARCH the trait, highlight the benefits you will receive
• POST about your application
• ENGAGE others with ideas on how to incorporate the good qualities
• TWEET your vices and failed attempts
• SHARE your progress in practicing the virtue
• TEACH others
• BE an example

Help your friends solve their issues by sharing this page. 

We thank you in advance – and they may or may not ever thank you, but know they will appreciate it. 🙂

Allow struggles to make you better, not bitter

When you feel like running, stop, and thank the conflict for allowing you to become better. 

Then, proceed knowing you will be developing your character.

Character traits form priorities and influence choices  

Step back and examine what you are doing and why. Ask yourself what character trait has gone on holiday?

Now, return to the sad words list in the  Planner  to help you identify the need that is being unmet. There is a positive emotion list, and sad words list download on  FIND LOVE . 

Also, when you don’t like the choices you are making…

Look at the undeveloped personal trait behind why you are choosing or doing something undesirable.

As you build your moral virtues, you will learn people are not dishonorable without first choosing to be so.   Moral integrity  is a choice. 

A moral man: virtuous, good, righteous, upright, upstanding, high-minded, principled, honorable, honest, just, noble, incorruptible, scrupulous, respectable, decent, clean-living, and law-abiding.

How to have a strong personality

Choose to build character, good virtues, and a strong personality.

Read the following statement out loud…

“My character traits and beliefs form my priorities.

My priorities drive my life, direct my heart, guide my finances, and determine my level of faith.

Then, my undeveloped personality traits are behind the majority of my issues and unmet needs.

And, It’s time I take responsibility to develop my attributes so that I can create a life I am proud to live.”

Stand up and do either a Superman or Wonder Woman pose (hands on your hips) loudly declaring… 

“Yes, I will do this!”

Choose to daily develop personal traits

Become the best version of yourself.

Switch your attitude by focusing on building your character. You will find each cornerstone page features Character Traits  to develop , CLICK the page to see the traits.

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100+ Intelligent and Smart Character Traits

The ProWritingAid Team

Table of Contents

Possible causes of being smart, attitudes linked to being intelligent, thoughts and struggles related to being smart, emotions associated with being smart, facial expressions related to being intelligent, body language linked to intelligence, behaviors associated with being smart, growth and evolution of smart characters, stereotypes of intelligent characters to avoid, negatives of being smart, positives of being smart, common actions of intelligent characters, relationships of smart characters, examples from books of characters who are smart, writing exercises for writing smart characters.

To engage your reader, it's important to always show, not tell, the traits of your characters.

The character trait smart can refer to a person who is intelligent, knowledgeable, and capable of understanding complex ideas and concepts. Smart characters may possess a quick wit, sharp problem-solving skills, and a keen ability to learn and adapt. They may also demonstrate a strong sense of curiosity and a desire to explore new ideas and perspectives. Overall, a smart character is someone who is intellectually competent and capable of using their intelligence to achieve their goals.

You might want to weave these into your character's backstory to build a more believable character:

Being well-read and knowledgeable about a variety of topics

Innate intelligence or high IQ

Openness to new ideas and willingness to question assumptions

Ability to think critically and logically

Exposure to diverse perspectives and experiences

Good memory and ability to retain information

A love for learning and a curiosity about the world

Supportive upbringing with emphasis on education and personal growth

Strong problem-solving skills

Access to quality education and resources

A desire for intellectual challenges

You may be able to show a character's intelligence through their attitudes:

Eagerness to learn and acquire new knowledge

Confidence in one's intelligence

Strong work ethic and dedication to self-improvement

Strategic thinking and decision-making

Curiosity and a thirst for understanding

Humility and willingness to acknowledge gaps in knowledge

Resourcefulness and adaptability

Ability to analyze and solve complex problems

Openness to different perspectives and ideas

Here are some ideas for things your smart character may think or struggle with:

Frustration with others who may not grasp concepts or ideas as quickly as they do

Constantly questioning their own intelligence and abilities

Feeling isolated or misunderstood due to their intelligence

Difficulty relating to others who may not understand their thought processes

Impostor syndrome, feeling like they don't deserve their success or accomplishments

Fear of failure and making mistakes

Struggling with the pressure to succeed and live up to expectations

Tendency to overthink and analyze situations

Feeling a sense of responsibility to use their intelligence for good or to make a difference

Here are some ideas for emotions your smart character may experience:

Problem-solving skills

Perseverance

Strategic planning

Intellectual satisfaction

Analytical thinking

Self-awareness

Open-mindedness

Here are some facial expressions your smart character may exhibit:

Smiling knowingly

Raised eyebrows

Tapping fingers on the chin

Squinting eyes

Nodding the head

Looking off into the distance with a contemplative expression

Frowning in thought

Tilting the head to the side

Chin stroking

Here is some body language your smart character may exhibit:

Using a clear and confident tone of voice when speaking

Using precise hand gestures to emphasize points

Sitting up straight with good posture

Maintaining good eye contact while speaking or listening

Frequently smiling or showing a subtle smirk

Nodding in agreement or understanding

Avoiding fidgeting or unnecessary movements

Frequently pausing to consider responses before speaking

Displaying a calm and composed demeanor

Here are some behaviors your smart character may exhibit:

Researching and gathering information before making decisions

Setting and achieving goals through strategic planning

Collaborating with others to achieve a common goal

Being open-minded and willing to consider different perspectives

Solving complex problems with creativity and innovation

Adapting to new situations and challenges

Learning from mistakes and seeking feedback for improvement

Communicating clearly and effectively

Analyzing and interpreting data accurately

Here are some ways that your smart character may grow and evolve over time:

They learn to communicate more effectively, recognizing that their intelligence can sometimes intimidate or alienate others.

They become more creative and innovative, learning to think outside the box and come up with unconventional solutions to problems.

They become more adaptable and flexible, able to adjust their plans and strategies when faced with unexpected challenges.

They realize that their intelligence isn't enough to solve every problem and begin to seek out the help of others.

They learn to rely less on their intellect and more on their intuition or emotions.

They develop greater empathy and understanding for others, learning to see things from different perspectives.

They become more humble and open-minded, recognizing that there is always more to learn and that they don't have all the answers.

Try to avoid writing stereotypical smart characters like these examples:

Avoid making the character's intelligence the defining feature of their personality, as this can make them one-dimensional and boring.

Avoid using stereotypes like the "mad scientist" or the "nerdy bookworm" without adding depth and complexity to the character.

Avoid making the character come across as arrogant or condescending toward others who may not be as intelligent.

Avoid portraying the character as socially inept or lacking emotional intelligence.

Here are some potential negatives of being smart. Note: These are subjective, and some might also be seen as positives depending on the context.

