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Chapter 1 - Introduction to Personality Development

Related Papers

OECD Publishing

Miloš Kankaraš

In an increasingly fast-changing, complex and diverse world, social and emotional skills are becoming ever more important. In this paper we present an overview of literature on social and emotional skills, describing the nature and structure of these skills, their development, malleability and factors that influence them, their cross-cultural comparability and their relevance for a wide range of educational, economic and life outcomes. The paper also represents a conceptual framework for the OECD’s new Study on Social and Emotional Skills, an international survey that assesses 10- and 15-year-old students in a number of cities and countries around the world. We focus on the underlying skills within and outside of the widely researched Big Five model that are found to be more predictive and policy relevant. We examine the relationships of these skills with a variety of indicators of individual and societal wellbeing such as education, employment and income, health, and personal well-being. The paper discusses the structure of child’s social and emotional skills and the developmental trajectories of these skills across a lifetime. It presents the evidence of malleability of these skills as well as their relevance across a wide range of cultural contexts.

ETS Research Report Series

Alyssa Walters

Jackie Masloff

First-generation college students comprise one-third of today’s higher education population yet graduate at half the rate of their continuing-generation peers. This is a problem not only for the students themselves but also one for the institutions of higher education that struggle year after year with maintaining their retention rates. This study examined the inherent attributes and characteristics as well as external factors that enable first-generation college students to graduate with a baccalaureate degree. The data consisted of a survey of the five-factor model of personality traits and of motivational tendencies carried out at three universities in the Boston area followed by interviews of twelve graduating first-generation college seniors at two of these universities. The study revealed significant relationships among personality traits but not among personality traits and motivational tendencies. Students’ motivation to earn a college degree ranged from a desire to improve their social and economic status to being more internalized and intrinsic in which students developed a sense of personal commitment to and interest in their learning. Many students had an extensive support system of faculty, friends, and advisors to whom they could for guidance in their uncharted new world. Their families, although they knew little about college, were always behind them for overall support. Recommendations are provided to help institutions of higher education better identify those first-generation college students who are most likely to graduate and to support these students to realize their goals.

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Vicki Brashear , Laurence Hayes

Laurence Hayes , Karen Bontempo , Vicki Brashear

Shalini Srivastava

Journal of Organizational Culture, Communication and Conflict

leila messarra

Bhagat Singh

The objective of the present research was to study the handedness, footedness and familial sinistrality among normal individuals. 700 subjects were selected randomly from the normal population. The mean age of the respondents was 33.98 years with S.D. of being 18.70 years. Steenhuis and Bryden (1989)’s five point scale handedness questionnaire was used to collect the data. Some items were also included like the arm crossing, leg crossing, leg used to kick a ball and eye used to see a far distance object. Each subject was tested individually. Chi-square and Correlation analysis were used to test the different hypothesis. Results showed that out of 700 subjects, only 32 subjects were left handed. There were 668 right hander, out of which 18.3% (122) have either one (16.8%), two (1.2%) or three left handed (0.3%) member in their family, while out of 32 left hander, there were only 6.3% (2) left handers who have one left hander in their family. There was a significant correlation (r = 0.817) between handedness and footedness. There was a significant difference (χ2 = 491.365) between handedness and footedness. On the basis of the results and discussion it can be concluded that there are 4.6% left hander in normal Indian population which is very low in comparison to world left hander's percentage i.e. 8-10%. Handedness is also significantly correlated with other asymmetries like footedness. Left hander uses their left leg to kick a ball and same case is with the right hander. There is no relationship between Handedness and familial sinistrality. Key Words: Handedness; Footedness; Familial Sinistrality (FS)

Personality characteristics shape human behaviour and influence a wide range of life events and outcomes. They do so not only through their direct effects on life outcomes, but also through their indirect effects on other important personal factors and intermediate life events, such as the development of cognitive capacities, the attainment of educational qualifications and the formation of a family. As such, personality characteristics have a demonstrable relevance for a wide range of policy issues and represent an important, although often neglected, subject of policy interest. This paper reviews the scientific literature covering a wide range of personality characteristics, discussing their conceptualizations and main features, their relevance for important outcomes in life and work, and the chief ways they are measured. It aims to provide a comprehensive overview of various attributes of personality from the perspective of their potential importance for the Survey of Adult Skills (PIAAC), taking into account their analytical potential and policy relevance. The paper also outlines and evaluates the most important measurement instruments for each personality characteristic, with a focus on short self-report scales as the most appropriate form for inclusion in large-scale international surveys. Finally, it presents some considerations related to the evaluation and promotion of personality characteristics and introduces the substantive and measurement criteria that could be used to select the personality attributes, and related measurement scales, to include in large-scale surveys.

