Academic paper

Running head: Who Do You Think You Are?

Who Do You Think You Are?

John Mary Smith

Principles of Psychology

Dr. Paul Coutinho

Running head: Who Do You Think You Are?

Who Do You Think You Are?

Importance of Studying Personality

Personality is the unique way an individual thinks, acts, and feels throughout life

(Ciccarelli & White, 2017). Personality is more than a combination of character (value

judgments) and temperament (such as irritability or adaptability.) While these factor into the

development of one’s personality, an individual’s personal experiences, family structure, culture,

and period in which he was raised also contribute.

It is important to study personality for a variety of reasons. First, when one learns about

his personality, he can understand his actions and understand his responses to situations which

can lead to self-improvement. Second, studying one’s personality allows an individual to make

better career choices to ensure compatibility with a potential field. For example, if one takes the

MBTI personality test and discovers he is an introvert, it would explain why he is uncomfortable

in social situations and would encourage him to find employment in areas that have fewer

interactions with people. Third, psychologists can use personality assessments to properly

diagnose patients. This can lead to a more tailored method for each patient to ensure better

support. Fourth, educators can use rating scales from personality research to diagnose potential

behavioral problems. When an educator can understand a student better, he can approach

education and discipline in a more appropriate manner. Lastly, personality assessments are used

to screen candidates for employment. For example, the military uses the Tailored Adaptive

Personality Assessment System to assess whether or not a person would be compatible with

military life. This ensures the selection of proper candidates who would be able to handle rigid

and demanding responsibilities.

Running head: Who Do You Think You Are?

Personality Theories

Sigmund Freud’s Psychosexual Development

Sigmund Freud theorized there were divisions of personalities: id, superego, and ego.

The id, or unconscious, is a pleasure-seeking, amoral part of personality that contains basic

biological drives such as hunger, thirst, and self-preservation (Ciccarelli & White, 2017). The

super-ego, or preconscious, is a part of personality that composes an individual’s morality. The

ego, or consciousness, is a rational, logical, and crafty part of personality that works on the

reality principle (Ciccarelli & White, 2017). The reality principle desires to satisfy the demands

of the id (Ciccarelli & White, 2017). If conflicts interfere with the harmony of the three parts of

the personality, anxiety would be produced and psychological defense mechanisms would be

developed. These defense mechanisms would be a way in which an individual attempts to cope

with their anxiety, but not face the core problem.

If a mother loses her child in an accident, she may refuse to believe and accept the truth

(Ciccarelli & White, 2017). This would be an example of denial. If a person was sexually abused

as a child but has no memory of it, he would be showing repression (Ciccarelli & White, 2017).

If a person sees signs his partner is having an affair, he may attempt to give excuses for the

evidence he is seeing. This would be an example of rationalization. If a man has a crush on a

woman but refuses to acknowledge it, he could try to convince himself that the woman is the one

who is actually attracted to him. This would be an example of projection. If a little boy has a

crush on a girl in his class and wants to be her friend, he may make fun of her and pull her hair.

This would be an example of reaction formation. If a husband comes home from a terrible day at

work, he may take his anger out on an innocent dog. This would be an example of displacement.

If a child who was potty-trained begins wetting the bed during times of anxiety, this would be an

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example of regression. If a teenager is uncomfortable with himself and has anxieties about his

identity, he may start to imitate the most popular boy in school. This would be an example of

identification. If a person has troubles communicating with his partner, he may try to buy her

love and affection with gifts and vacations. This would be considered compensation. If a person

is outwardly aggressive, he may try to channel that hostility into socially acceptable activities

such as boxing (Ciccarelli & White, 2017). This would be considered sublimation.

Freud theorized personality developed in a series of stages. (Freud's Psychosexual

Development: Individuals and Society, 2014) He called these five stages of personality

development the "psychosexual stages." In each stage, the libido focuses on a specific erogenous

zone. (509) Conflicts can develop if an individual has not properly completed each stage. These

conflicts can develop into a fixation that can carry on to adulthood.