Difficulty accepting constructive criticism or admitting mistakes

Difficulty connecting with others who may not share the same level of intellect

Impatience with slower learners or those who don't understand certain concepts

Tendency to prioritize intellectual pursuits over social or emotional ones, leading to imbalance in life

Arrogance and condescension toward those perceived as less intelligent

Struggles with making decisions due to overanalysis and weighing multiple options

Overthinking and analysis paralysis

Here are some potential positives of being smart. Note: These are subjective, and some might also be seen as negatives depending on the context.

Being smart often leads to success in academics, business, and other areas of life.

Smart characters tend to be knowledgeable, well-read, and informed about a wide range of subjects.

Being smart allows characters to solve problems efficiently and creatively.

Smart characters tend to be good listeners and can understand complex ideas quickly.

Being smart can lead to a sense of confidence and self-assurance, which can be attractive to others.

Smart characters can be excellent strategists and can develop effective plans to achieve their goals.

Smart characters can often anticipate problems before they arise and take steps to prevent them.

Here are some potential actions used by smart characters:

Displaying wisdom in decision-making

Demonstrating a good sense of judgment

Providing insightful analysis

Demonstrating critical thinking skills

Displaying intellectual curiosity

Making astute observations

Demonstrating quick wit

Having a sharp memory

Using complex vocabulary

Being able to learn quickly

Being knowledgeable about a wide range of topics

Solving complex problems

Being able to explain complex concepts in simple terms

Being able to think on one's feet

Providing well-reasoned arguments

Here are some ways that being smart could affect your character's relationships:

Smart people may come across as intimidating or condescending to others who are not as intellectually capable, leading to strained or unbalanced relationships.

Smart people may gravitate toward others who are also intellectually curious or who share similar passions, leading to close and fulfilling relationships.

Smart people may struggle to connect with others who do not share their interests or level of intellect, leading to feelings of loneliness or isolation.

Smart people may be more critical of others, leading to a potential for conflict or tension in their relationships.

Smart people may feel like they are constantly being challenged by others, leading to a tendency to become defensive or argumentative.

Smart people may be sought out by others for advice or guidance, leading to a mentor-mentee dynamic in their relationships.

Robert Langdon from The Da Vinci Code by Dan Brown

Dr. Hannibal Lecter from The Silence of the Lambs by Thomas Harris

Lisbeth Salander from The Girl With the Dragon Tattoo by Stieg Larsson

Ender Wiggin from Ender's Game by Orson Scott Card

Sherlock Holmes from the Sherlock Holmes series by Arthur Conan Doyle

Atticus Finch from To Kill a Mockingbird by Harper Lee

Gandalf from The Lord of the Rings by J.R.R. Tolkien

Hermione Granger from the Harry Potter series by J.K. Rowling

Here are some writing exercises you might try for learning to write smart characters:

Have the smart character make a prediction or deduction that turns out to be accurate, showcasing their intelligence.

Write a scene where the smart character teaches or explains something to another character, demonstrating their knowledge and expertise.

Show the smart character coming up with a clever or innovative solution to a problem.

Show the smart character researching or analyzing information to make an informed decision.

Have the smart character engage in a debate or argument, using their intelligence and logic to make their point.

Create a scene where the smart character is able to solve a complex problem or puzzle that other characters cannot.

Write a conversation between the smart character and another character where they use advanced vocabulary or discuss a complex topic.

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14 Brilliant Ways to Teach Character, Setting, Problem and Solution

Are you looking for inspiration to teach your students how to write their best, most brilliant stories?

Look no further! I have some great ideas for you to motivate your students and have them engaged in writing stories like they’ve never been before.

Table of Contents

Where to Start?

Character, setting, problem, and solution are the basic story elements. Every story—from short stories to fairy tales and Greek myths or Harry Potter to Shakespeare—has those four elements, or it’s not a story. Try it for yourself. Think of a favorite story and test those four pillars. 

Always Start with the Characters

Character is the most important element of any story. Just think about it! Without the element of a good character, we would soon give up on a story. Our characters need to be larger than life, and we need to know what happens to them. We should be rooting for them. We don’t even have to particularly like them as long as we are interested in them and care what happens to them.

Talk Before You Write

In all of the activities below, the emphasis is on talking and planning – not writing. If you allow plenty of time for this, when it is finally time to write a story, it will be much richer.

Start by talking about your students’ favorite characters; these could be characters from books , films, TV programs, or even video games. What is it about the characters that they like or that keeps them interested in them?

Here are my activities to start building interesting stories and keep your students motivated to keep writing:

1. Visualize your character                                                                                

Cut out a selection of interesting faces from old magazines and newspapers. Make sure you have a good range of diverse characters. Now, look more closely at the images and choose the one that you are most drawn to. Think of a name for your character and talk about their values. What kind of person are they?

If you need prompts for this, write a list of captions like:

Untrustworthy

In groups, encourage your students to talk about the ways your character is kind, for example. What sort of things might they do to show they are kind? Do they help old people? Do they make cakes for a friend? Or maybe they are mean; they never share their sweets, and they hide stolen treasures under the ground?

2. Character occupation

Another way to introduce a character is to prepare some character prompt cards with pictures or words of different characters, such as: 

Choose one of the characters you feel drawn to and talk about some of their traits, just like in the activity above.

3. Get to know your character

Now that you have an image of your character, let’s start to build it up by asking the following questions:

Where do they live?

Who are their friends and family?

What do they like?

What do they hate?

What do they want most in life?

How will they get it?

This should be a group or partner discussion. We are just thinking out loud at this stage, so it is fine to change your mind if you think of something better for your character as you start talking about them. This is how real authors plan and build characters. 

4. Name your character

This activity is an alternative way to build a character.

Type your chosen name into a search engine and make a random search for images of that name.

For example, if your favorite name is David, type into a search engine images of David. Keep scrolling down until you find an image that you like for your character.

The trick is to keep scrolling. If you still can’t find an image you like, change the name or the spelling and try again.

When you are happy with an image you have found, print it out and use it to write a description of your character.

 Setting

5. Story setting

Once the students have a clear idea of their character, you can move on to planning your setting—where your story will take place. To decide on a setting for your story, similar to activity 2, use some picture prompt cards to choose from. For example: 

Haunted house

Bonfire display

Desert island

Old attic 

Bus station

You can either turn all the cards face down and make a random selection or choose the setting that you are drawn to. 

6. Search for a scene

Another way to plan your setting is to look through a selection of old magazines. Travel brochures and walking magazines are perfect for this activity, but you can use any style of magazine or newspaper. Alternatively, you can search online for images of a place and print them out.

