Concepts of Personality Development

Mr. Ibrahim Rawhi Ayasreh

RN, MSN, CNS
Concepts of Personality Development
Personality is the combination of character,
behavioral, temperamental, emotional, and mental
traits that are unique to each specific individual.

Temperament is the inborn personality characteristics
that influence an individuals manner of reacting to the
environment, and ultimately his or her developmental
progression.
Psychoanalytic theory
Sigmund Freud (1961), who has been called the
father of psychiatry, is credited as the first to
identify development by stages.

Freuds personality theory can be conceptualized
according to structure and dynamics of the
personality, topography of the mind, and stages of
personality development.
Structure of the Personality
Freud organized the structure of the personality into
three major components: the id, ego, and superego.

Id
The id is the locus of instinctual drivesthe pleasure
principle. Present at birth, it endows the infant with
instinctual drives that seek to satisfy needs and
achieve immediate gratification. Id-driven behaviors are
impulsive and may be irrational.
Structure of the Personality
Ego
The ego, also called the rational self or the reality
principle, begins to develop between the ages of 4 and 6
months.
The ego experiences the reality of the external world,
adapts to it, and responds to it. As the ego develops and
gains strength, it seeks to bring the influences of the
external world to bear upon the id, to substitute the reality
principle for the pleasure principle. A primary function of
the ego is one of mediator, that is, to maintain harmony
among the external world, the id, and the superego.
Structure of the Personality
Superego
If the id is identified as the pleasure principle, and
the ego the reality principle, the superego might be
referred to as the perfection principle.
The superego, which develops between ages 3 and
6 years, internalizes the values and morals set forth
by primary caregivers.
Derived from a system of rewards and punishments,
the superego is composed of two major components:
the ego-ideal and the conscience.
Structure of the Personality
When a child is consistently rewarded for good behavior,
his or her self-esteem is enhanced, and the behavior
becomes part of the ego-ideal; that is, it is internalized as
part of his or her value system.
The conscience is formed when the child is consistently
punished for bad behavior.
The child learns what is considered morally right or wrong
from feedback received from parental figures and from
society or culture. When moral and ethical principles or
even internalized ideals and values are disregarded, the
conscience generates a feeling of guilt within the individual.
Structure of the Personality

Topography of the Mind
Freud classified all mental contents and operations into
three categories: the conscious, the preconscious, and the
unconscious.

The Conscious
Includes all memories that remain within an individuals
awareness. It is the smallest of the three categories.
Events and experiences that are easily remembered or
retrieved are considered to be within ones conscious
awareness. Examples include telephone numbers,
birthdays of self , dates of special holidays.
Topography of the Mind
The Preconscious
The preconscious includes all memories that may have been
forgotten or are not in present awareness but, with attention,
can readily be recalled into consciousness.
Examples include telephone numbers or addresses once
known but little used and feelings associated with significant
life events that may have occurred at some time in the past.
The preconscious enhances awareness by helping to
suppress unpleasant or nonessential memories from
consciousness. It is thought to be partially under the control
of the superego, which helps to suppress unacceptable
thoughts and behaviors.
Topography of the Mind
The Unconscious
It includes all memories that one is unable to bring to
conscious awareness.
It is the largest of the three topographical levels.
Unconscious material consists of unpleasant or nonessential
memories that have been repressed and can be retrieved
only through therapy, hypnosis, and with certain substances
that alter the awareness and have the capacity to restructure
repressed memories.
Unconscious material may also emerge in dreams and in
seemingly incomprehensible behavior.
Freuds Stages of Psychosexual Development

Stages of Development in Sullivans
Interpersonal Theory

Eriksons Psychosocial Theory

Trust versus Mistrust: Birth to 18 Months
In this stage, the major task is to develop a basic trust in
the mothering figure and be able to generalize it to
others.
Achievement of the task results in self-confidence,
optimism, faith in the gratification of needs and desires,
and hope for the future. The infant learns to trust when
basic needs are met consistently.
Nonachievement results in emotional dissatisfaction with
the self and others, suspiciousness, and difficulty with
interpersonal relationships.
Autonomy versus Shame and Doubt: 18
Months to 3 Years
The major task in this stage is to gain some self-control
and independence within the environment.
Achievement of the task results in a sense of self control
and the ability to delay gratification, as well as a feeling of
self-confidence in ones ability to perform. Autonomy is
achieved when parents encourage and provide
opportunities for independent activities.
Nonachievement results in a lack of self-confidence, a
lack of pride in the ability to perform, a sense of being
controlled by others, and a rage against the self.
Initiative versus Guilt: 3 to 6 Years
During this stage the goal is to develop a sense of
purpose and the ability to initiate and direct ones
own activities.
Achievement of the task results in the ability to
exercise restraint and self-control of inappropriate
social behaviors.
Nonachievement results in feelings of inadequacy
and a sense of defeat. Guilt is experienced to an
excessive degree, even to the point of accepting
liability in situations for which one is not responsible.
Industry versus Inferiority: 6 to 12 Years
The major task of this stage is to achieve a sense of
self-confidence by learning, competing, performing
successfully, and receiving recognition from significant
others, peers, and acquaintances.
Achievement of the task results in a sense of
satisfaction and pleasure in the interaction and
involvement with others.
Nonachievement results in difficulty in interpersonal
relationships because of feelings of personal
inadequacy.
Identity versus Role Confusion: 12 to 20 Years
At this stage, the goal is to integrate the tasks mastered in
the previous stages into a secure sense of self.
Achievement of the task results in a sense of confidence,
emotional stability, and a view of the self as a unique
individual.
Nonachievement results in a sense of self-consciousness,
doubt, and confusion about ones role in life. Personal
values or goals for ones life are absent. Commitments to
relationships with others are nonexistent or superficial and
brief.
Intimacy versus Isolation: 20 to 30 Years
The objective during this stage is to form an intense,
lasting relationship or a commitment to another
person, a cause, an institution, or a creative effort.
Achievement of the task results in the capacity for
mutual love and respect between two people and the
ability of an individual to pledge a total commitment
to another.
Nonachievement results in withdrawal, social
isolation, and aloneness.
Generativity versus Stagnation: 30 to 65
Years
The major task of this stage is to achieve the life goals
established for oneself while also considering the welfare of
future generations.
Achievement of the task results in a sense of gratification
from personal and professional achievements and from
meaningful contributions to others. The individual is active in
the service of and to society.
Nonachievement results in lack of concern for the
welfare of others and total preoccupation with the self.
Ego Integrity versus Despair: 65 Years to
Death
The goal of this stage is to review ones life and
derive meaning from both positive and negative
events, while achieving a positive sense of self.
Achievement of the task results in a sense of self-
worth and self-acceptance as one reviews life goals,
accepting that some were achieved and some were
not.
Nonachievement results in self-contempt and disgust
with how life has progressed.