Personality Development - Term Paper Example

Personality Development Personality development, and the various factors and motives behind the same, have always been a subject of vital interest and curiosity for the psychologists at large. It is partly due to the very reality that the discipline of psychology looks for exploring the growth taking place in human mind, and its impact on the action, reaction and individual as well as collective behavior of humans; moreover, determining of personality traits turn out to be helpful in the convalescence of the individuals undergoing various emotional and psychological problems and trauma on the one hand, and experiencing failure and deficiency in personal and professional life on the other. The psychologists also appear to be determined in discovering the factors that play decisive role in the growth of human personality as well as in the development of the liking, disliking and taste of the individuals belonging to different classes, groups, communities and ethnic-racial backgrounds towards one thing or the other. Theories have been articulated and researches have been conducted in order to find out the most imperative elements of the formation of a personality. Consequently, innate and ascribed qualities are taken into account while making the assessment and estimation of personality formation. Allport (1961) declares personality as a dynamic organization, inside the person, of psychophysical systems that create the person’s characteristic patterns of behavior, thoughts and feelings. “Personality is everything that makes you an individual. It is the integration and interaction of your genetic inheritance, your experience, and your ways of relating the two.” (Retrieved from psywww.com) Renowned psychologist theorist Sigmund Freud is pioneer in respect of developing different personality theories including psychoanalysis, aggression theory, Oedipus complex, interpretation of dreams, cognitive development and concepts of id, ego and superego. (Gay, 1988:31) Consequently, all the future researchers sought inspiration from the same. Eminent German-American psychologist theorist Erik Erikson (1902-1994) has also articulated his famous theory of personality development, which describes the process of changes taking place in personality from birth to death, which are almost similar in all humans without discrimination. Unlike Freud, Erikson looks at socio-cultural and psychological aspects too while analyzing the personality growth. Hence, he does not see eye to eye with the Freudian doctrine of sexual motivation behind every aspect of life and personality. “For Freud, the primary motivation for human behavior was sexual in nature; for Erikson, it was social and reflected a desire to affiliate with other people. Erikson emphasized developmental change throughout the human life span, whereas Freud argued that our basic personality is shaped in the first five years of life.” (Hebb, 2004:31) Articulated during 1950s, Erikson has concentrated upon the gradual growth of human brain while entering into interaction with the social environment. He has divided his famous personality development theory into eight stages or phases that certainly take place, according to him, in every human, from infancy to the old age. (Huitt, 1997) Every stage, described in his the Life Cycle Completed, is comprised of innate characteristics of humans on the one hand, and impacts of the external world including social and natural environment on the other. Since innate characteristics of every human are quite different from his fellow beings, it is therefore the same environment produces absolutely divergent personalities. However, since human needs and requirements are almost similar in nature, all individuals share several commonalities, which is vehemently supportive in respect of understanding the process of personality growth in general. The first stage of the development, to which Erikson named as trust vs. mistrust, introduces a child with his family including parents and siblings, who are responsible for the fulfillment of all his needs and requirements. Since family is the very first and primary social institution, it offers food, clothing, shelter, protection, love, and care to its members. It is, therefore, man remains in contact with his family throughout his life, ad maintains emotional and sentimental attachment to it and its members. Since child looks for the support of family at the hour of very need, he develops trust in parents, siblings, and grandparents, and views them as a source of comfort and relief for him. Similarly, he hesitates while entering into communication and interaction with strangers, and avoids the outsiders. Consequently, he refutes to welcome the distant relations and even family friends provided the sense of insecurity and distrust keeps him away from the people other than family. The same can be witnessed in the individuals’ initial years at school, college and even career life, where takes time in the development of relationships between the people, though sometimes close friends and peers cross the family members in respect of the strength of the relationship. It is also the case with