In groups, ask your students to describe their picture without letting anyone see it. Can they guess each other’s setting without saying the actual name?

If you said my setting is a sandy place surrounded by sea, blue sky, coconut trees, and parrots, could they guess it was a desert island?

Talking and describing all helps to build up ideas and vocabulary in preparation for writing your story later.

7. World building

This activity is an alternative way to build a setting, and it really gets the imagination firing! 

What to do:

Tip a small container of dried rice onto a large sheet of paper.

Move it gently with your hands into a shape that you like. It can be a regular or irregular shape.

Using a pen, carefully draw around the rice shape, then tip the rice back into the container. 

The shape you are left with is your new world. 

It could be a new planet, a whole country, a kingdom, the border of a forest, an island, or the walls of a cave—whatever you want it to be. Just use your imagination. 

Start to draw on your new world. Add key points, landmarks, and geographical features like mountains, rivers, buildings, craters, or whatever it is you want in your world.

Working in pairs or groups, ask the students to talk about the setting they have created. 

8. Creating a problem

Now that we have a character and a setting in development, we need to remember the third pillar of every good story: the problem. To introduce this story pillar, think again about a favorite character and the problems they must overcome.

Problems like:

Harry Potter has to learn how to be a wizard while fighting his arch-enemy. 

Red Riding Hood has to find her way to Grandma’s house and defeat the wolf.

Charlie Bucket has to make it out of the chocolate factory alive with his Grandpa Joe.

As a group, ask your students to brainstorm a list of all the different problems they can think of and pin it up to use as inspiration.

You could give examples like:

I’m lost and don’t have a phone or any money.

My boat is sinking and I’m in the middle of a lake.

I’m hungry and I can’t afford food.

My dog has gone missing. 

I’ve landed on the moon, but my rocket is broken.

I’m being bullied by a giant boy in school.

My granny thinks she is an alien.

When your students have thought up a good selection of diverse problems, write them on paper and put them in a hat. Now ask them to choose a problem at random from the hat and add it to their chosen character and setting. 

Now we can start to put a good story together. (If you choose a problem that doesn’t work, just have another turn.)

9. Someone else’s problem

Another way to brainstorm problems is to open a newspaper, a magazine, or a news feed website at random and find out what is going on in the world today. Here are a few stories I found today at random:

My dad was a spy.

My home has been blown up and I can’t find my family.

My cat has the loudest purr on record. 

My pet snake is missing.

I know! They say real life is stranger than fiction. Amazing!

10. Even more problems

That’s right! The best stories are the ones where your character has to overcome not just one, but a whole heap of problems thrown at them. The more obstacles you can give your character to solve, the better. Don’t just stop at one problem. Heap them up. Throw everything, including the kitchen sink at your character. Really make them work hard. 

Ask your students to talk to their group about all the problems their character will need to overcome by the end of your story. 

Hot seating is a great way to build ideas for your story, so now that you have your character, setting, and problem, ask your students to take turns sitting in the “hot seat” and pretend to be their character. 

Ask the following questions to each “character”:

How are you feeling?

What is your biggest challenge?

Who will help you?

How long will it take you?

Where do you want to get to?

How will you know when you’ve achieved your goal?

11. Sorting it out

Every story needs a good ending. It doesn’t always have to be a happy ending, but we do need to get to a resolution or an answer to the problem in the story.

Ask your students to talk through how they think their character will solve each problem. It’s a good idea here to go back and remind your students of their character’s chosen traits. 

Is the character a strong or weak one? 

Is the character good or bad?

Will they need to change by the end of the story? 

Try to hold back from starting to write anything down until you have done this work. The more time you put into talking about your story, planning it, and mapping it out, the more ideas you will have in your head when it’s time to start writing. 

12. Story mountain

It’s said that every story has a different shape. There are lots of different-shaped stories, but the most common one is the shape of a mountain peak. Draw a large mountain shape and ask your students to take their character on a journey over the mountain.

Start at the beginning of the mountain and imagine your character climbing up the mountain. 

On the way up, they will face all the different obstacles or problems you set for them. 

At the point where they reach the top, they will realize how to solve their problems.

Start to climb down the other side of the mountain, solving each problem along the way.

Just before they reach the bottom of the mountain, they should solve their final problem and end their journey.

Work in groups so that you can help each other think of solutions if you get stuck. 

13. Story map

An alternative to the story mountain is a story map. A story map is a way of planning your story by putting all the elements of character, setting, problem, and solution together in a visual way before you start to write it. That way, if you get stuck or can’t remember what was going to happen in your story, you can always look at your story map to help you remember. This is a very simple version of a story map. Keep the drawing simple; stick figures are fine. 

On a large sheet of paper, write the word Beginning.

Draw a picture of your setting.

Now take your character for a walk in storyland by drawing a line or a “road”.

Next, draw a picture of the first problem they encounter.

Carry on drawing the line and adding a picture of the next problem in the story.

The line should eventually include all the main points in the story.

When you have finished your story map, write End.

Finally, it’s time to write your story. Get your map ready and go for it!

ORIGINAL RESEARCH article

Personality traits and complex problem solving: personality disorders and their effects on complex problem-solving ability.

• 1 College of Education, Institute of Educational Sciences and Research, Salzburg, Austria
• 2 Department of Psychology, University of Greifswald, Greifswald, Germany
• 3 Department of Psychology, University of Graz, Graz, Austria
• 4 Department of Psychiatry, Psychotherapy and Psychosomatics, Paracelsus Medical Private University, Salzburg, Austria
• 5 Institute of Synergetics and Psychotherapy Research, Paracelsus Medical Private University, Salzburg, Austria

Complex problem solving (CPS) can be interpreted as the number of psychological mechanisms that allow us to reach our targets in difficult situations, that can be classified as complex, dynamic, non-transparent, interconnected, and multilayered, and also polytelic. The previous results demonstrated associations between the personality dimensions neuroticism, conscientiousness, and extraversion and problem-solving performance. However, there are no studies dealing with personality disorders in connection with CPS skills. Therefore, the current study examines a clinical sample consisting of people with personality and/or depressive disorders. As we have data for all the potential personality disorders and also data from each patient regarding to potential depression, we meet the whole range from healthy to impaired for each personality disorder and for depression. We make use of a unique operationalization: CPS was surveyed in a simulation game, making use of the microworld approach. This study was designed to investigate the hypothesis that personality traits are related to CPS performance. Results show that schizotypal, histrionic, dependent, and depressive persons are less likely to successfully solve problems, while persons having the additional behavioral characteristics of resilience, action orientation, and motivation for creation are more likely to successfully solve complex problems.

