The Explanation and Understanding of the Complications of a Persons Personality - Essay Example

Personality s Personality Personality is the amalgamation of features that form a persons unique character. There is nospecific way to explain nature since it is a combination of primary aspects for instance: sub-conscious, ego forces, perceptive, biological, habituation, traits and tendencies, spiritual, and interactional characteristics (Benson & Haith, 2009). A combination these perspectives may aid in the explanation and understanding the complications of a person’s personality. Personality is what describes us as exceptional individuals, what appeals or prevents us to one another. Ultimately, character defines our outlook and tactic with respect to living life. Personality psychologists for instance Carl Jung, Sigmund Freud, and Alfred Adler respond the fascinating questions of character through systematic interpretations about how and why people behave as they do. These personality psychologists elude intellectual, philosophical or spiritual cogitations and focus rather on the opinions, feelings, and, behaviours of actual people. In this evaluation, the paper talks about Carl Jung, Sigmund Freud and Alfred Adler’s philosophies and elucidate what makes each of them unlike. Most individuals question the exact explanation of personality and how it is determined and evaluated. Every human being is born with a distinctive character, which grows and matures correspondingly to physical development, and the degree of progress and maturity is dependent upon background and upbringing (Brody & Ehrlichman, 1998). This paper will reflect upon the concept of personality. The paper also seeks to explain the significance of early child growth to the character through the use of psychoanalytic evaluation. There are several concepts that were and are pivotal in the development and progression of my personality. I am sure that unconscious and biological aspects and traits, skills and predispositions were significant shaping factors in the developmental stages of personality building. These concepts are ones that I believe humans are either born with or area affected by early in life and cultivate throughout life. I believe that ego forces, conditioning and interaction shaped my personality during my childhood and adolescence (Bruce, 2004). These constructs were beneficial to my growth as an individual and exploration of my place in the world. I think cognitive and spiritual concepts are what assist in the explanation of my personality as an adult. I am more concerned as an adult with the state of my spiritual existence than I was as a child. Growing older has allowed me to mature in my ways of thinking, thus giving life to cognitive abilities, and prompting me to think more about the world around myself. The composition of behavior, personal values, drives, attitudes, and beliefs are involved in the moral, personality, and social phase. Moral and social values are greatly influenced and affected by the environment in which a child is reared in. A child’s social environment will also affect the child’s perspective on life (Bruce, 2004). A child’s moral and mental personality is formed by the learning pattern, personal values, and emotional intelligence. A child acquires and learns these traits at his or her home and school. In his cognitive model, Piaget suggested how important cognitive structures are in the moral development and perspectives during childhood years. In addition to Piaget’s model, Kohlberg specified the concepts of cognitive approaches to how moral development is to be sustained. For example, educational programs during childhood years are paramount to the development of moral values (Evans & Ilfeld, 2000). During the childhood years, a child’s physical personality is impacted by his or her family’s culture and characteristics. Physical fitness is a requirement for the development of a child’s physical personality. The physical character also aids in developing a child’s attitude and confidence amongst his or her peers. In Freud’s topographic theory, the psychological composition of humans was proposed, making it possible for the analysis of moral and mental awareness of persons. During the development of a child’s physical personality self-control, sharing, participation, attitude, and physical aggression are further developed (Humanmetrics.com, 2015). The Social personality is affected by a child’s social environment. Beliefs, communication skills, attitude, and cultural values are factors that will affect a child’s development of social personality. A coordinated social environment will nurture a positive attitude and positive values in children during their childhood years. A disassociated and ineffective social environment will lead a child to social separation and will negatively impact a child’s social personality development. Sigmund Freud had diverse opinions on understanding the behaviour of the people. Carl Jung, Sigmund Freud and Alfred Alder are different. Freud implied that childhood practices, inhibited suggestive feelings, and insensible conflicts may affect adult conduct. Freud believes that the inspiring power of vision is wish accomplishment. Nonetheless, Freud bases most psychological aspects of sexuality. Freud believes that every descriptions and representation that appears in a dream have a sensual implication. For instance, apprehension dreams are viewed as a symbol of inhibited sexual desires. Carl Jung endorses the perception of archetypes that are the imageries, patterns, and illustrations that rise out of the shared unconscious and occur in dreams, myths, and fairy tales. Jung’s thinking was different from Freud’s because he thought that dreams could reveal the motives of others rather than belligerence and sexuality (Goldstein & Weiner, 2003). According to Freud, dreams had a connotation. Jung’s thoughts were not sexually inclined like Freud. With regards to Jung’s philosophy, the mind has three