The first stage of personality development is the oral stage and begins in the first eighteen

months of life. In this stage, an infant’s libido and primary attractions are on the mouth. This is

seen in behaviors desiring oral stimulation such as sucking, tasting, and eating. The baby will

develop a sense of trust when he is properly fed and given the oral stimulation he is craving.

However, if there is a conflict that occurs during the weaning processes, the child could form a

dependency or aggression. In adulthood, the child could have an oral fixation that could include

smoking, biting nails, as well as overeating. (Freud's Psychosexual Development: Individuals

and Society, 2014)

The second stage is the anal stage and begins from eighteen months until thirty-six

months. In this stage, a toddler’s libido and primary focus are on the anus. Freud theorized a

toddler got pleasure from withholding and releasing feces (Ciccarelli & White, 2017). During

this time in a child’s development, he is learning how to be potty-trained. The demand from

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parents to use the bathroom at a specific time and place stimulates the development of the ego in

the child. A child who is successful in potty-training develops a sense of self-control and

independence. However, conflicts can arise in toilet training if a parent is too severe. Negativity

can create a fixation that later develops into an anal-retentive personality (an individual who is

excessively neat or stubborn) or an anal-expulsive personality (an individual who is messy and

hostile.) (Ciccarelli & White, 2017).

The third stage is the phallic stage and begins from three years to six years. In this stage,

a child’s libido and primary focus are on the genitals. At this stage, Freud theorized boys begin

to understand girls do not have penises and develop castration anxiety; when girls begin to

understand they did not have a penis, they develop penis envy. In this period, which Freud

believed was an individual’s sexual awakening, a child develops a sexual attraction to his or her

opposite-sex parent. For a boy, this event is called the Oedipus complex. For a girl, this event is

called the Electra complex. To handle the anxiety of sexual attraction, a child will repress his or

her sexual desires and begin to identify with his or her same-sex parent (Ciccarelli & White,

2017).This is seen in ways little boys mimic their father’s behaviors and patterns, and how little

girls mimic the behaviors and patterns of their mothers. This leads to the development of the

superego and internalizing the morals of the same-sex parent (Ciccarelli & White, 2017).If the

child is unable to repress and identify, fixation in the form of sexual dysfunction would occur.

Later in the child’s life, he or she may be promiscuous or develop low self-esteem (Ciccarelli &

White, 2017).

The fourth stage is the latent stage and begins from six years to puberty. At this stage in

a child’s development, there is no focus of the libido. The child is repressing his or her sexual

desires and developing social skills instead. In this period of exploration, areas such as

Running head: Who Do You Think You Are?

intellectual pursuits and communication are being discovered. This is when the ego is

developed.

The fifth stage is the genital stage and begins from puberty on. At this stage, an

individual’s libido focuses on the genitals. As sexual desires are allowed into the conscious, an

individual begins to explore his sexual interest in other people and reach sexual maturity. While

previous stages focused on individual needs, the fifth stage expands to society and the welfare of

others. If an individual completes these stages successfully, he would be considered an

emotionally healthy and functioning adult.

Erickson’s Psychosocial Stages of Development

Erik Erikson was a trained Freudian psychoanalyst (Ciccarelli & White, 2017). While his

theory was partly influenced by Freud, Erikson believed the focus of development should be on

social interactions more than sexual. He also believed personality forms and continues to

develop throughout one’s life, rather than only during childhood. In his theory, each stage of

development presented a crisis. Each crisis could develop a favorable or unfavorable outcome.

The first stage begins in the first year of life. In this stage, a baby is learning about his or

her environment. The crisis presented is the development of trust or mistrust. The baby needs to

feel trust in the caretaker. If the caretaker properly feeds and nurtures the baby, the baby will

develop trust and the virtue of hope for positive outcomes in the future. However, if the baby is

not properly fed or nurtured, the baby would not develop trust in the caretaker and would

develop a sense of mistrust and fear for the future.

