GOVT NURSING COLLEGE GMH

REWA

SUBJECT – ADVANCE NURSING

TOPIC PRESENTATION
ON
PERSONALITY DEVELOPMENT
PRESENTED BY-
SUJATA KUSHWAHA
M.SC. NUSRING 1st YEAR
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 INTRODUCTION OF PERSONALITY

Personality is derived from a Latin word "Persona" which means a dress or mask
which Greek actors used to wear during playing a drama or play.

So it gives importance to outer appearance that time but now it is known that just
outer appearance can not be stated as personality.

Personality means the power to have influence on others.

Philosophical point of view states that personality is idea of perception and it is

self-enhancement.

Sociological point of view defines it as integration of all traits which determine the
role and status of the person in society 3
 DEFINITIONS OF PERSONALITY

Personality is the integration of those systems of habits that

represents one individual's adjustment to his environment
- (Kemph)

Personality is the relatively stable organization of a person's

motivational dispositions arising from the interaction
between biological, social & physical environment
- ( Eysenck)

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DOMAINS OF DEVELOPMENT
Physical Development :

It involves changes in height, weight, in brain, heart and in other structures and processes, in skeletal muscular and neurological
features that affect motor skill. At puberty boys and girls undergo growth and development very fast.

Cognitive Development :

It involves all those changes that occur in the mental activity including sensation, perception, memory, thought, reasoning and
language.

Psychological Development :

It includes all those changes that concern a person's personality, emotions and relationship with others. Society distinguisbes
between children, adolescents and adult

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PROCESS OF DEVELOPMENT
Growth :

The increase in size that occurs with changing age is called growth. Most organisms become larger as they become
older. Growth takes place through metabolism processes from within. The organism takes in a variety of substances,
breaks them down insu their chemical components and then reassemble them into materials

Maturation :

Maturation is the unfolding of genetically prescribed pattern of behavior or biological potential. Such changes are
relatively independent of the environment. For example, an infants motor development after birth, te. grasping,
sitting, crawling, standing and waking following follows a regular sequence. Both growth and maturation involves
biological changes. While growth refers to the increases in the individual cell and tissue, maturation concerns the
development of organs and to become functional

Learning :

It is more or less a permanent modification in behavior that results from the individual's experience in the
environment. It differ from maturation while occurs without any specific experience or practice. 6
IMPORTANCE OF PERSONALITY DEVELOPMENT

• Ensure excellence in one's chosen field

• Contribute to individual and national

development

• Increase your chances for success in any

undertakings

• To groom and polish your character

• To boost self-confidence and enhance self-worth 7

FACTORS AFFECTING OF PERSONALITY DEVELOPMENT
GENETICS
AND
BOLOGICAL
FACTORS
BIOLOGICA
SITUATION
L AND
AL AND
DEVELOPM
CONTEXUA
ENTAL
L FACTORS
FACTOR FACTORS
AFFECTING
PERSONALIT
Y
DEVELOPME
NT
PERSONAL ENVIROME
EXPERIENC NTAL
ES FACTORS

PSYCHOLOGIC
AL FACTORS
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Genetics and biological factors: :

Genetic Inheritance:

Some aspects of personality are believed to have a genetic basis. Traits

like temperament and predispositions may be inherited from parents.

Brain Structure and Chemistry:

Neurological factors, such as brain structure, neurotransmitter levels, and

hormonal balance, can influence personality characteristics.
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Environmental Influences:

•Family Environment:

Early experiences within the family, including parenting styles, family dynamics,
and the quality of relationships, can significantly impact personality development.

•Cultural Background:

Cultural norms, values, and societal expectations shape individuals' personalities.

Different cultures may emphasize certain traits or behaviors.

•Peer Influence:

Interactions with peers, friendships, and social experiences can contribute to the
development of personality, especially during adolescence. 10
Psychological Factors:
•Cognitive Processes:

Thought patterns, cognitive styles, and information processing can affect

personality. For example, individuals with optimistic or pessimistic
thinking patterns may exhibit different personality traits.

•Emotional Factors:

Emotional intelligence, the ability to recognize, understand, and manage

emotions, plays a role in personality development.

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Biological and developmental stages: :

•Childhood Development:

Early childhood experiences, attachment patterns, and the formation of a secure or

insecure attachment with caregivers can influence personality development.

•Adolescence and Adulthood:

Personality can continue to evolve during adolescence and adulthood, influenced by

social roles, life transitions, and changing responsibilities.

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Personal Experiences:
•Life Events:

Significant life events, such as trauma, loss, or major achievements, can shape
personality. How individuals cope with and interpret these events can influence
their outlook on life.

•Education and Learning Experiences:

Formal education and learning experiences contribute to cognitive development

and can influence personality traits like curiosity, openness, and intellectual
interests.

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Situational and contextual factors:
•Environmental Context:

The context in which individuals find themselves, including work, social settings,
and cultural contexts, can impact behavior and the expression of personality traits.

•Stress and Coping Mechanisms:

How individuals respond to stress and adversity can affect their personalities.
Effective coping mechanisms contribute to resilience and adaptive personality
development.

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SHOW
IN
POSTER
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Psychoanalytic
Theory
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Sigmund Freud (1961), who has been called the Father of
Psychiatry, is credited as the first to identify development by
stages. He considered the first 5 years of a child's life to be the
most important because he believed that an individual's basic
character had been formed by the age of 5. Freud's personality
theory can be conceptualized according to structure and
dynamics of the personality, topography of the mind, and
stages of personality development.