segments, the first one is the sentient personality, the second on is the individual insentient, and the last one is the combined comatose. Conscious personality is one that is cognizant. Personal insentient means the minds comprehends opinions and feelings that are not part of the conscious ego. Collective unconscious is a part of the insentient mind integrating configurations of memories, characters, and understandings common to all human beings. These arrangements are hereditary, could be organized into models, and are discernible through their effects on visions, and conduct. Alfred Adler had an inclination to alter his opinion on personality through his life, but then he finally believes that individuals focus on maintaining control over their lives. He believes in a single initiative or inspiring force behind our conducts, appealing that the aspiration we have to accomplish our abilities becomes more close to our principles (Saracho & Spodek, 2008). Alders theory is known as the personal Psychology because he feels every individual is distinctive and no preceding theory practical to all individuals. Adlers theory involved these four characteristics: personality development, struggling towards dominance, emotional health, and the unity of behaviour. The difference from Adler, when being compared to Jung and Freud is that Adler overruled Freuds focus on sex and retained that personality complications are entrenched in a feeling of dependency deriving from constraints on the entitys need for self-proclamation (Saracho & Spodek, 2008). Many psychologists accepted Alfreds traditional idea of self-actualization. Although Freud’s theories were mostly based off of sexuality, it is agreeable that childhood experiences can affect adult personality for better or for worse in the future. For example, growing up without knowing real parents or one of them, he left at a tender age. It can affect an individual in a good positive way as an adult because one would not want his/her future children growing up without a father figure. It can make one even more of an independent male with a definite look at everything. For some people not knowing their dad can become a negative thing because by not having a father figure around they may end up making bad decisions that can lead to jail time (Goldstein & Weiner, 2003). The stages of Sigmund Freud’s theory are as followed oral, anal, phallic stage, latency period, and the genital stage. The oral stage occurs from birth to age 2, where the child explores the world using their mouth. Children are motivated to satisfy their motivations of hunger and desire, and they resort to the mother’s breast for their fulfilment, as well as for the safety and preference that comes from nursing (Benson & Haith, 2009). The anal stage, the child, learns to control their bodily functions. Some children readily learn such self-control, and this becomes a healthy aspect of their personality. The phallic stage starts around the age of 4; in which sexual energy is focused on the genitals. A child becomes more aware of male and female. Personality is fully developed by this stage. During the latency period, sexual drives become a significant influence at puberty. It is not possible for sexual urges to be directly expressed; sexual energies are channeled into such activities such as going to school and making friends (Evans & Ilfeld, 2000). The last stage, the genital stage is supposed to turn away from masturbation and towards heterosexual relations. Any deviation is considered a flaw and unnatural. Deviations can be things such as being single and being childless. Three Freudian defense mechanisms are repression, denial, and displacement. The suppression stage is an unconscious mechanism employed by the ego to keep disturbing or threatening thoughts from becoming conscious. For example, during the Oedipus stage you experience complex, aggressive thoughts about the same sex parents are repressed. The Denial mechanism involves blocking external events from awareness. If some situation is just too much to handle, the person just refuses to experience it. For example, alcoholics may ignore and deny the fact that drinking is bad for you and that it helps you relax instead. Dislocation is the resending of a desire onto a powerless substitute target (Saracho & Spodek, 2008). The target can be a person or an object that can serve as a symbolic substitute. For example, someone who is upset with their boss may go to a bar and start a fight, or go home and start yelling just because they are angry with their boss. In conclusion, dreams have been interpreted since biblical times, and even before. They were often seen as prophecies or divine relations. But to Freud, the evolutionary biologist, dreams were a product of individual’s psyche, he saw dreams as portions of and suggestions about the insentient, and that portion if the mind inaccessible to usual conscious thought. It is now clear that early child development is important and has multiple effects on the future personality of an individual. It is the childhood experiences that determine the future behavior of an individual. References Benson, J. and Haith, M. (2009).Social and emotional development in infancy and early childhood. Amsterdam: Academic. Brody, N. and Ehrlichman, H. (1998).Personality psychology. Upper Saddle River, N.J.: Prentice Hall. Bruce, T. (2004). Developing learning in early childhood. London: P. Chapman Pub. Evans, J., Meyers, R. and Ilfeld, E. (2000). Early Childhood Counts. Washington, D.C.: World Bank. Goldstein, A. and Weiner, I. (2003). Handbook of psychology. New York: Wiley. Humanmetrics.com, (2015). Personality test based on C. Jung and I. Briggs Myers type theory. [online] Available at: http://www.humanmetrics.com/cgi-win/jtypes2.asp [Accessed 14 Apr. 2015]. Saracho, O. and Spodek, B. (2008). Contemporary perspectives on socialization and social development in early childhood education. Charlotte, N.C.: Information Age Publishing. Read More