a preschool child, who, at the stage of his educational infancy, seeks motivation without realization of its nature, structure, and benefits. If he successfully meets all that he needs under the supervision of a kind teacher, the trust will create. Otherwise, he will look for some other things rather taking interest in his education. The second stage of Erikson's model is viewed as autonomy vs. shame and doubt, which concentrates upon the child’s age from one and half year to nearly five years, to which he called toddler hood. This stage draws out attention towards the need of confidence in the personality of children. If parents let the child exercise his capabilities freely, (Davis & Clifton, 1995), his autonomy will increase. The pre-school children, while climbing the ladder of his pre-school years, feel the need of exploration of new dimensions. An environment that offers him better chances, his performance in learning new things improves. On the contrary, if parents, siblings, peers, and teachers discourage him from taking part in the activities of the child’s own choice, he can undergo the problem of lack of confidence in his abilities. Consequently, the feelings of fear, peril, and reservations will haunt him throughout his life, and he will remain incapable of taking steps and making decisions with full confidence. The third stage of Erikson's model is Initiative vs. Guilt, which simply focuses on the range of opportunities being provided to the children. For instance, if children are granted multiple choices in respect of getting involved into different activities, he will reach satiety point, and thus the sense of fear, greed, and dependence would witness a significant decline. Furthermore, the child will develop a very positive view of self as well as the people around him. On the contrary, If not allowed to make the independent choice, tends to develop guilt over taking initiative, and will refrain from taking an active stance. (Payne, 1991:304) While discussing child's initial school years, it is clear that once an individual undergoes so many restrictions, his decision power shatters largely. He seeks support from other people even on trivial issues. Additionally, he also has little exposure to the world around him and hence can make several mistakes and blunders while making the assessment of others on the one hand, and in respect of comprehending with the challenges appearing before him on the other. It is, therefore, it has aptly been observed that the children which have been brought up under the strict supervision of parents often face the chain of hardships in practical life even they are far more brilliant and talented than their coevals and competitors. On the other hand, the children have been brought up under friendly and even spontaneous environment are likely to become more successful in practical and professional life. The fourth sate of the model under analysis is stated as Accomplishment/Industry vs. Inferiority by Erikson. Bringing a productive situation to completion is an aim, according to Davis & Clifton (1995), which gradually supersedes the whims and wishes of play. It is the period when the child requires expanding the understanding and exposure to the world, Payne (1991) observes, continues age-appropriate gender-role identity, and learns basic skills necessary to accomplish the essential tasks he is to perform. Failure to do so results in sense of inadequacy, imperfection, and frustration subsequently. It is actually the beginning of the educational career, where the child develops the social relations within and outside his classroom within few months of pre-school life. His continuous interaction with teachers, instructors, and peer-group supports him in the growth of his mental capabilities, which is certainly essential for personality formation. A child thus becomes a regular student and gets familiarity with his role identification. It is the time when he realizes his duties and obligations towards his fellow beings, which gives the message that life is not confined to the mother’s lap or father’s affectionate behavior. Rather, life offers various challenges in the form of absolutely different personalities man comes across outside his family and peers. Reaching the fifth stage i.e. Identity vs. Role Confusion, the child identifies his strengths and weaknesses existing in his personality. Erikson views it as the stage of exploration of self and identity. A child aims at obtaining the identity other than his classroom, therefore he thinks of entering into the comparatively vast environment for personal grooming and seeking more knowledge. It is the stage when the child acknowledges his duties and obligations towards others, and recognizes his rights and privileges too. He also comes to know about his separate identity other than family. If his school environment lets him participate in educational and extra curricular activities, he gains more confidence, and his talent in speeches, drama, playground and other creative fields is certain to be polished. He also obtains the sense of ego, id, and superego according to the Freudian theoretical framework. Id represents the biological substratum