Introduction

A problem arises when a person is unable to reach the desired goal. Problem-solving refers to the cognitive activities aimed at removing the obstacle separating the present situation from the target situation ( Betsch et al., 2011 ). In our daily lives, we are constantly confronted with new challenges and a plethora of possibilities to address them. Accordingly, problem-solving requires the ability to identify these possibilities and select the best option in the unfamiliar situations. It is, therefore, an important competence to deal with new conditions, adapt to changing circumstances, and react flexibly to new challenges ( Kipman, 2020 ).

Even tasks for which the sequence of choices to be taken is relatively straight-forward, such as in the process of navigating to a certain destination in a foreign city or cooperative decision-making during psychotherapy, appear as a highly diversified process, when considered in detail ( Schiepek, 2009 ; Schiepek et al., 2016a ). However, most problems we face in everyday life are not as well defined and do not necessarily have an unambiguous solution. The ability to deal with such sophisticated problems, i.e., complex problem solving (CPS) , is of particular relevance in everyday settings.

Funke (2001 , 2003 , 2012) and Dörner and Funke (2017) , identified five dimensions along which complex problems can be characterized: (i) The complexity of the problem arises from the number of variables contributing to the problem, which in turn affect the number of possible solutions. (ii) The connectivity of the problem arises from the number of interconnections between these variables. (iii) The dynamics of the problem arise from changes in the problem variables or their interconnections over time. These changes can be a result of the person’s actions or are inherent to the problem, i.e., characteristics of the variables themselves or a result of interactions between the variables. (iv) The non-transparency of a problem refers to the extent to which the target situation, the variables involved, their interactions and dynamics cannot be ascertained. (v) Finally, complex problems are usually polytelic , i.e., they have more than one target situation.

Accordingly, CPS requires the ability to model the problem space, i.e., understand which variables are involved and how they are interconnected, the ability to handle a large number of variables at the same time, judge the relevance and success probability of possibilities, identify the interconnections between variables and the inherent dynamics thereof, judge the consequences of one’s own actions with regards to the problem space, and collect relevant knowledge to deal with non-transparency.

Tasks to measure this complex set of abilities were developed by Dörner (1980 , 1986) , who criticized that the measurement of general intelligence tended to use simple tasks that are not comparable with the level of complexity of real-world problems. He proposed measuring intelligent behavior in computerized environments specifically adapted to simulate the properties of sophisticated problems in everyday settings ( Danner et al., 2011b ). cf. Dörner et al. (1983) in research used settings referred to as Microworlds to assess the way participants acted under heterogeneous, dynamic, and non-transparent conditions. Participants were instructed to administrate a tiny German village by the name of Lohhausen by creating the ideal conditions for the village and its inhabitants ( Hussy, 1998 , p. 140–141). This microworld comprised more than 2,000 variables, guaranteeing an elevated level of complexity, which also required a high-level operationalization of CPS. However, the general validity of the performance at Lohhausen turned out to be a questionable issue, since the performance was operationalized as a factor composed of 6 main criteria, some of which were subjective assessments. Accordingly, the parameter definition for CPS performance was rather ambiguous. The reason for this ambiguity is that the vague description of the objective, i.e., to establish a respectable standard of well-being among the inhabitants—gave room for subjective interpretation (cf. Hussy, 1998 , p. 146–150). Since then, the psychometric validity of the CPS performance in complex microworlds has been demonstrated by several researchers (e.g., Wittmann and Hattrup, 2004 ; Danner et al., 2011a ).

Because of the high-translational relevance of the topic, the question arises how and which individual differences contribute to more or less efficient solving of the complex problems, such as Microworlds. Individual differences in problem-solving have been described along a cognitive dimension, i.e., the problem-solving style , and an emotional–motivational dimension, i.e., the problem orientation ( D’Zurilla et al., 2011 ). Cognitively, problems can be solved in a rational style , i.e., systematically and deliberate, in an impulsive style , i.e., careless, hurried, and often incomplete, or in an avoidance style via passivity and inaction leading to procrastination ( D’Zurilla et al., 2002 , as cited in D’Zurilla et al., 2011 ). Emotionally, people with a positive problem orientation , see problems as an opportunity for success, i.e., a “challenge” and are confident that the problem is solvable, and that they will be able to solve it. People with a negative problem orientation view problems as an opportunity for failure, i.e., a “threat” and doubt their ability to solve the problem ( D’Zurilla et al., 2011 ).

Some studies have already related basic personality traits, such as the BIG-5, to the way a person tackles complex problems. For example, it has been demonstrated that individuals who score high in conscientiousness, openness for experience, and extraversion also have higher problem-solving abilities. In contrast, individuals with higher scores in neuroticism show poor problem-solving abilities ( D’Zurilla et al., 2011 ). McMurran et al. (2001) demonstrate that this is a result of the way in which neurotic individuals approach problems. Neuroticisms was significantly associated with an impulsive or avoidant problem-solving style, and a negative problem orientation. Vice versa, Arslan (2016) identified a positive relationship between constructive problem-solving and being extrovert, receptive, and open to new learning experiences, and also high in tolerability and accountability.

The present study seeks to extend these findings to individuals with “extreme” levels of personality traits, i.e., individuals with personality disorders, taking into consideration the way in which personality characteristics manifest in everyday situations, such as work–place situations. Following the most current diagnostic approach to personality disorders as outlined in the ICD-11, the individual accentuations of 9 disorder-relevant personality traits were taken into account, including:

(i) Paranoid traits , i.e., the extent of mistrust toward others.

(ii) Schizoid traits , i.e., the inability to express feelings and experience pleasure, resulting in fierce separation from affective contacts and also friends and social gatherings with an excessive preference for the magical worlds.

(iii) Antisocial traits , i.e., the extent of disregard for social obligations and callous lack of involvement in feelings for others, resulting in aggressive behavior.

(iv) Borderline traits , i.e., the tendency to act out impulses without regard to consequences, associated with unpredictable and erratic moods.

(v) Histrionic traits , i.e., the tendency to overdramatize and show a theatrical, exaggerated expression of feelings, suggestibility, egocentricity, hedonism, and a constant desire for recognition, external stimuli, and attention.

(vi) Dependent traits , i.e., excessive and inappropriate agreeableness ( Costa and McCrae, 1986 ) resulting in major anxiety about separation, feelings of helplessness, and a tendency to subordinate oneself to the desires of others.

(vii) Schizotypal traits , i.e., extreme levels of introversion, resulting in social disengagement.

(viii) Obsessive-compulsive (anankastic) traits , i.e., excessive conscientiousness, involving feelings of doubt, perfectionism, and inflexibility.

(ix) Depressive traits , i.e., the tendency toward persistent feelings of sadness and loss of interest.

