personality developement theory Define personality and personality development List the factors that affect personality development State the theories related to personality development Explain Freud’s psychosexual theory Describe Freud’s structural model of personality Elucidate Erickson’s stages of psychosexual development Explain Piaget’s stage of cognitive development Describe Kohlberg’s theory of moral development

2. Personality
development
Upasona Das
Roll no: 2288013
MSc. Nursing 1st year

3. At the end of this session, you will be able to:
● Define personality and personality development
● List the factors that affect personality development
● State the theories related to personality development
● Explain Freud’s psychosexual theory
● Describe Freud’s structural model of personality
● Elucidate Erickson’s stages of psychosexual
development
● Explain Piaget’s stage of cognitive development
● Describe Kohlberg’s theory of moral development

4. INTRODUCTION
● Personality encompasses an individual's behaviour,
thinking patterns, attitudes, interests, actions, and life
philosophy.
● Personality integrates beliefs, values, abilities,
appearance, intelligence, and experiences of an
individual.

5. ● These factors are interconnected with each other to
give rise to an individual’s characteristic personality.

6. ● There are three basic factors to describe behavior:
○ Internal aspects: basic drives, covert feelings, physiological
systems, glands, and inherited physical features.
○ Social situations: exterior to individuals such as family, peer
group to which one belongs, the influence of customs,
traditions, and culture. These factors modify and direct an
individual’s needs.
○ The behavior or reactions that result from the interaction of
individuals and stimuli.

7. According to Gordon Allport,
“Personality is the dynamic
organization within the individual of
those psychophysical systems that
determine his characteristic
behavior and thought.”

8. Personality developement
● It is the process by which the organized thought and
behaviour patterns that make up a person's unique
personality emerge over time.
● Here we have two related terms:
○ Temperament: the aspects of the personality that
are often regarded as innate rather than learned.
○ Character: the aspects of the personality that are
acquired during the lifetime.

9. FACTORS AFFECTING PERSONALITY
DEVELOPEMENT

10. THEORIES RELATED
TO PERSONALITY
DEVELOPMENT

11. Various theories have been developed to describe the
various steps and stages that occur during the
development of personality
● FREUD’S PSYCHOSEXUAL THEORY
● FREUD’S STRUCTURAL MODEL OF PERSONALITY
● ERIKSON’S STAGES OF PSYCHOSOCIAL
DEVELOPMENT
● ERIKSON’S STAGES OF PSYCHOSOCIAL
DEVELOPMENT
● KOHLBERG’S THEORY OF MORAL DEVELOPMENT

12. FREUD’S PSYCHOSEXUAL THEORY
● According to psychosexual theory, the development
of personality takes place in stages that are related to
specific erogenous zones. Each stage is associated
with a conflict and if the conflict is not resolved,
fixation occurs.
● These stages are as follows:

14. ORAL STAGE
• Age group: birth to 1 year
• Erogenous zone: mouth
• infants engage with the world primarily
through their mouth, finding pleasure in
activities like sucking and tasting due to
the rooting and sucking reflex.
• The conflict at this stage is weaning. If
weaning does not occur properly, oral
fixation occurs and results in problems
like dependency, aggression, nail biting,
and smoking.

15. ANAL STAGE
• Age: 1-3 years
• Erogenous Zone: Bowel and Bladder
Control
• MAJOR CONFLICT: toilet training, the
child has to learn to control their bodily
needs
• CONFLICT RESOLVED: Competent,
productive, and creative adults
• FIXATION: orderly, rigid, and obsessive
adult.

16. PHALLIC STAGE
• Age Range: 3 to 6 Years
• Erogenous Zone: Genitals
• At this age, children also begin to discover the differences between males
and females.
• MAJOR CONFLICT: Boys see fathers as rivals for their mother's affection,
desiring their mother's possession and father's replacement — Oedipus
Complex. Similar feelings in girls are termed Electra Complex.
• Fixation: overly vain, exhibitionistic, over-attachment to the
opposite-sex parent, difficulty forming relationships

17. LATENT PHASE
• Age Range: 6 to Puberty
• Erogenous Zone: Sexual Feelings Are Inactive
• Children develop social skills, values, and relationships with peers and adults outside of
the family.
• The stage begins around the time that children enter school and become more
concerned with peer relationships, hobbies, and other interests.
• The latent period is a time of exploration in which sexual energy is dormant.
• Fixation at this stage can result in immaturity and an inability to form fulfilling
relationships as an adult.