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Structure of the Personality :
Freud organized the structure of the personality into three major components: the id, ego, and
superego. They are distinguished

SUPER
ID EGO EGO
The id is the only The ego is the The last
component of component of component of
personality that is personality that is personality to
present from responsible for develop is the
birth. This aspect dealing with superego. The
of personality is reality. According superego is the
entirely to Freud, the ego aspect of
unconscious and develops from the personality that
includes of the id and ensures holds all of our
instinctive and that the impulses internalized moral
primitive of the id can be standards and
behaviors. expressed in a ideals that we
According to manner acquire from both
Freud, the id is acceptable in the parents and
the source of all real world. The society-our sense
psychic energy, ego functions in of right and
making it the both the wrong. The
primary conscious, superego provides
component of preconscious, and guidelines for
personality. unconscious mind. making
judgments.
According to 19
Freud, the
 Topography of the Mind :

Freud classified all mental contents and operations into three

categories: the conscious, the preconscious, and the unconscious.

THE CONSCIOUS :
The conscious includes all memories that remain within an
individual's awareness. It is the smallest of the three
categories. Events and experiences that are easily remembered
or retrieved are considered to be within one's conscious
awareness. Examples include telephone numbers, birthdays of
self and significant others, dates of special holidays, and what
one had for lunch today. The conscious mind is thought to be
under the control of the ego, the rational and logical structure
of the personality.
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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.
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THE UNCONSCIOUS :

The unconscious 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.
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 theory
Of
psychosocial
development
(ERIK 25
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 THEORY
OF
COGNITIVE

DEVELOPMENT 28
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 THEORY
OF
MORAL
DEVELOPMENT
(LAWRENCE KOHLBERG’S
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HUMANISTIC
THEORY
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Characteristics of Humanistic Theory

Phenomenological perspective: Perception or view of the world

whether or not it is accurate, becomes your reality.

Holistic view. The individual parts form a unique and total

entity that functions as a unit.

Self actualization : inherent tendency to develop and reach our

true potentials
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Maslow's Hierarchy of
Needs :

Maslow's hierarchy of
needs is a foundational
concept within
humanistic psychology,
illustrating how
individuals must satisfy
basic needs (such as
physiological and safety
needs) before they can
pursue higher-level
needs, including love,
esteem, and ultimately 35
ROLE OF A NURSE IN PERSONALITY DEVELOPMENT

•Understanding and Empathy :

Understanding and empathy from psychiatric nurses reinforces a psychological balance for
patients. Conveying an under standing is important because it provides patient with sense of
importance. The expression of thought and feeling should be encouraged without blaming,
judging Feeling important is significant to the lives of people who live in a structured society,
who often stigmatize the mentally ill because of their disorders. Empowering patients with feeling
of importance will bring these closer to the normality they had before the onset of their disorder

•Individuality

Individualized care becomes important when nurses need to get to know the patient. To obtain
this knowledge psychiatric nurse must see patient an individual with life beyond his mental
illness. Seeing people as individuals with lives beyond their mental illness is imperative in
making patient feel valued and respected. 36
•Providing Support :

Successful therapeutic relationship between nurses and patients need to have positive support.
Different methods of providing patients with support include many active responses. Minor
activities such as shopping, reading the newspaper together with patients can improve the quality
of support provided. Physical support may also be used and is manifested through the use of
touch

•Being There and being Available :

In order to make patient feel more comfortable, the patient care providers makes themselves more
approachable, therefore, mice readily open to multiple levels of personal connections. Such
personal connection has the ability to uplift patient's spirit and
secure confidentiality.

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•Being Genuine

The act of being genuine must come from within and be expressed by nurses without reluctancy.
Genuineness requires the psychiatric or mental health nurses to be natural or authentic in their
interaction with the patient. Self-disclosure is also essential to therapeutic relationship
development because as the relationship grows, patients are reluctant to give any more
information if they feel relationship is too one sided. The basic concept of genuineness is centered
on the being true to one's word. Patient would not trust nurses who fail in complying with what
they say or promise.

•Promoting Equality

Equal interactions are established when psychiatric nurses to patients are one-on-one.
Participating in activities that do tol make one person more dominant over the other, such as
talking about mutual interest or getting lunch together strengthen the level of equality shared
between professionals and patients. This can also create the "illusion of choice, giving the patien
options, even if limited or confined within the structure.
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•Demonstrating Respect :

To develop a quality therapeutic relationship psychiatric or mental health nurses

need to make patients feel respected and important. Accepting patient's faults and
problems is vital to convey respect; helping the patients to see themselves as worthy
and worthwhile.

•Demonstrating Clear Boundaries :

Boundaries are essential from protecting both the patient and the psychiatric or
mental health nurse and maintaining a functional therapeutic relationship. Limit
setting helps to shield the patient from embarrassing behavior and instills the patient
with ledling

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Conclusion
Personality development is an important part of our life and
it can be improved with intentional effort. The best
International school in attibele can improve our personalities
and become the best versions of ourselves By setting
realistic and achievable goals, developing positive habits,
using positive affirmations, and understanding our strengths
and weaknesses, with effort and dedication, the best
international school in attibele can create a strong and
balanced self that will bring many positive benefits to our
lives.

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SUMMARIZATION
INTRODUCTION

DEFINITIONS OF PERSONALITY

CHARACETRISTICS OF PERSONALITY

FACTORS AFFECTING OF PERSONALITY

THEORIES OF PERSONALITY DEVELOPMENT

ROLE OF NURSES IN PERSONALITY DEVELOPMENT

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