of humans and is the source of all drive energy. Similarly, superego represents the moral branch of human functioning, and the function of ego is to express and satisfy the desires of the id in accordance with reality and the demands of the superego. Thus, id is interested in seeking pleasure, whereas superego concentrates perfection. Ego is the somewhat regulatory authority and looks for reality instead of mere pleasure or perfection, both of which are almost impossible. Thus, id represents unconscious, while ego reflects conscious in human actions. (Pervin, 1990:43-44) Hence, a child finds out his source of energy as well as the source of seeking pleasures while getting involved in various activities. The fifth stage is actually the prime of youth, where everything appears to be in one’s control. The individual is ready to conquer the world by dint of his physical strength and mental capabilities, and everything looks dreamful and gorgeous. Had to man no personal relations, he would have no space to exercise his abilities. Additionally, he would not have anyone to share his personal, financial, social and emotional problems in order to obtain the piece of advice to tackle the same. Though man can share his financial and professional matters with colleagues and bosses, yet he requires very intimate friend for expressing his emotional grief. The sixth stage of Intimacy vs. Isolation reveals the need of personal associations with fellow students, peer group, associates, colleagues and individuals belonging to various professional and socio-political communities of society. Actually, man is social by nature, and all his needs are fulfilled by living in group life. As a result, he certainly moves in society in order to earn his bread and to get several other matters resolved from various social institutions through the members of a social establishment. It is social institutions that provide educational, religious, employment, business, recreational and other opportunities to the citizens. If people do not have any social bindings and relationships with fellow humans, it would be impossible for them to take any benefit of the odds and ends of life. Hence, this stage also maintains validity in it. Though financial worries and professional skills push the man to get involved in earning activities, yet he utterly requires social circle to share his plans and soothe his emotional collapse. The seventh stage in the Erikson’s theoretical framework depicts the concepts of Generativity vs. Stagnation. There are a need to go beyond self and family, Taylor (1995) views, and be involved in helping the next generation. A stage comes when the child looks eager to share his productivity within his environment and his ideas serve as a precious advice for others. A brilliant student as well as a dedicated and proficient employee or businessman also transfers his professional experiences, skills, and essence of the time he has spent and the energies he has consumed to the juniors and future generations, which take benefit out of the experiences and talents of others. Hence, sharing of personal experiences and adventures for the benefit of others wide opens new avenues of productivity and increases the performances of the juniors. Knowledge and wisdom always grow while distributing them and transferring them to others. When the man is satisfied with his achievements, he wants to disclose the secrets of his triumphs, so that the world could adopt the same for the welfare of humans at large. Ego Integrity vs. Despair is the final stage of human’s life that is related to adopting the change in order to take further steps in the light of the knowledge gained during the course of time. At this time, man either feels satisfied on his accomplishments he has made during his performing of duties or is in the state of repentance and remorse for not achieving the goals he had established and the plans he had devised. Man draws out several schemes and strategies, and strives hard for the achievement of the same; however, it entirely depends on fortune and luck, as well as on the direction he has adopted to lead his professional life. Thus, every man dreams high and draws many plans; though seldom achieve most of the hare from these pageant dreams once well-knitted by the superb imagination. The image of unfulfilled desire and not being able to accomplish more tasks may turn man gloom at the last stage of life. Actually, Ego Integrity vs. Despair is the stage of retirement, at which an overwhelming majority of professionals prefer to lead a peaceful life far from the noisy professional life. However, few professionals, particularly writers, lawyers, doctors, and artists seldom take retirement and remain active till they give up their ghost. Erikson’s model of personality development maintains great significance in its nature and scope. It is equally beneficial in the socialization process of the children on the one hand, and for training and educating the professional staff on the other. It is, therefore, the childcare centers and pre-school education systems have adopted the model for the appropriate upbringing of the young ones. Similarly, large companies and