18. GENITAL STAGE
• Stage: Puberty to Death
• Focus: Maturing Sexual Interests
• After puberty, the libido reawakens. This last
psychosexual stage involves strong sexual
attraction to the opposite sex, starting in
puberty and enduring throughout life.
• The challenge is to find harmony across life
domains, with prior stages influencing overall
personality equilibrium.

19. FREUD’S
STRUCTURAL
MODEL OF
PERSONALITY

21. ● The id, rooted in instincts, is the primal personality part,
housing urges like libido.
● It follows the pleasure principle, seeking gratification.
Impulsive, it caters to fundamental needs.
● Fulfillment brings pleasure, denial leads to tension.
● Newborns possess only the id initially; ego and super-ego
develop later.

22. ● The ego, molded by the external world, is the conscious part of
personality. It shapes self-awareness and outward presentation.
● Its role is to reconcile the id's impulses with reality, driven by reason.
● Operating on the reality principle, it finds practical ways to satisfy the
id while considering societal norms.
● Unlike the id, the ego seeks pleasure through realistic means. It lacks a
sense of morality; success hinges on harm avoidance.
● When reality principle falters, defense mechanisms aid in managing
emotions and perceptions.

23. ● The superego forms from societal values, emerging around age 3-5
during the phallic stage.
● It embodies conscience and self-critique, echoing moral codes.
Operating unconsciously, it restrains the id's prohibited impulses.
● It guides the ego towards moral and ideal goals, nurturing guilt
through the conscience.
● Comprising the conscience and ideal self, it shapes behaviour and
aspirations. Managing guilt involves defence mechanisms.

24. ERIKSON’S
STAGES OF
PSYCHOSOCIAL
DEVELOPMENT

25. ● Erikson explored lifelong social impact on development.
● Social interactions shape human growth.
● The theory, based on epigenetic principle, follows a sequential
community-context sequence.
● Each stage presents a pivotal conflict determining quality
development. Success yields mastery, termed ego strength, while
failure leads to inadequacy.

27. Stage 1: Trust vs. Mistrust
● Erikson's first psychosocial stage (birth to 1 year) shapes trust.
● Infants depend on caregivers for survival needs like food and
love.
● Trust forms based on caregiver reliability.
● Successful trust builds security; mistrust leads to fear and
mistrust due to inconsistency.

28. Stage 2: Autonomy vs. Shame and Doubt
● Erikson's second stage (early childhood) centers on personal
control.
● Children begin to exert autonomy through basic actions and
decisions.
● Potty training aids autonomy, as bodily control fosters
confidence.
● Success leads to autonomy, while failure triggers shame and
doubt.

29. Stage 3: Initiative vs. Guilt
● Erikson's third stage (preschool years) involves
asserting power through play and social interactions.
● Success leads to confidence and leadership ability.
● Failure results in guilt, self-doubt, and lack of
initiative.

30. Stage 4: Industry vs. Inferiority
● Erikson's fourth stage (early
school years) cultivates
pride in achievements.
● Social interactions shape
this stage.
● Success yields competence;
failure leads to feelings of
inferiority.

31. Stage 5: Identity vs. Role Confusion
● Erikson's fifth stage
(teenage years) shapes
personal identity.
● Success results in self-
authenticity, while
failure leads to role
confusion and weak
identity.

32. Stage 6: Intimacy vs. Isolation
● In young adulthood, people need to form intimate relationships.
● Success in this stage leads to strong relationships, while failure leads to
loneliness and isolation.
● A strong sense of personal identity is important for developing intimate
relationships.
● Those with a poor sense of self tend to have less committed
relationships and struggle with emotional isolation, loneliness, and
depression

33. Stage 7: Generativity vs. Stagnation
● Adults need to find ways to contribute to the world.
● Success in this stage leads to feelings of usefulness and
accomplishment, while failure leads to shallow
involvement in the world.
● The virtue of care is achieved when this stage is handled
successfully.

34. Stage 8: Integrity vs. Despair
● Old age is a time to reflect
on life and find meaning.
● Success in this stage leads
to wisdom, while failure
leads to regret and despair.
● Virtue: Wisdom

35. PIAGET’S STAGE
OF COGNITIVE
DEVELOPMENT

36. ● According to Piaget, children progress through a
series of four stages that are marked by distinctive
changes in how they think about themselves, others,
and the world around them plays an important role in
the formation of personality

39. The Sensorimotor Stage
● In this cognitive development stage, infants and toddlers learn through
sensory experiences and object manipulation. Their initial experiences
involve reflexes, senses, and motor responses.
● Ages: Birth to 2 Years
● Key Traits:
○ Explore through movements and senses
○ Develop understanding via actions like sucking, grasping, looking,
and listening
○ Grasp object permanence, understanding things exist even when
unseen
○ Recognize their distinctness from others and objects
○ Comprehend their actions' impact on the surrounding world.