Few studies have assessed problem-solving, much less CPS, in patients with personality disorders. Previous research shows, that patients with histrionic and narcissistic personality types show an impulsive problem-solving style, whereas avoidant and dependent individuals show a negative problem orientation ( McMurran et al., 2007 ). In addition, people who are in a depressive mood ( Lyubomirsky et al., 1999 ), or even clinically depressed and anxious have difficulties generating effective solutions to problems ( Marx et al., 1992 ). Accordingly, we hypothesize a negative association between high accentuations of disorder-related personality traits and CPS. The aim of the present study was to explore, which disorders were most severely affected and whether this association also manifested in work-related situations.

Action-orientated problem-solving is particularly required in areas where people are under a lot of stress, for example, in entrepreneurship, team leading in the clinical settings, or firefighting. Especially when a work-related crisis appears, action-oriented problem-solving is important, because it unites handling both novel and routine demands ( Rudolph and Repenning, 2002 , as cited in Rudolph et al., 2009 ). Rudolph et al. (2009) found that only by taking action, information cues become available. Accordingly, both CPS and everyday situations in the work-place require the ability to cope with stressful events and protect oneself from the negative effects of stress, i.e., resilience ( Lee and Cranford, 2008 , as cited in Wagnild and Young, 1993 ; Fletcher and Sarkar, 2013 ). Indeed, individuals with a high trait resilience are more willing to take action in problem-solving ( Li and Yang, 2009 , as cited in Li et al., 2013 ). This is consistent with previous research demonstrating that effective problem-solving abilities go along with high-psychological resilience ( Garcia-Dia et al., 2013 ; Williamson et al., 2013 ; Crowther et al., 2016 , as cited in Pinar et al., 2018 ). Pinar et al. (2018) even found that problem-solving competencies can be increased by increasing psychological resilience and self-confidence levels. Accordingly, identifying which personality disorders are most severely affected in these areas may also provide hints for psychotherapy.

Materials and methods

Participants.

The present study included data from N = 242 adults (49.1% male) with personality disorders and/or depressive disorders, with ages ranging from 17 to 48 years (mean: 26.5 years). The participants were given five assessment batteries and a set of demographic variables, which included game experience. They were also given a commercial complex problem-solving (CPS) game known as Cities: Skylines involving the construction and managing of a city like a mayor would with the goal of growing the city while not running out of money. Participants were patients from psychiatric and psychosomatic hospitals, who got follow-up treatment directly after leaving the hospital. The treatment took place in a panel practice for aftercare where the CPS experiment was done (see Figure 1 ).

Figure 1. Exemplary model of some (not all) factors that influence the number of inhabitants and the general happiness of the population in Cities: Skylines (CSL). The number of related variables illustrates the complexity, connectivity, and polytely in the simulated environment.

Personality questionnaires

In order to obtain a comprehensive diagnosis and measure disordered personality traits in a continuous fashion, three personality questionnaires were used, including the PSSI, SCID-5-PD, and MMPI-II. While the PSSI scores were used in the statistical analysis, SCID-5-PD scores and MMPI-II scores were used to confirm the PSSI diagnosis. Furthermore, in order to assess the manifestation of disordered personality traits in work-related situations, we used the BIP.

The Persönlichkeits-Stil und Störungs-Inventar (PSSI; Kuhl and Kazen, 2009 ) is a self-report instrument that measures the comparative manifestation of the character traits. These are designed as non-pathological analogs of the personality disorders described in the psychiatric diagnostic manuals DSM-IV and ICD-10. The PSSI comprises 140 items assigned to 14 scales: PN (willful-paranoid), SZ (independent-schizoid), ST (intuitive-schizotypal), BL (impulsive-borderline), HI (agreeable-histrionic), NA (ambitious-narcissistic), SU (self-critical-avoidant), AB (loyal-dependent), ZW (conscientious-compulsive—anankastic), NT (critical-negativistic), DP (calm-depressive), SL (helpful-selfless), RH (optimistic-rhapsodic), and AS (self-assertive-antisocial). Patients rate each item on a 4-point Likert scale (from 0 to 3) and continuous scale values are calculated as the sum of the 10 item ratings belonging to a scale. Accordingly, a maximum value of 30 can be achieved for each scale. In this study, we focused on the nine traits PN, SZ, ST, BL, HI, AB, ZW, DP, and AS, as the other measured traits are not listed as personality disorders in the ICD-10 or DSM-V.

The Strukturiertes Klinisches Interview für DSM-5—Persönlichkeitsstörungen (SCID-5-PD; First et al., 2019 ) is a semi-structured diagnostic questionnaire that can be used to evaluate the 10 personality disorders included in the DSM-5 in clusters A, B, and C, as well as disorders in the category “not otherwise specified personality disorder.” Each DSM-5 criterion is assigned corresponding interview questions to assist the interviewer in assessing the criterion. It is possible to utilize the SCID-5-PD to categorically diagnose personality disorders (present or absent) ( First et al., 2019 ). In addition, regulations are also included which can be used to create dimensional ratings.

The MMPI ® –2 ( Butcher et al., 2000 ) is a revised and completely re-normed version of the Minnesota Multiphasic Personality Inventory (MMPI). With the help of the MMPI ® –2, a relatively complete picture of the personality structure can be obtained in an economical way.

The Bochumer Inventar zur berufsbezogenen Persönlichkeitsbeschreibung (BIP; Hossiep and Paschen, 2019 ) measures personality traits in a work-related context. A total of 210 items are assigned to 4 global dimensions including 14 subscales. These include work orientation (diligence, agility, and focus), professional approach ( performance-, creativity-, and management motivation), social competencies (sensitivity, social skills, sociability, teamwork, and assertiveness), and mental constitution (emotional stability, resilience, and self-confidence) on a continuous scale. Patients respond to each item on a 6-point Likert scale.

Game experience

As possible previous experience with the CPS game may affect the level of problem-solving efficiency during the test, participants were asked to rate their previous engagement with simulation-based urban development games on a 4-point Likert scale with response options running from “none” to “very much.” The same poll also featured a listing of 20 symbols from Cities: Skylines, in combination with their meanings (e.g., “no electricity”) for participants to make use of during their quest. At the end, participants were asked to rate their experience based on a 5-point scaling reaching from 1 (extremely simple) to 5 (super challenging). At last, the researcher also marked on each poll sheet, whether (a) the individual patient was able to accomplish the mission (Success, Failure, or Patient Breakup), and (b) the exact time frame of the testing session (morning, afternoon, or evening).