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Personality Development

Published by Rebecca Tate Modified over 8 years ago

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Presentation on theme: "Personality Development"— Presentation transcript:

You As An Individual Class Notes. Identity The conscious reflection of one’s own The conscious reflection of one’s own being or self-concept being or.

Gallup Q12 Definitions Notes to Managers

Chapter 1: Making the Most of Your Life Do you know who you are and what is important to you? Why is a better understanding of yourself beneficial.

CH. 2 QUIZ If you have your notes you can use them.

Self-Esteem Ch. 1 Section 2.

Chapter 1 Understanding Yourself

Learning About Yourself

Chapter 5 Mental and Emotional Health Lesson 2 Your Self-Concept and Self-Esteem Next >> Click for: Teacher’s notes are available in the notes section.

Self-Esteem. Definitions Self-concept: Picture or perception of ourselves/ a person's mental model of his or her abilities and attributes Self Esteem:

 How would you describe your level of self- esteem?  How is your self-esteem related to your identity?  How does the way you express emotions.

SELF ESTEEM What is it? How do you get it? Why do you need it?

Self-Understanding and Assessment

What is your Motivation??? Learning about the changes you are going through.

Chapter 3 Building High Self-Esteem. Learning Objectives After studying Chapter 3, you will be able to: © 2012 Cengage Learning. All rights reserved.3–2.

MODULE -1 : SELF-MANAGEMENT SEMINARS IN BUSINESS INFORMATION MANAGEMENT.

Understanding Mental and Emotional Health

mental/emotional health

Think About It… Answer these questions: I really like….. I’m confused about….. I’ll know I’m successful when I….. When I need to make a decision, I think.

Chapter 3: Self Esteem and Mental Health. JOURNAL QUESTION OF THE DAY!!! WHAT ARE YOUR STRENGTHS AS A PERSON??? WHAT ARE YOUR STRENGTHS AS A PERSON???

 I can explain how heredity and environment affect personality development  I can define self-concept  I can list suggestions for improving self- esteem.

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Building Self Confidence and Personality Development

• by Refresh Science
• September 21, 2021 January 6, 2022

Self-confidence refers to a capability that one develops to have a good sense of self-esteem and believe more in yourself. It is not the type of capability to achieve in a short time but it requires a long time to progress to achieve self-confidence. Also, self-confidence may drop at a certain time, so it is important to protect and nurture what has built on you.

On the other hand, personality development is ongoing progress of developing skills as well as personality to reach maturity level. Self-confidence and personality development go hand in hand which means while you develop self-confidence then your personality will also develop. Here are some personality development tips to build your self-confidence.

How can we develop self-confidence?

Developing self-confidence is very important so that you can value yourself more and have solid self-esteem. There are lots of practices to help build self-confidence but first of all, you can start with love yourself. It is difficult to build self-confidence when you do not feel good and do not love yourself. Start with love yourself, be kind to yourself, and feel good about anything that you have. Talk to yourself about things that you like, life goals, and try to stay positive as much as you can. Stop comparing your life with others and focus on planning your life with all the strength that you have.

Download Building Self Confidence and Personality Development PowerPoint Presentation:

What is self-confidence in personality development.

Self-confidence is like the core of personality development. This means one cannot build personality development when one does not have good self-confidence. In many aspects, self-confidence is the push button to believe in yourself. Many people are afraid of others or to do something and it limits their personality development.

How do you build confidence in personality development?

