UNIT 1 PERSONALITY DEVELOPMENT

Contents
1.0 Objectives
1.1 Introduction
1.2 ~efinitiohof Personality
I .3 kterminants of Personality
1.4 Patterning of Development
1.5 Personality as the External Appearance and Behaviour of the
Individual'
1.6 Need for Studying Personality Development for Social Work Practice
1.7 Let Us Sum Up
1.8 Key Words
1.9 Suggested Readings
1.10 Answers to Check Your Progress

1.0 OBJECTIVES
This unit aims at providing you with an understanding of personality
development. At the end of the unit you should be able to :
explain the meaning of the term personality;
indicate the factors affecting development of personality;
describe the patterning of personality development; and
describe the importance of personality development for the practice of
social work.

1.1 INTRODUCTION
This unit gives an idea about the concept of personality and importance of
studying personality for social work practice. It also throws light on the
determinants of personality and the pertinence of personality development.
The external appearance of personality has also been described in this unit.
This unit provides a comprehensive idea about personality development of an
individual.

1.2 DEFINITION OF PERSONALITY

Personality is a widely used word and a variety of meanings are attached to it.
According to Allport (1937) there are at least fifty different meanings of t b
term. He indicates that "Personality" came originally'from the Latin. word
"Da.-cn..n" Allnn.+ . - A ~ - . + O thnt ~~..A.-.-a-nl:t.r" :.-...--,-I :.. *., I---I CAB... ,-I:.-+:..-+
Human Growth and senses in the writings of Cicero. First, personality is regarded as an assemblage
Development of personal qualities. In this sense personality belongs to the actor. Second,
personality is regarded as the way a person appears to others. In this sense
personality pertains to the mask. Third, personality represents the role a person
plays in life; a professional, social, or political role such as characters in drama.
Finally personality refers to qualities of distinction and dignity. It pertains to
the star performer.
There are several definitions of personality. Allport (1937) classified these
definitions in six categories. Out of these three important and popular definitions
are given below:
Personality as a Social Value
Allport (1924) defined "personality as, individual's characteristic reaction to
social stimuli and the quality of his adaptation to the social features of his
environment."
According to Guthrie, "Personality is defined as those habits and habit systems
of social importance that are stable and resistant to change."
Stranger (1961) has indicated two meanings of personality related to social
values:

i) Personality as Stirnullrs value - This indicates that personality is the

impact or impression of a person or personality over other person or
persons, or how a person impresses the other in society. If a person
impresses other persons fast and easily then his personality is considered
impressive. It is well observed in daily life that if a person who ha{ higher
stimulus value or who impresses and attracts us easily, we often say that
helshe has a nice personality. But this idea regarding personality is not
scientific, because the views of different persons are quite different.

ii) Persorzality as a Response - Observing the limitation in the description

of personality as a stimulus, personality was defined as response.
Personality as a response has two definitions as indicated by Guthrie and
Allport. The benefit of defining personality in this way is that the study
of personality becomes possible from an external stand point. This type '

of definition is also incomplete because personality represents not only a

group of responses but it has stimulus value too.
Personality as an Intervening Variable
Allport (1937) defined personality as an intervening variable. According to
him, "Personality is the dynamic organization within the individual of those
psychophysical systems that determine his unique adjustment to his
environment".
According to Munn, (1953), Personality may be defined as the most
characteristic integration of individual's structures, modes of behaviour, interest,
attitudes, capacities, abilities and aptitudes.
Traits of Personality
I
Crutch and Cretchfied (1958) defined trait as a specific quality of a person by I
which helshe behaves evenly in all situations. The personality may be known 1
by the act of comparison and by the act of observation. A person is observed Personality Development
to react promptly or vigorously or accurately or in all of these ways. These 'are
the properties which are obstructions that come by way of analysis form
totalities, the aspects or properties that we have just been considering are
"traits". There are behaviour traits as well as somatic traits.
Allport defined personality traits on the following eight criteria:
i) The existence of traits is more than negligible. (ii) Traits are more generalized
as compared with habits. (iii) Traits are dynamic or at least determinative. (iv)
Their existence can be established on the statistical and experiential basis. (v)
The various traits of personality are independent of each other. (vi)
Psychologically moral qualities are not personality traits (vii) the tasks and
habits which are not according to or favourable to traits do not give proof of
the existence of traits. (viii) Traits are unique and universal.
Allport, on the basis of a large scale analysis of human traits, proposed a trait
theory of personality. Some of the conclusions regarding traits are as follows:

1) Personality traits can help selecting appropriate behaviour or obstruct

behaviours.