The second stage begins in the second year of life. In this stage, a child is learning

independence. The crisis presented is the development of autonomy or doubt. A child begins

testing his individuality by asserting himself in social situations and playtime, deciding what he

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wants to eat, and by rejecting requests from his parents. In order to develop autonomy, a child’s

parents should be encouraging independence and allow a child to do tasks on his own and

promote an environment of acceptance if the child makes a mistake. However, if a child is not

allowed to make mistakes and the parent is overly critical or overly controlling, a child would

develop a sense of personal shame, doubt, and inadequacy.

The third stage begins in the third year of life and spans to the fifth year. At this stage, a

child is socializing with other children and learning interpersonal skills. This requires the child

to initiate activities and to grow a higher sense of individuality. The crisis presented in this stage

is initiative or guilt. As a child learns more about himself and the surrounding people, he begins

to ask many questions. If this is supported by parents, teachers, and peers, the child will develop

initiative and the virtue of purpose. However, if a parent, teacher, or child responds negatively to

a child’s assertion or tries to control him, the child will develop guilt and feelings of inadequacy.

The fourth stage begins in the sixth year of life and spans to puberty. In this stage, a

child will begin wanting to feel the approval from teachers and other authorities. The crisis

presented is industry or inferiority. As a child goes through this stage, he develops a higher

sense of self and uses the approval from adults to prove his competency. If this event is

supported by teachers and adults, the child will develop industry and gain the virtues of pride and

competency. However, if the teachers and adults are overly critical and do not support the child,

he will develop a sense of inferiority.

The fifth stage begins in adolescence. In this stage, an individual will develop a need for

belonging. The crisis presented is identity or role confusion. As an individual is becoming more

independent and looking at future prospects, including careers and relationships, he begins to

discover who he is and who they want to be. If an individual can discover their identity and

Running head: Who Do You Think You Are?

values, he will integrate himself in society and see himself as his own individual. However, if he

is unable to successfully discover this, he will develop confusion. This confusion could lead to

imitation or isolation.

The sixth stage begins in early adulthood about eighteen to forty years. At this stage, an

individual focuses on finding a partner. The crisis is intimacy or isolation. If an adult is able to

find a compatible partner and navigate through social situations, he has developed an ability to

make commitments to others and have fulfilling relationships. However, avoiding intimacy and

experiencing negative relationships can create isolation and depression.

The seventh stage begins in middle age. At this stage, an individual focuses on the needs

of the next generation and society. The crisis presented is generativity or stagnation. If an adult

is able to work with the community and provide nurture to others, the individual has successfully

completed the seventh stage and given his life a legacy. However, if an individual develops

concern only for himself and his achievements, he will remain stagnant and feel he does not have

a legacy to leave behind.

The eighth stage begins in an individual’s aging years. In this stage, an individual is

examining his life to find purpose and acceptance. The crisis presented is ego integrity versus

despair. As a person ages, he must come to terms that his life is ending. An adult who is able to

accept their mortality and accept regrets, they will have achieved the final stage. However, if an

adult is unable to come to terms with reality and his choices, he will be in despair and have

anxiety in this final stage.

Maslow’s Hierarchy

Abraham Maslow had a humanistic approach to his theory of personality. He believed

there was an order of desires which explained human behaviors. He called his theory the

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Hierarchy of Needs. This is a motivational theory and Maslow believes that humans left to

themselves will realize their highest potential and self-actualize. In order to attain the goal of

one’s life a person must go through eight stages fulfilling a specific need at every stage. The first

four needs are called deficiency needs and are considered coping behaviors and basic survival;

the last four needs are called growth needs.