To build a strong personality, you need to build self-confidence in the first place. Only when you feel confident with yourself, you can develop a strong personality. So, what you can do to build self-confidence? People who are confident with themselves always get things done. This means to start building self-confidence by being productive and accomplish your everyday goals. Though it is not easy, try to monitor your progress and see how much you change in everyday activity.

Sometimes you feel overwhelmed with how big your dream goals are, but be fearless to achieve them. There is no place for fear when you want to be confident. A good way to avoid fear is to not bother with what others’ saying. Just get the things done and do not compare your progress with other people.

What is the importance of self-confidence in personality development?

People with good self-confidence feel happier, get motivated, are more productive, and are more grateful. This is all because they are comfortable with themselves and have clear future goals. When you have good self-confidence, you will also have the better mental strength and build a better relationships. All these conditions are required to build good personality development.

How does self-confidence relate to character development?

Self-confidence affects your actions in many ways. Those who lack self-confidence struggle in many aspects of life from the workplace, social life, to personal relationship. Lacking confidence also affects character development. It prevents you from becoming a better person and instead, forces you to become a negative person who lacks motivation and energy.

To develop a character, you need self-confidence. A good level of confidence changes your perspective, way of thinking, and also actions. While character trait is something you inherit, but you can always develop the character from a negative person to a positive one, from being unproductive to productive, and so on.

What type of skill is self-confidence?

Self-confidence is a personal development skill. Good self-confidence means you believe in your abilities, decisions, and actions. This is a basic skill you need to reach your goals and have a successful life. Many people fail to believe in themselves and that makes it difficult to reach the life goal.

What are self-confidence examples?

There are countless examples of self-confidence you can learn from famous people. One of the great examples is the story of Steve Jobs. We all know that he was fired from his very own company. However, instead of overthinking the matter, he went on to establish one of the most successful production houses, Pixar. This is all because he has a great amount of confidence to stand up once again after the failure and is even able to create another company which also as successful as the former company.

What are the factors that affect self-confidence?

Self-confidence is not something to build overnight. It is a lifetime process with a lot of influence factors. Society plays a huge contribution to one’s self-confidence. The ways you dress, speak, behave and even way of thinking are greatly influenced by the society around you. Besides society, the childhood moment also contributes to one’s self-confidence.

Other factors that also contribute in self-confidence is religions, media, family and friends, relationship, work environment, and also health.

Why do we need self-confidence?

Self-confidence is important to build your personal and career life. It convinces other people that you are capable of doing something. This is because people tend to trust others who radiate confidence within themselves. Also, having self-confidence makes you a positive person since you believe in yourself more.

10 things to boost your self-esteem

There are many techniques on how to build self-esteem. The key to building self-esteem is to take note of what makes you down and what you can do to change it. Here are the 10 things to boost self-esteem.

• Have positive attitude
• Get moving and be active
• Talk to a friend
• Doing something on a purpose
• Listen to your body
• Plan your everyday activity
• Make time for yourself
• Make a list of your goal
• Do not forget to have fun

Self-esteem therapy activities

Some people have a session with a therapist to help build self-esteem. But if you want to have a therapy that you can do-it-yourself at home, you can start with making a habit tracker. A habit tracker is the type of tracker or journal to monitor your everyday activities. This tracker helps you stay on track and be productive every day.

Self-confidence is something that we need to develop a positive personality and have better self-esteem. There are lots of factors that affect self-confidence and personal development. Develop self-confidence includes changing the way of thinking, how you behave and react to a certain situation, and so on.

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Tailor Your Presentations to Personality Types: Tips&Tricks!

Have you heard it before? Your presentation must be tailored to your target audience to be successful. That’s correct. But have you ever taken a closer look at who your target audience really is, beyond just looking at the usual data? Psychological aspects can also have a significant influence on the success of your content.

Today, we introduce you to different personality types, explain how they can help in the context of presentations, and how you can skillfully align your presentations with your audience.

Why do you need to know your target audience?

Understanding the target audience is crucial for the success of a PowerPoint presentation. An audience is composed of individual personality types, each with different needs, interests, and preferences . To make your presentation and content successful, it is essential to tailor them to these specific needs and interests.