2) Direct observation of traits is not possible but inference regarding them is

possible.

3) Habits do not determine traits but traits determine the development of a

+
new habit.

4) Traits guide and initiate behaviour.

5) According to Allport, some important traits are: punctuality, aggressiveness,

cheerfulness, competitiveness, fancifulness, gregariousness and vigour.

6) The level of adjustment of normal persons can be compared with the

help of common traits.

7) Allport named the group of traits as a syndrome.

8) Allport classified all traits in three major groups:

i) Cardinal Traits: These,type of traits are more effective and perform

the important functions of control of emotions. They are small in
number.

ii) Central Traits: These traits contribute to the focus of person's

behaviour. They are often considered as building blocks of personality.
iii) Secondary Traits: These traits are individual traits and common traits.
The individual traits are considered as true symptoms. ,The common
traits are found in many persons. They pravide basis for the
measurement of many individual traits.
R.B. Cattell conducted a number of studies in the field of individual traits.
Cattell observed that the study of total 17 1 traits is necepary for the study of
personality.
Human Growth and Check Your Progress I
Development
Note : a) Use the space provided for your answer.
b) Check your answers with those provided at the end of this unit.
I) Which are the key words in thg definition of personality given by Allport?

...................................................................................................................
2) What do your understand by traits?

DETERMINANTS OF PERSONALITY
We find uniqueness in every person. Some persons are criminals and others
law abiding citizens, some alcoholics and others teetotallers, some maladjusted
and others well adjusted. There are certain principles underlying personality
development and functioning, which enable us to understand the variation in
the pattern of behaviour. They involve the influences of heredity and
environment.
A) - Biological Factors
These factors include genetic factors and hormonal factors. I x t US examine
these factors in some details.
Genetic Factors: Each individual receives a genetic endowment from his
parents which provides for physical equipment-muscle, glands, sense organs,
nerves and so on. All these parts are essential for one's development into an
adult human being. Heredity not only provides potentialities for development
but is an important source of individual differences, as it influences the
determination of certain traits more than other. The physical features and various
constitutional factors such as sensitivity, vigour, susceptibility to disease, and
intelligence are most clearly influenced by heredity. Genetic factors may
influence the overall functioning of the organism and lower the individual's
resistance to physical disease. The most unique aspects of man's inheritance
are reflected in the brain which is the most highly organized apparatus in the
universe. The brain produces a fantastic communication network with
tremendous capability for integrating the overall functioning of the human
 organism, for interpreting and 'storing' new experiences and for reasoning, Personality Development
imagining and problem solving.
Hormonal Factors: There are a number of hormonal factors which influence
the development of personality. Some of the important ones are described below.

These glands secrete directly without any tube. The secretion of these glands
is known as harmones which affect the personality.

i) P~~ncrcas Glands: This gland is related to a tube of the deudenum. This

gland secretes digestive juices. Insulin is secreted in the body by these
1 cells, which neutralize blood sugar.

ii) Thyroid Gland: The secretion of this gland is called thyroxin which
i influences the rate of physical growth.
iii) Parathyroid Gland: The main function of this gland is to control the
quantity of calcium which makes the development of bones and teeth
smooth, if its secretion is smooth.
iv) Adrenal Gland: The secretion from this gland is called 'Aderin', which
shapes personality. The secretion stimulates the blood supply and influences
liver. As a result, fatigue is reduced and the wastes of the body are released.

v) Pitutary Glurzd: The harmone secreted from the anterior part of this gland
I controls the secretions of various glands and the secretion from its posterior
part stimulates the petuterin muscle.
vi) Gonad Gland: The secretion from these glands is called gonadal harmones
(Progestin, Androgens and Estrogens). Due to these secretions males have
masculine traits and females have feminine qualities.
2 ) Physique and Health
A person's worth increases by good physical structure. Also, if the physical
structure is defective, the chances are high that helshe would suffer from a
number of health problems.
3) Body Chernktry
I