Cities: Skylines (CSL)

The computer-based simulation game Cities: Skylines ( Paradox Interactive, 2015a ), which can be downloaded from Steam for about 30 dollars, explores the construction and management of a city and was implemented in the current study as a Microworld scenario. Much like in the successful microworld Lohhausen ( Dörner et al., 1983 ), gamers in Cities: Skylines basically act in lieu of the city’s mayor, taking over all of his authority and duties. As promised in the user manual, it “offers endless sandbox play in a city that keeps offering new areas, resources, and technologies to explore, continually presenting the player with new challenges to overcome” ( Paradox Interactive, 2015b , p. 4). The game fulfills the parameters of Brehmer and Dörner’s (1993) microworlds and meets the standards of complex problems according to Funke ’s ( 2001; 2012 ). The examples below illustrate the way in which these features are relevant for Cities: Skylines (see Figure 2 ; see also de Kooter, 2015 ; Paradox Interactive, 2015b ):

Figure 2. Procedure of the study.

(i) Complexity is fulfilled because the system is made up of a variety of components including a vast series of different constructions (areas, basic resources, roads, constructions, electricity, water supplies, etc.), options (fiscal matters, budgeting, credit, traffic management, security, healthcare, and education), and parameters (population density, inhabitant satisfaction, environmental issues, and delinquency). As an example, while purchasing a wind turbine, the participant may weigh related costs, budgeted funds for the week, potential noise pollution, the way the turbine blends into the landscape vs. the rate of efficiency, along with the hardware required to connect the device to the town’s existing network, etc.

(ii) Connectivity is fulfilled because the parameters in the model are heavily interconnected. Each component is related to at least one other element (see Figure 2 ) implementing a network of correlations and interdependencies. As an example, residential zones should not be located in proximity to wind turbines, as the amount of noise pollution caused by their operation might affect the quality of life in that zone, which again might make the area less attractive and lower the property values.

(iii) Dynamics are fulfilled because the demands of the population are subject to autonomous change, while other variables, e.g., zoning requirements also depend in part on the actions of the participants. While the dynamics of the game cause the population and the territory of the city to grow, the whole infrastructure becomes inadequate over time and needs to be adapted. Water and electricity infrastructures, the number of schools, clinics, municipal cemeteries, etc., that used to suffice for the population then need to be expanded. Moreover, depending on its frequentation, each building or road has a certain life span until it is left abandoned and will have to be replaced.

(iv) Non-transparency is not featured as an essential part of the Cities: Skylines gameplay, but is instead primarily caused by its connectivity and intricacy. While playing the game, the number of variables and their interconnections make active exploration essential. Independent of the player’s actions; however, there are also very non-transparent features, such as random death waves or an (unexpectedly) higher incidence of fires in the area following the first construction of a firefighter center by the player.

(v) Polytely arises since the objective to increase the population of the city requires the simultaneous achievement of a large number of minor tasks, which may be conflicting (e.g., strategic allocation of bus stops for both students and employees). The situation is further complicated by unforeseen complications (e.g., water pollution causing disease spread), which force the player to abandon his/her ongoing task and give full attention to the new issue. The source of the problem must be evaluated while new strategies for potential solutions are weighed against proven approaches. For the current research, each patient was provided with identical settings, including a sizeable, completely functional city with a number of 2,600 residents, 50,000 game money points, and a general population satisfaction level of 90%. Their subsequent task was to boost the population of the cities to 5,000 residents while making sure that the residents were not poorly (as measured by an average satisfaction level of at least 75%) and the bank balance remained positive. On the contrary, the task was left unaccomplished if (a) the population of the urban areas dropped to 1,000, (b) the balance of the account dropped to 0, or (c) the maximum game time of 120 min had elapsed. Patients received the tip, that it was necessary to set priorities and focus on the mission.

Based on the task of raising the number of inhabitants of the city, a parameter of CPS performance was calculated as the average growth of the population relative to the target size of 5,000:

Gamers were instructed not to modify the time settings during the game, to allow for comparable measurements across participants.

Given that the participants were patients from psychiatric and psychosomatic hospitals, many of them lacked game experience. To increase test fairness between patients with different levels of game experience, all the participants were provided with a brief introduction on how to handle a list of fundamental game features:

• placement of streets, buildings, water pumps, and wind turbines;

• positioning of roads, structures, water pipes, and turbines;

• division of zones (housing, businesses, and industries/offices zones) and the mode of bulldozing;

• structural survey of power, water lines, and waste collection;

• search for the info stats to view the requirements of the residents;

Statistical analysis

For all the statistical analyses, SPSS version 26.0 (2020) was used.

On the basis of the ICD-11 definition, the personality traits were not analyzed categorically (as before), but dimensionally. To relate the expression of currently recognized personality disorders to performance in CPS, we used correlation analyses between CPS performance and the 9 scale scores of the PSSI (verified by the SCID and MMPI-2) and also the 4 overall dimensions of the BIP. Given the high number of resulting correlations, p -values could be misleading because of the multiple testing. Accordingly, we identified relevant personality traits for CPS using (i) The Bonferonni-correction of p -values and (ii) an effect sizes cut-off of r > 0.25.

In a second step, we explored, which facets of the BIP contributed to the associations with CPS performance in order to get a more fine-grained picture of possible effects.

In sum, we sought to identify the strongest predictors of CPS performance using 3 multivariate regression models with the 9 clinical traits, controlling for gender in the 2nd model and additional game experience in the 3rd model.

Table 1 lists the experience with urban planning simulation games in the current sample. About 50% of the patients rated the game as “easy” or “rather easy,” 37.5% rated it as “not easy but also not difficult” and 12.6% responded that the game was “difficult” or “very difficult.”

Table 1. Experience of the sample ( N = 242, N = 210 valid answers).

Correlation analyses show that CPS performance was negatively related to schizotypal ( r = −0.46), histrionic ( r = −0.44), and depressive ( r = −0.46) personality accentuations. The higher the expression in any of these areas, the higher the probability of failing in CPS. Effect sizes (: = r ) were > 0.40 for each of these traits (compare Table 2 ). Furthermore, CPS-performance was negatively correlated with the dependent ( r = −0.29) and paranoid ( r = −0.25) personality traits, but coefficients were much lower and therefore of less practical relevance as for schizotypical, histrionic, and depressive traits. Schizoid ( r = 0.04), borderline ( r = 0.17), anankastic ( r = −0.05), and anti-social ( r = −0.04) traits were not significantly associated with the CPS (see Table 3 ).

Table 2. Correlations of CPS and personality disorders with work-related personality manifestations as assessed with the BIP.

Table 3. Correlations between personality traits and CPS performance.