To learn how to conduct a target audience analysis, read our article on “ Target Audience Analysis. “

To create an impactful presentation, it is essential to delve into the potential audience beforehand. Only through a well-founded understanding of the different personality types can the presenter tailor their message effectively to the audience’s needs, engaging them and generating enthusiasm for the content.

Analyzing the personality types of the audience can provide insights into the most effective types of content , examples, and visual aids to capture the audience’s attention and interest.

By knowing the types, you can guarantee a more individualized approac h that appreciates the audience’s diversity and uniqueness, leading to a more positive impact.

Handling the different personalities with empathy not only contributes to the audience’s attention and positive response but can also establish a deeper connection and strengthen trust in the presenter.

What are personality types?

Every individual is different, meaning that each person has their own personality traits . These traits play a central role in interactions between people and significantly influence their perception, reactions, and decisions.

Due to the diversity of personalities, various theories in personality psychology attempt to develop typologies to describe and classify the variety of individual characters. The idea behind this is to identify certain behavioral patterns, traits, and preferences that are typical for specific groups of people. Such typologies can be of great use not only in psychology but also in other areas like communication and presentation to better understand the audience’s behavior and needs.

Various Personality Models

Over time, psychology has developed different models to describe these personality traits and categorize them into typologies. Here, we introduce the most well-known models:

The Myers-Briggs Type Indicator (MBTI)

One well-known typology is the Myers-Briggs Type Indicator (MBTI), which classifies personality based on four dimensions.

The model divides people into 16 different personality types, each represented by four letters:

• Extraversion (E) or Introversion (I)

Describes where individuals feel most comfortable. Extraverted individuals are sociable and gain energy from interacting with others. Introverted individuals, on the other hand, feel more comfortable in quiet, withdrawn situations and gain energy through self-reflection.

• Sensing (S) or Intuition (N)

Describes how people perceive and process information. Sensing types prefer concrete facts and information perceived through their senses, while intuitive types are more interested in abstract ideas and connections and rely on intuition and imagination.

• Thinking (T) or Feeling (F)

Describes how decisions are made and how emotions are handled. Thinking types prefer a rational and logical approach, orienting themselves around objective criteria. Feeling types, however, place more emphasis on emotions and empathy, often making decisions by considering others’ feelings.

• Judging (J) or Perceiving (P)

Sheds light on how people interact with their external environment and organize information. Judging types prefer structure, planning, and organization and tend to make decisions and complete tasks. Perceiving types, on the other hand, are more flexible and spontaneous, keeping their options open to adapt to new information.

The model aims to help understand individual preferences and behaviors and is commonly used in personality development, teamwork, and career choices. Deeper information can be found here .

Regarding presentations , the model can provide insights into decision-making processes, information absorption, and how emotions might influence potential purchases.

The Big Five Model

The Big Five Model is a personality psychology that describes five fundamental personality dimensions:

• Neuroticism
• Extraversion
• Openness to Experience
• Agreeableness
• Conscientiousness

The model aims to capture and understand individual differences in these dimensions. It is frequently used to examine personality traits, make predictions about behavior, and has applications in various fields such as psychology, organizational development, and human resources.

Regarding presentations, the Big Five Model can be useful in several ways:

It gives insights into the personality traits of the audience, providing a better understanding of the target audience. This enables a targeted adjustment of the presentation to better accommodate various needs and preferences.

You can tailor your content based on the audience’s interests and preferences , making your presentation more relevant, engaging, and attention-grabbing. It can also be helpful in handling questions and feedback . By better understanding personality types, you can respond appropriately to questions or feedback, fostering positive interactions.

The DISC Model

The DISC model categorizes people into four main types :

• D (Dominant)

Individuals with the Dominant type are characterized by their assertiveness, determination, and goal orientation. They are often decisive, confident, and determined. People with this personality prefer clear structures and quick results and tend to like taking control.

• I (Influence)

Here, we have extroverted, enthusiastic, and social individuals. Influential persons are often charismatic, communicative, and sociable. They enjoy being in the spotlight and motivating others. Influence types are usually optimistic and tend to be attracted to new ideas and challenges.