42. The Preoperational Stage
● Language stands out as a key feature of the
preoperational developmental stage.
● Ages: 2 to 7 Years
● Key Traits
○ Embrace symbolic thinking through words and
pictures
○ Exhibit egocentrism, struggling with others'
viewpoints
○ Progress in language and thought, yet remain
bound to concrete thinking.

44. The Concrete Operational Stage
● Children in this stage become more logical and organized in
their thinking, but they are still very concrete.
● They begin to understand the concept of conservation and
can reason from specific information to a general principle.
● They also become better at thinking about other people's
perspectives and feelings.

47. The Formal Operational Stage
● Adolescents and young adults become capable of thinking
abstractly and reasoning about hypothetical problems.
● They also begin to think more about moral, philosophical,
ethical, social, and political issues.
● They can use deductive logic, which is the process of
reasoning from a general principle to specific information.

48. KOHLBERG’S
THEORY OF
MORAL
DEVELOPMENT

49. ● Lawrence Kohlberg developed a theory of
personality development that focused on the growth
of moral thought.

51. Level 1. Preconventional Morality
● Preconventional morality marks the initial phase of moral growth.
● During this period, children's choices are chiefly influenced by adult
expectations and the repercussions of rule-breaking. This level encompasses
two stages:
○ Stage 1 (Obedience and Punishment): This earliest moral phase, observed
in both young children and adults, involves perceiving rules as rigid and
unchanging. Adhering to rules is vital to avoid punishment.
○ Stage 2 (Individualism and Exchange): In this phase, individuals consider
differing perspectives and evaluate actions based on their personal benefits
and needs.

52. Level 2. Conventional Morality
● Level 2 represents the phase of moral development where individuals embrace societal
norms of goodness and morality. Adolescents and adults internalize these standards from
role models and society. This phase emphasizes authority acceptance and group
conformity, comprising two stages:
○ Stage 3 (Interpersonal Relationship Development): Often termed the "good boy-
good girl" orientation, this stage emphasizes meeting social expectations and roles,
stressing conformity, kindness, and the impact of choices on relationships.
○ .Stage 4 (Social Order Maintenance): This stage centers on upholding social order.
Individuals consider the greater society when making judgments, prioritizing rule
adherence, duty fulfillment, and authority respect to maintain law and order.

53. Level 3: Post-conventional Morality
● In this moral development phase, individuals grasp abstract ethical principles. The two
stages here are:
○ Stage 5 (Social Contract and Individual Rights): People consider diverse values and
opinions, emphasizing a social contract and individual rights. Rules maintain society
but must be collectively agreed upon.
Stage 6 (Universal Principles): The ultimate level features universal ethics and
abstract reasoning. People adhere to internalized justice principles, even when they
oppose laws and rules.

55. Introduction
You can enter a subtitle here if you need it

56. Conclusion
In conclusion, personality development is a lifelong,
multifaceted process influenced by genetics, environment,
experiences, and social interactions. Progressing through
distinct stages, individuals cultivate distinctive traits that
shape their engagement with the world. Amidst diverse
theories, the interplay of nature and nurture underscores the
intricate nature of human personality. As people consistently
adapt, their personalities mirror an ongoing voyage of self-
discovery and growth.

57. Bibliography
● Bhatia, Craig, Elements of psychology and mental hygiene for nurses in India, 3rd edition,
Hyderabad, Universities Press Pvt. Limited, 2015
● Shreevani R, A guide to Mental and psychiatric nursing, 4th edition, New Delhi, Jaypee
Brothers Medical Publishers (P) Ltd. 2018
● https://opentextbc.ca/introductiontopsychology/chapter/11-2-the-origins-of-
personality/#:~:text=we%20are%20aware.-
,Freud%20proposed%20that%20the%20mind%20is%20divided%20into%20three%20co
mponents,maintain%20a%20positive%20self%2Dimage.
● Cherry Kendra, (2022, July 27) Freud’s Psychosexual stages of development, Very well mind
https://www.verywellmind.com/freuds-stages-of-psychosexual-development-2795962
● https://www.webmd.com/children/what-to-know-eriksons-8-stages-development
● McLeod, S. A. (2018, June 06). Jean piaget's theory of cognitive development. Simply
Psychology. www.simplypsychology.org/piaget.html
● Cherry Kendra, (2022, November 7), Kohlberg’s theory of Moral development, Very Well
Mind, https://www.verywellmind.com/kohlbergs-theory-of-moral-development-2795071