Regarding the work-related manifestations of the personality traits, CPS-performance was positively associated with the overall BIP dimensions of work orientation ( r = 0.27), professional orientation ( r = 0.34), and psychological constitution ( r = 0.25), but negatively with the overall BIP dimension social competencies ( r = −0.25). In order to explore these associations further, CPS performance and personality disorders were related to the sub-facet scores of the BIP (see Table 2 ).

Professional orientation was also negatively correlated with depressive traits ( r = −0.40), the psychological constitution was negatively correlated with borderline traits (−0.38), dependent traits (−0.31), and with depressive traits (−0.26).

The results demonstrate that particularly the facets resilience, action orientation, and motivation for creation were positively correlated with successful problem-solving, while sociability and CPS were significantly negatively correlated. The higher the resilience, action orientation and motivation for creation and the lower the sociability, the better was the CPS performance. When we take Bonferroni correction into account, also conscientiousness and motivation for leadership (italic in the table) were negatively correlated with the CPS performance.

Interestingly, the associations between personality disorders and work-related personality expressions were moderate. The strongest associations arose for resilience, which was negatively associated with several personality disorders, particularly, borderline, histrionic, and dependent traits. Focusing on the traits that showed the strongest impairment in CPS, schizotypal traits were associated with high sociability ( r = 0.36) and to a lesser extent with low-action orientation ( r = −0.22), which in turn related to low-CPS performance. Histrionic traits were related to low resilience ( r = −0.28), which in turn related to low-CPS performance. Depressive traits were related to low motivation for creation ( r = −0.25), and also low-leadership motivation ( r = −0.34) and to a lesser extent low-achievement motivation ( r = −0.21), low-action orientation ( r = −0.20), and low resilience ( r = −0.24), which in turn is related to low-CPS performance.

In a combined model with all 9 personality traits (adjusted R 2 = 36.7%), we confirmed that histrionic traits have the biggest negative impact on CPS performance (β = −0.351), followed by schizotypical (β = −0.312) and depressive traits (β = −0.303). Also, in the multiple regression model, dependent and paranoid traits are negatively related to CPS performance. If gender is the part of the model and held constant in a model containing the 9 traits, histrionic traits still have a significant and practical relevant impact of β′ = −0.325. (Condition Index = 24). The same holds true when also taking game experience into account (β″ = −0.319) see Table 4 .

Table 4. Combined regression model, β′: controlling for gender, β″ controlling for gender and game experience.

(Condition Index checking for possible multicollinearity is moderate with CI = 22, 36, so multicollinearity is moderately given, βs are, therefore, interpretable, p -values can be slightly biased, βs with 0.3 and higher found in this model for the 3 traits have for certain a significant and practically relevant impact).

The present study examined the influences of personality traits on the CPS performance in a clinical sample of individuals with a range of different psychiatric diagnoses. The aim of this empirical analysis was to extend previous research on individual differences in CPS to extreme personality traits as observed in personality disorders, and also their manifestation in work-related situations. We explored, which personality dimensions were most strongly associated with impairments in the CPS.

With regards to the clinical personality dimensions (i.e., dimensionally defined personality disorders), statistical analyses revealed that schizotypal, histrionic, dependent, and depressive personality traits were associated negatively with the participants’ performances in the given CPS task (consistent with, e.g., McMurran et al., 2007 ). Previous findings on these relationships were, therefore, further confirmed, specifically in showing that subjects with high levels of depressiveness and anxiety seemed to have more difficulties in finding and executing effective solutions to the given complex problems (e.g., see Marx et al., 1992 ; Lyubomirsky et al., 1999 ).

Unsurprisingly, no single clinical personality structure was associated with better problem-solving performances (as compared with the non-clinical trait levels). As personality disorders are generally linked with increased levels of neuroticism, which subsequently was consistently found to negatively influence problem-solving (e.g., McMurran et al., 2001 ; D’Zurilla et al., 2011 ), this result is also consistent with the general clinical intuition. But, contrary to the previous findings ( D’Zurilla et al., 2011 ), conscientiousness had no significant impact on CPS performance in this sample.

Further analyses gave deeper insights into relationships that were found in the first part of the data analyses. They are especially allowed to draw conclusions for the clinical patients. It was found that higher levels of resilience (consistent with, e.g., Garcia-Dia et al., 2013 ; Williamson et al., 2013 ; Crowther et al., 2016 , as cited in Li and Yang, 2009 ; Pinar et al., 2018 , as cited in Li et al., 2013 ), action orientation, and motivation for creation (e.g., see Eseryel et al., 2014 ) positively influenced the problem-solving performance as additional behavioral characteristics . This indicates that, even for high levels of usually negative personality traits, a person’s ability to successfully solve problems will not be impaired automatically if the person is also very resilient to the effects of negative events and highly action-oriented and motivated when facing problems. Hence, this interpretation is consistent with the conclusions of a study by Güss et al. (2017) , who found that more approach-oriented individuals outperformed avoidance-oriented participants in the complex problems. In this way, these positive traits act against the negative impact of otherwise impairing personality traits or even disorders. Interestingly, sociability was found to have a negative influence on the participants’ performances, while no significant influences on social skills, team orientation, or self-confidence were found. Therefore, it seems to be more comprehensible why some of us deal easily with complex problems and can manage things forward-looking while others do not succeed in making good decisions.

Data availability statement

The raw data supporting the conclusions of this article will be made available by the authors, without undue reservation.

Ethics statement

Ethical review and approval was not required for the study on human participants in accordance with the local legislation and institutional requirements. The patients/participants provided their written informed consent to participate in this study.

Author contributions

UK was the main author, did all calculations, research to and wrote the article. SB did the programming of the microworlds and all technical support. MW did the review on the introduction and discussion part. WA and GS served as a consultant. All authors contributed to the article and approved the submitted version.

Acknowledgments

We thank Martina Mathur and Belinda Pletzer for proofreading and translating.

Conflict of interest

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

Publisher’s note

All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article, or claim that may be made by its manufacturer, is not guaranteed or endorsed by the publisher.

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Keywords : complex problem solving (CPS), personality disorders, behavioral characteristics, personality traits, problem solving

Citation: Kipman U, Bartholdy S, Weiss M, Aichhorn W and Schiepek G (2022) Personality traits and complex problem solving: Personality disorders and their effects on complex problem-solving ability. Front. Psychol. 13:788402. doi: 10.3389/fpsyg.2022.788402

Received: 21 October 2021; Accepted: 08 July 2022; Published: 03 August 2022.

Reviewed by:

Copyright © 2022 Kipman, Bartholdy, Weiss, Aichhorn and Schiepek. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY) . The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

*Correspondence: Ulrike Kipman, [email protected]

Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.