• S (Steadiness)

The Steadiness type is calm, patient, and team-oriented. They are empathetic, loyal, and reliable. They prefer a harmonious environment and work well in cooperative teams.

• C (Conscientious)

Conscientious types are precise, detail-oriented, and analytical. Individuals of this type place great importance on accuracy, quality, and thoroughness. They are often well-organized and responsible. Conscientious personalities have high standards and work diligently and precisely.

In the context of presentations , the model can help you understand your audience’s behavior and needs and adapt your presentation accordingly. It contributes to making your PowerPoint presentations more effective, targeted, and engaging.

The Enneagram Model

The Enneagram model describes nine different personality types , each represented by a number from 1 to 9. The model shows how the nine types are interconnected and how they differ in their thinking, feeling, and behavior. Behavior patterns become clearer.

Regarding presentations , the model also helps not only to understand the audience but also to better understand one’s own personality type . This way, one can consciously utilize their strengths. Similar to the other models, valuable insights can be drawn from the personality types for your presentations, and you can skillfully adapt them.

The Four Basic Personality Types

Fundamentally, all personality models establish four similar personality types:

• The Analyst

This personality type is characterized by their love for detail and thorough approach. Analysts are rational, logical, and careful in their decisions. They prefer clear facts and data and seek precise information. In presentations, they are interested in well-structured content and well-founded arguments.

• The Pragmatist

This type is pragmatic and solution-oriented. Pragmatists prefer concrete information and practical applications to solve problems or face challenges. They are action-oriented and value clear instructions and practical examples. Visual aids and practical tips appeal to them in presentations.

• The Visionary

This type is a creative and imaginative personality type. They think in grand contexts and are interested in abstract ideas and visions of the future. They seek innovative and inspiring content. Presentations that showcase new perspectives and convey a vision capture the attention of visionaries.

• The Socially-Oriented

The socially-oriented personality type is empathetic, compassionate, and team-oriented. Socially-oriented individuals value interpersonal relationships and harmonious interactions. In presentations, they are interested in content that has social impact and promotes cohesion. Interactive elements and consideration of the social dimension in the presentation appeal to them.

Therefore, try to categorize your audience into these categories using the models. Once you have completed the categorization, you can tailor your presentation to the group accordingly.

How to Determine Your Audience Without Models

If you don’t want to delve into complex personality models but still want to recognize the types present in your audience, you can analyze your audience in the following ways:

• Observing Body Language:

Observe your audience while you present. What do their gestures, facial expressions, seating posture, and eye contact look like? These nonverbal signals also provide insights into personality types.

For example, attentive and calm listeners may potentially be Analytical types, while enthusiastic and socially interactive participants may be associated with Visionary or Influence types.

• Questionnaires/Surveys:

By using questionnaires or surveys before or after presentations, you can determine personality types. Include questions from the above-mentioned models so that participants must assess themselves, and you can define their personality types based on their responses.

Surveys after presentations can also provide information on how your presentation impacted the participants . This way, you gain insights into how different personality types received your presentation and can adapt future presentations accordingly.

• Conversations:

In personal conversations with some participants before the presentation, you can also gather information about the audience’s personality types. Informal talks or short interviews can yield insights into what the listeners expect from the presentation, which topics interest them the most, and how they typically react to presentations.

These insights can help you tailor the presentation to the interests and needs of the audience and enable a more personal approach.

How to Adapt Your Presentation to Different Personality Types

Have you identified the personality type(s)? Excellent, you’ve already taken a significant step towards improving your presentation. Now, we’ll show you some helpful tips on how to implement the insights gained for better presentations.

• Choosing the Right Language and Argumentation

A first step is to adapt your language and argumentation style . Different types prefer different approaches. This could range from clear facts and rational arguments for analytical listeners to empathetic arguments and creative ideas for socially-oriented participants.

By choosing the appropriate language and argumentation style, you can build a stronger connection with the audience and emphasize the relevance of the presentation to them.

• Adjusting Visual Aids

Slides and graphics are crucial for an effective PowerPoint presentation, regardless of the personality type. Adapt them for greater success according to the types.