The first level of Maslow’s Hierarchy of Needs is physiological needs. These are the

basic human needs required for human survival, including water, food, sleep, and air. (Expanded

Maslow's Hierarchy of Needs, Human Needs, 2011) If one is hungry, he will prioritize eating

over being social with others. The second level is the need for safety and security. These needs

are satisfied when one can feel secure in his physical environment, such as having a safe house to

live in, and also in his financial stability. For example, if one’s job is at risk, his primary focus

will be on obtaining another job rather than exploring new hobbies. The third level is the need

for love and a feeling of belonging. This need desires the acceptance of others in social

situations. The fourth level is the need for personal esteem. This need is satisfied by being

recognized and respected in society. A person may make physical improvements for the

attention and admiration of others. The fifth level is cognitive needs. These are needs to gain

knowledge and understanding of the world around oneself. The sixth need is aesthetic needs.

These are needs for beauty and aesthetics. To satisfy these needs, a person may go to an art

museum or spend time at a scenic location such as a park. The seventh level is self-actualization.

This need is met when one believes he is living up to his potential and finding a purpose. The

final need is the transcendence need. This need is in discovering the purpose of one’s life and

the spiritual meaning of his existence. (Expanded Maslow's Hierarchy of Needs, Human Needs,

2011)

Running head: Who Do You Think You Are?

Myers Briggs Type Indicator

Myers Briggs Type Indicator, also known as MBTI, is a personality inventory based on

the ideas of Carl Jung and created by Katharine Cook Briggs and her daughter, Isabel Briggs

Myers (Ciccarelli & White, 2017). In this personality theory, four personality dimensions are

presented: introversion or extroversion, sensing or intuition, thinking or feeling, and perceiving

or judging (Ciccarelli & White, 2017). There are sixteen potential personality results, and while

every individual holds certain amounts of each quality, the categorization is based on the

individual’s primary focus. Those who focus energy mostly internally would be considered an

introvert. Those who focus energy through other people would be considered an extrovert.

Those who acquire information absorbing information around them would be categorized as

sensing. Those who acquire information by absorbing information around them and applying it

internally would be categorized as intuitive. Those who make task-oriented decisions would be

considered in the thinking category. Those who make decisions with the welfare of others in

mind would be considered in the feeling category. Those who relate to the outer world by order

and structure would be categorized as judging. Those who relate to the outer world by being

adaptable and carefree would be categorized as perceiving.

Running head: Who Do You Think You Are?

Hey, Girl; What’s Your Type?

Importance of Myers-Briggs Type Indicator

Myers-Briggs Type Indicator (MBTI) is a self-report inventory based on Carl Jung’s

theory of personality (Ciccarelli & White, 2017). As the MBTI is based solely on a person’s

view of himself, the assessment’s validity and reliability has sometimes come into question

(Ciccarelli & White, 2017). However, personality types give a good indicator to a person’s

personal preferences and can be useful in making important decisions. While the Myers–Briggs

Type Indicator was published in 1962, this personality inventory has proved much relevance in

today’s world.

First, research shows people arJ naturally attracted to careers that work in unity with their

type preferences. (The Myers & Briggs Foundation, n.d.) The sensing/intuitive and

thinking/feeling aspects of one’s personality are especially helpful in finding a suitable career.

For example, a person who is intuitive/feeling (NF) would be drawn to careers where he

contributes to the benefit of others, such as being involved in social work and education.

(“Personality Types,” n.d.) In contrast, if a person is sensing/thinking (ST) he would have a

primary focus of structure and would be drawn to careers where he could use analytical skills,

such as being in law enforcement or management. (“Personality Types” n.d.)

Second, employers also can make use of the MBTI to assess the strength and weaknesses

of a potential employee and find the best position for him. For example, if a manager is looking

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to hire someone to be on a salesfloor interacting with many customers, he most likely will not

first look for someone who is an INTJ (Introverted/Intuitive/Thinking/Judging) and would most

likely desire to fill that position with someone who is more extroverted and people-oriented.

However, if the position is for a data analyst with a private office, the INTJ would likely be a

great fit.