multinational organizations seek inspiration from the same theoretical framework and apply it to the recently recruited staff in order to extract best possible outcome out of the hidden talent and proficiency of the employees. It is Erikson to define and determine the terms healthy and unhealthy personalities. He partially refuses Freudian doctrine that ego is just mediator between id and superego. Sigmund Freud's psychoanalytical approach discusses subconscious and unconscious, where id and superego serve as main drives, while ego is the mere source of communication between the two. "According to the theory, human actions and reactions are entirely dependent of basic drives including hunger, sex, energy, and appetite to dominate over others." (Liebert, & Spiegler, 1990: 115) Freud also declares aggression as the completely expression of the energy and strength man contains. Hence, display of aggression is directly reliant on internal conflict and energy. Frustration is also the product of the antagonism the other members of society inflict upon the individual. Freud is the view that most of the drives have the connection with subconscious; it is, therefore, man performs different actions quite unconsciously. On the contrary, he argues ego as a forceful and productive element that paves the way towards the positive and healthy growth of a personality. Ego’s major task, according to Erikson, “is to establish and maintain a sense of identity.  A person with a strong sense of identity is one who knows where he is in life, has accepted this position and has workable goals for change and growth.  He has a sense of uniqueness while also having a sense of belonging and wholeness.” (All psych, 2004) Hence, Erikson’s theoretical framework is more collective and social in nature than individual and personal articulated by Freud. Consequently, a healthy personality certainly maintains the sense of self-identity, and subsequently is well aware of his status and position within the socio-cultural hierarchy. He is not only well-acquainted with the tasks, obligations, and responsibilities towards others, but also the sense of identity communicates him regarding the rights and privileges he should claim from his socio-political establishment. On the other hand, unhealthy personality is the product of lack of confidence level on the one hand and inferiority complex on the other. It is because of the suppression of personality or any undue pressure or restriction that causes the developing of an unhealthy personality. In other words, in order to make a person healthy and vigorous as well as for the proper and adequate cognitive growth, it is necessary to provide the children with a pleasant, secure, healthy and apposite environment, and redundant restrictions should be avoided, so that child could be in a position to comprehend with his social and natural environment, and can easily learn new things related to his syllabus and social set up as well. To conclude, it becomes crystal clear that Erikson’s theory reflects his deep insight into human social psychology and the factors that determine the formation of personality. His cognitive development theory of eight stages is frequently adopted by the corporate and social sectors during the recruitment and training procedures, and for the appointment, placement and promotion of the employees. “Erikson divides life into eight psychological stages, each of which contains unique psychological conflict.” (Plotnik & Kouyoumdjian, 2007:417) Achieving of personally satisfying identity serves as the vital point for the cognitive development of children. It is the same scale and magnitude of conflict, which decides the fate of a personality for the future years to come. It is, therefore, educational institutions also seek inspiration from the same doctrine, and observe the level of growth and cognitive development in children and students in the light of eight stage model. References Allport, Gordon (1963/2000) Attempt to define Personality Retrieved from http://www.psywww.com/intropsych/ch11_personality/what_is_personality.html Freud, Sigmund (2010) Dream Psychology: Psychoanalysis for Beginners Echo Library Publishers Gay, P. (1988) Freud: A Life for our Time Norton Publishers New York Huitt, W. (1997). Socio Emotional Development. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved Liebert, Rober M. & Spiegler, Michael D (1990) Personality: Strategies & Issues Sixth Edition Cole Publishing Company California Payne, E.C., Robbins, S.B., & Dougherty, L. (1991). Goal directedness and older-adult adjustment, Journal of Counselling Psychology, Vol. 38 302-308. Pervin, Lawrence A. (1990) Personality: Theory, Assessment & Research Fifth Edition John Wiley & Sons Inc New York Plotnik, Rod. & Kouyoumdjian, Haig (2007) Introduction to Psychology Cengage Learning Taylor, M. E. (1995). Adaptation to retirement role changes and psychological resources Career Development Quarterly, Vol. 44 67-82 All Psych Online Personality Synopsis: Psychodynamic and Neo-Freudian Theories Retrieved from http://allpsych.com/personalitysynopsis/erikson.html http://highered.mcgraw-hill.com/sites/dl/free/0070905738/80324/LSDChap02_1.pdf Read More