For example, Analytical types may respond well to structured charts and data visualizations, while Visionary types may be intrigued by inspiring images and creative illustrations. Practical participants may feel engaged with practical examples and applications, while socially-oriented listeners may be moved by images emphasizing interpersonal relationships.

• Incorporating Interactive Elements

Interactive elements enhance audience engagement during the presentation. Based on personality types, different types of interactions can have varying impacts on your audience.

Analytical types may benefit from question-and-answer rounds or discussions, while socially-oriented listeners may respond well to group activities or partner exercises. Visionary types may profit from brainstorming sessions or creative prompts, while practical participants may be enthusiastic about practical exercises or case studies.

How to Deal with Different Personality Types in the Audience?

When you have a large group as your audience, it can be a challenge as there may be more than one personality type represented. Effectively managing mixed personality types requires sensitivity and adaptability.

What is the solution? Be flexible. You must offer a balanced mix of content and communication that caters to different preferences. Use various communication styles, incorporate different visual aids, and create engaging interactions with the audience. Only in this way can you have the chance to make each personality type in your audience feel valued and addressed.

Tip: Moderation Techniques for Diverse Audience Types

The use of moderation techniques can be particularly effective with an audience of mixed personality types. Moderation enables a structured interaction between presenters and the audience and promotes active participation from the listeners.

Through targeted questions, discussions, or group exercises , you can address various personality types and integrate their strengths into the presentation. The role of the moderator encourages the audience to contribute their opinions and thoughts, allowing for an interactive and dynamic presentation.

By employing skillful moderation techniques, you can engage different personality types and create a positive experience for the diverse audience.

Conclusion: Effectively Addressing All Personality Types

Defining personality types is not easy. However, with practice, you can assess your audience and tailor your presentations to individual preferences. Give our tips a try the next time.

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Presentation On Personality Development

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Personality Development

Dec 15, 2011

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Personality Development. Dr Ros Weston Psychology . Definition: Child (1968) “More or less stable, internal factors that make one person’s behaviour consistent from one time to another, and different from the behaviour other people would manifest in comparable situations” Stable Internal

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• regulatory systems
• social learning theory
• intimacy diffusion diffusion
• sexual identity sex what
• subjective stimulus
• identity crisis

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Personality Development Dr Ros Weston Psychology

Definition: Child (1968) “More or less stable, internal factors that make one person’s behaviour consistent from one time to another, and different from the behaviour other people would manifest in comparable situations” • Stable • Internal • Consistent • Different Personality is ‘INTERNAL’ Freud’s theories on Personality Development Change and development are the key words : internal process + past experiences The dynamics of behaviour which is what distinguishes this theory from the cognitive (Glassman, 1995)

Innate drives + early experiences id ego super ego pleasure principle defence mechanisms Anna Freud “defence against instinct” The child learns defensive behaviours to control id Defence Mechanisms 1 Repression 2 Displacement 3 Projection 4 Denial 5 Intellectualisation • Psycho - sexual Development • Energy - libido • & • Eros & Thanatos • Oral • Anal • Phallic (Oedipus & Electra complexes) • Latency • Genital

Other Defence Mechanisms • Fixation Affective strategies in personality development • Regression Case studies: Anna O Little Hans Myers & Brewin (1994) Childhood Memories Williams (1994) Sexual Abuse McGunnies (1949) Perception defence “things are likely to be ignored if they are unpleasant or emotionally threatening” Levinger & Clarke (1961) supported this using emotionally provoking words. (they recalled the words that had neutral associations) (Evaluatory comment on each of these and on Freud’s theory of personality development)

Neo - Freudians Erikson (1959) Conflict WAR natural processes expectations of of maturation society Parents friends teachers employers norms & values