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Internal Problem

An inner or internal problem is the chance for change..

While the external problem shows the audience the character’s motivation to act (he or she wants to solve the problem), it is the internal problem that gives the character depth.

In storytelling , the internal problem is a character’s weakness, flaw , lack, shortcoming, failure, dysfunction, error, miscalculation, unresolved issue, or mistake. It is often manifested to the audience through a negative character trait. Classically, this flaw may be one of excess, such as too much pride. Almost always, the internal problem involves egoism. By overcoming it, the character will be wiser at the end of the story than at the beginning. Thus the character must learn cooperative behaviour in order to be a mature, socially functioning person.

The inner problem is the pre-condition for the character’s transformation. It is the flaw, weakness, mistake, error, or deficit that needs to be fixed. In other words, it shows what the character needs to learn.

Internal problems may be character traits that cause harm or hurt to others. They cause anti-social behaviour. And internal problems can also harm the character. They can be detrimental to his or her solving the external problem .

From Lack of Awareness to Revelation

While the external problem provides a character’s want , i.e. motivation, the internal problem provides the need .

The audience sees the flaw before the character does. The character is blinkered, has a blind spot. She first has to learn to see what the audience already knows.  At the beginning of the story the internal problem is a hindrance to the character’s emotional growth and even causes the character to hurt others. But eventually it may give rise to awareness or self-revelation . The character will recognise the internal problem and understand that it is harmful to him or herself or to others, and really needs to be solved.

The Internal Problem of a character is revealed to the audience in scenes that show the symptoms of the flaw for the character and her environment. It results in internal obstacles , specific instances of the character’s flaw which prevent her from progressing directly towards her  goal . Furthermore, the antagonism in the story may well be a sort of symbolic manifestation of the protagonist’s internal problem.

So a character may initially not be aware of his or her internal problem. A character trait, after all, is something that has been in a character for a long time – since before the beginning of the story. In real life, the origin of behaviour patterns is seldom so singular and specific, but for authors of stories it helps to have scenes in mind for:

• a scene early in the narrative that shows the audience the character’s flaw,
• a “confirmation bias” moment, the outcome of which is that the character’s flawed belief or worldview is reinforced,
• another incident that “touches the nerve” of our flawed character in such a way as to lead them to arduously defend themselves and their flaw, revealing the extent of their internal problem to the audience,
• a scene which shows the character recognising the first cracks in the flawed world view, an initial revelation – often in the middle of the narrative,
• a particular instance that is the origin or root cause of the character flaw,
• the scene which demonstrates whether the character has fully recognised the problem and has learnt to act in such a way that the audience may now consider it solved.

The scenes don’t necessarily appear to the audience in that order. Since the inner problem was caused long before the story starts, all this seems to invite  backstory scenes to explain its origin. But beware, there is a subtle writer trap here. More about that below.

The Problem Gives Rise to A Need

So: A character wants a certain state of being, a particular situation such as wealth, power, happiness, being in a relationship, owning a desired object. The character may believe this will be attained upon achieving a particular goal, the apparent manifestation of the solution to the external problem. However, once the character has reached the goal, it may transpire that the goal is not at all what the character needs in order to achieve the want. The full extent of the real need was perhaps suppressed by the character up to now, because it requires a change in character, which is to say a change of the negative character trait to a positive one.

In other words, growth . The character will grow by solving the internal problem. The internal problem is an emotional immaturity in the character or a psychological wound. The real need the internal problem spawns is for emotional growth or healing. This growth will turn the character into a person whose actions are no longer detrimental to the self, and who acts well towards others, i.e. with social responsibility.

That all sounds moralistic, which is a writer trap .

Writer Traps

We all know stories in which characters learn something and become better people by overcoming negative character traits. Very direct examples are the ones where a young protagonist helps a grumpy old person to redeem him or herself, such as True Grit or Scent Of A Woman. The idea of a main character having to learn something is so fundamental that its effects are visible in virtually all stories, especially – but not only – in ones from Hollywood.

Yes, the audience or reader should become aware of the internal problem of the character. And here’s how to avoid the morality trap : The internal problem should not be presented as something unforgivably reprehensible, but as a trait which the audience or reader recognises in themselves – to an extent at least. The more obviously anti-social the effects of the internal problem, the more the story turns into a morality piece. Generally speaking, the audience is more likely to have an emotional response to the story when the story does not transport a moral or the author’s intended meaning too explicitly. The audience is happier feeling it for themselves rather than having it spelled out to them.

And as for the backstory trap , this one is a doozy.

These days, for the last hundred years or so, we have a tendency to look for the origin of negative character traits in our own histories, often in the form of more or less powerful traumas suffered in our childhoods. Sigmund Freud has influenced storytelling here. Many modern stories provide explanations of the internal problem of a character by presenting a traumatic event which occurred in that character’s past. The film director Sidney Lumet mocks the “rubber-ducky” explanation scene: “Someone once took his rubber ducky away from him, and that’s why he’s a deranged killer.” A topos that has become a particular cliché in modern storytelling is child abuse. The protagonist was molested as a child; that explains the anti-social behaviour; confronting the trauma leads to its healing. Such simplistic explanations are writer traps.

It is quite possible to use a specific event in a character’s past as the cause of the internal problem without it turning into cliché. Speaking from a purely dramaturgical perspective, in terms of story structure there are alternatives to trauma. The ancient classics did not use traumatic events to provide an internal problem for a character to solve. Most older stories don’t try to find such psychological explanations – they are often less about trauma and more about errors of judgment. About mistakes.

Everyone makes mistakes. Everyone makes bad decisions sometimes. A bad call does not mean there needs to be a trauma. A bad call is usually simply the result of emotional immaturity.

So, the event that led to the internal problem does not have to bear Freud’s influence. The event could be a simple mistake a character made once upon a time, which comes back much, much later to haunt that character. An example from the ancient classics would be Sophocles’ Oedipus Rex.

Classically then, the internal problem is the cause of the external problem. Even stories that don’t manage to achieve this level of neatness will try to establish some connection between the external and the internal problems. In stories where the protagonist is her or his own worst enemy, such as Leaving Las Vegas, the internal problem becomes the antagonistic force.

Related function in the Beemgee story development tool: Character Developer

To create your own new story outline, click this button: 

• Internal Obstacles In stories, characters are faced with obstacles. These obstacles come ...read more...
• Awareness and Revelation What’s the problem? Does the character know? In storytelling, discrepancy ...read more...
• Real Need: the Emotional Need of a Character In most stories, what a character really needs is growth. ...read more...
• The Evolution of Cause and Effect and the Cooperative Principle in Storytelling Some theorists have posited that stories are all about problem-solving. ...read more...

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