Third, the MBTI test is a useful tool for psychologists to better understand patients.

Different personality types prefer different styles of communication and therapy. A psychologist

that is aware of his client’s personality type could plan a more strategic approach with

counseling sessions. In understanding his client more, he could reach the client on a deeper level

and have a greater chance in making a difference.

Fourth, romantic relationships can greatly benefit from the use of this test.

Communication is the key to any successful relationship. However, couples may find

themselves having difficulties expressing their needs and emotions to their partners. A partner

may not understand why his significant other feels or acts how he or she does. If a person

discovers she is an ENFP (Extroverted/Intuitive/Feeling/Perceiving) and is dating an INTP

(Introverted/Intuitive/Thinking/Perceiving), she would have a better understanding why her

partner prefers to eat dinner at home verses at a fancy dinner in a bustling city. Instead of

insisting her partner go out with her every Saturday, she could have a girl’s night out to fill her

need for social situations, and her partner can have his or her needed alone time.

Fifth, each personality type has a learning style that would be best suited for him.

However, in a large classroom, a teacher may be inclined to treat each student the same. With

the use of MBTI, an educator could understand his individual students better and would be able

to tailor his teaching style in a way that would reach each student. An educator may not call on

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an introverted child as much as an extroverted child, but may also encourage the development of

necessary social skills in other ways such as small group projects. Allowing a child to be

comfortable in his environment would lessen his anxieties and could improve his grades.

The MBTI continues to be beneficial in today’s times in many areas. While a person can

adapt to different situations, it is useful to understand where a person’s natural preferences lie to

allow the person to make better choices for himself and for those around him. While the MBTI

does not take into account a person’s life experiences, it provides a general idea to who the

person might be and which career, relationship, and education method would work best for him.

The Myers–Briggs Type Indicator continues to be the most widely used personality test and has

proven to be a valuable tool for many people looking to discover and better themselves. (The

Myers & Briggs Foundation, n.d.)

Overall Conclusion

At the end of the day, people are all the same. Everyone has a personality. No matter

what happens, or how different people may seem, we are all fundamentally the same. Our

personalities just help us function in our own societies, homes, and lives. There are many schools

of thought and beliefs and practices when it comes to personality. The truth is, no one really

knows. It’s up to each person to decide what they believe and how they want to approach the

topic. Just as it is with every concept in psychology, one must be able to challenge and learn and

build from a personality theory, because psychology is just an ever-going conversation, and it’s

all just a theory.

Running head: Who Do You Think You Are?

Running head: Who Do You Think You Are?

References

Ciccarelli, S. K., & White, J. N. (2000). Psychology (Fifth Edition). Boston, MA: Houghton

Mifflin Co.

Freud's Psychosexual Development: Individuals and Society: MCAT: Khan Academy. (2014,

February 25). Retrieved from https://youtu.be/nG7yosFQHP4.

Erikson's Psychosocial Development- Ages and Stages Project. (2013, March 27). Retrieved

from https://youtu.be/grSxCdtLl38.

Expanded Maslow's Hierarchy of Needs, Human Needs, Self Actualization, Humanistic

Psychology. (2011, June 22). Retrieved from https://youtu.be/yM8SwZkvCIY.

The Myers & Briggs Foundation. (n.d.). Retrieved from https://www.myersbriggs.org/.

Personality Types. (n.d.). Retrieved from https://www.16personalities.com/personality-

types.

Grading Rubrics

Creative Title (3)

Introduction: What is Personality? (7)

Explain 5 reasons for the importance of studying Personality (15)

Describe briefly the different schools of Personality Theories. Make sure you include the

following Personality Theories:

Psycho-sexual (10)

Psycho-social (10)

Hierarchy of Need (10)

MBTI (10)

Part B

Creative Title (2)

Running head: Who Do You Think You Are?

Introduction (5)

Develop 5 reason for the relevance of this schools in today’s world (20)

Overall Conclusion (8)