Chart of Eight Stages Evaluatory Comments • Used clinical evidence (therapist case studies using Freud’s clinical method) • theory imprecise & anecdotal • experimental research provides indirect support for Erikson (Ainsworth & Bell: 1970) (Bowlby, 1952) • Stage 4 has been supported by work of Damon & Hart (1988) (older children used more internal psychological terms. Younger children focused on concrete & tangible ) • Strengths : - focuses on social process & ego development - the facing of developmental tension / conflicts - most of the conflicts lie with the family (Freud also said : When you are looking at a ‘sick’ (mentally) or disturbed person you often don’t have to look far for a cause. (that does not mean the parents are to blame. It is the conflict that is problematic) • Does not give detail of how you move from one stage to another • Dwaretzky (1996) feels there is little convincing evidence for E theory • Hard to test this theory • The evidence is correlational It gives a very tidy account of development

Social Learning Theory Key term : Significant others Social Modelling • Attention • Retention • Reproduction • Motivation • Conditioning • Bandura’s work • What would help a child learn self - efficacy? -? -? -? -? Continue………… Classical Operant Observation & internalisation Vicarious reinforcement This is exact opposite of learned helplessness Reciprocal determination Self efficacy (self - image & belief in self

Evidence - Bobo doll - Harter & Monsour (1992) - Bandura & Cervone (1983) • Evaluatory Comment - More than one self? (Baars, 1997) - Not a development theory

Situationalism • Bandura suggested that personality is not a stable trait of an individual • Mischel & Peake’s theory (1982) suggest a consistency paradox. Research failed to show consistency • Behavioural specificity (M & P, 1982) • We think it is a stable trait because we see people in similar situations • Individual differences (M & P, 1993) Person variables • Cognitive & behavioural • Encoding & personal constructs • Expectancy • Subjective stimulus value • self - regulatory systems & plans Evidence • Context - dependent learning research (Abernety, 1940) • Generalising learning • Lack of fragmentation

Gender Sexual identity Sex What is gender? (as part of personality) Gender identity Behaviour Situation (upbrining & social context) Gender role Gender stereo types See : - Debates and all the work we did on real and perceived differences - Psychoanalytical theory - Social learning - Cognitive (Kohlberg) - Behaviourist - Humanistic (Carl Rogers : Erikson)

Kohlbergs (1966) Cognitive - developmental theory (1966) “The child actively constructs his own experiences and they are not products of social training” • Basic - gender identity (2-3½) • Gender stability (3½ - 4½) • Gender consistency (4½ - 7yrs) (fits with Piaget’s notion of conservation) Evidence • Munroe, Shimmin & Munroe (1984) These stages are cross - cultural. Slaby & Frey (1975) - attending to some sex models. Ruble, Balabon & Cooper (1981) Adverts & gender consistency. Evaluatory Comments • Cross cultural • interactivity • gender identity - increases gender role • How they interact in the world requires gender identity • Criticism : gender role behaviour - depends on gender consistency • Contradictions • Individualistic (not social context)

Gender Schema Theory An organised set of beliefs about the sexes (Martin et al, 1987) • in group, out group schema • our gender schema • children are not passive • gender - schema’s help them pay attention to ………… & interpret the world & what they remember • gender schemas structure experience Evidence : (Martin et al, 1987) (Bradbard et al, 1986) (Masters et al, (1979) Evaluatory Comment • seems to explain & fit with other theories of child development specially cognitive • individualistic • schemas are overaggerated • should be able to change schemas. As Durkin (1995) found: it is easier to change concepts Continued……...

Now : Compare social learning theory yourself using biological; social biological theory by explaining • Theory (giving) • evidence (including) • evaluatory comment

What evidence is there that these are important The Isle of Wight Study (1976) Rutter’s large scale study. What factors cause disturbance in young people? What is the problem of retrospective data? Relationship with parents Relationship with peers Cultural differences • Marcia’s theory (1966-1980) • Alternatives to choose from • Have fun commitment been made • Four possible identity statuses • Identity diffusion • Foreclosure • Moratorium • Identity achievement • Evidence to support : Meilman (1979) • Evidence against : (Munroe & Adams (1977) Theories of Adolescent Development Delinquency • Erikson’s theory (1902, 1994) • Identity diffusion • Identity crisis • Counter evidence • Support evidence Intimacy Diffusion Diffusion of industry Negative identity Gender & individual differences alpha & beta bias Coleman’s focal theory (1974) ‘Storm & Stress’

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