The various chemical changes taking place in different centres of brain and
body have an important effect on a person's personality. If the chemical changes
are not in proper order the person suffers from various problems. Thus due to
deficiency of glycogen in the muscles a person will exhaust soon and will
appear lazy, depressed, frustrated and irritated.
4 ) Maturation arzd Personality
Maturation decides how and what a person will learn. The development of
many personality traits depends upon learning. If the maturation is not smooth
then his learning and personality will be adversely effected.
5 ) Genetic arid Sornatic Factors
The characteristics of a child are often found to be like their parents. It is
because of heredity of the child and the environment created by the guardians,
Human Growth and in which the child is brought up. There are several studies of twins which
Development show that personality development is effected by heredity. It is also observed
that during pregnancy activeness of mother, her diet, fetus, requirements,
emotional status of mother affect the personality of a new born child.
B) Environmental Factors
'. .
The psychological development of a person is constantly shaped by the forces
in his or her environment. Even people with similar inheritance show different
characteristics. The sociocultural environment influences the development of
individuals even more dramatically through the learning of the language he
speaks, the customs he follows, the values he believes in, and the competeilcies
which he develops to deal with life's problems. We find ~liatgroups of people
foster specific culture patterns by the systematic teaching of the yoiunger
members of their groups. Such practices tcnd to make all inembers of the
group somewhat alike, or as Lintoil (1945) has put it, to establish, "the basic
personality types."
According to Mead (1949) people reared in societies which do not sanction
violence will settle their differences in nonviolent ways. In New Guinea two
tribes of similar social origin, living in the same general geographical area,
were found to have developed diametrically opposed characteristics : the
Arapesh were a kindly, peaceful, cooperative people; the Mundugumor were
warlike, suspicious, competitive and vengeful. These differences emerge in
the social conditions.
Each individual belongs to a somewhat unique pattern of sub groups and
experiences a unique patteln of interpersonal relationships. Participation in the
socio-cultural environment may vary across individuals. It may be said that
the socio cultural environment is the source of differences as well as
commonalities in personality development. The environmental factors may be
divided into two categories
i) Geographical Factors
ii) Social Factors
A brief description of Social factors are as follows :
1) Parental Factors

i) Importance of Mother: Certain studies conducted in this field point out

that, out of all environmental factors, the person is affected most by his
relations with mother during early period. Harlow (1966) conducted a
study on baby monkeys and indicated that due to lonely early development
the baby monkey fails to establish healthy social relations with its
companions. Similar results were observed by Spitz (1949)' and Yarrow
(1963)' in the studies conducted on human babies. Early maternal
deprivation is found to be related to pathology in personality development.

ii) Importance of Father: Like mother the presence and absence of father
affects the personality of a child. Mischel (1958) saw that the child's
socialization and development was influence by the absence of father. In
particular the father-child relationship influences the nature of future sexual.
relationship-of the child.
i
I1 Personality Development
iii) Other Family Members: It is observed that if the members 0fhb.e family
t
are affectionate to the child and help her to fulfill the requirements, Wch. -
iI her good habits, then such things definitely help the child to develop
I
positive aspects in personality.
iv) Size of the Family: The size of the family also affects the development of
personality. If there are more members in the family then language and
other mental abilities of the child develop faster. Contrary to it, in the
case of an only child in the family, due to more care, love and affection,
t
the child becomes obstinate and pampered.

v) Economic status of the family: The economic condition of the family

also affects the personality. The children of a poor family may develop a
feeling of inferiority and insecurity. Similarly, due to lack of facilities and
nutritious diet, their physical and mental development is arrested.
2) School and Peer Groups
The neighbourhood is an important factor affecting personality development.
Children learn certain habits and behaviours from children of neighbourhood
with whom they interact. Their intellectual and emotional development is also
affected. After a few years the child goes to school and experiences patterns
of adjustment within the school and community setting. The child in schogl is
affected by teacher's behaviour and school environment. Child's self perception
is often found significantly related to the quality of school experiehces. Child's
social and emotional development is shaped by the school atmosphere and
peer group.
3). Cultural Factors
The culture to which one belongs is an important factor which affects the
child's behaviour and development. There are cultural variations in different
societies and the pattern of personality of children is shaped by the various
features of culture. The pattern of child rearing, values, norms and incentives
vary from culture to culture. Consisting of shared meanings and practices,
different cultures help development of different traits of personality.
Check Your Progress I1

Note : a) Use the space provided for your answer.

b) Check your answers with those provided at the end of this unit.

1) Which are the main determinants of personality?

Humat1Growth and
Development
1.4 PATTERNING OF DEVELOPMENT
There are three main levels of analysis to be taken into consideration for the
study of development of an individual:

i) Biological System: The closely coordinated Physiological interactions

within the body.
ii) The Psychological System or Personality: It involves the organized
interaction of motives, abilities, assumptions, and defenses integrated
around the self, and
iii) Sociological or Group System: It involves the interactions of the
individual in his family or broader group contexts.
These three factors or levels of analysis are important to gain a complete view
of the individual and his functioning. These factors play an important role in
shaping the personality of an individual and affect the growth and development
of personality.
Thus it is important to keep in mind that development or change in a person is
always a patterned change. All the interactive component systems are involved
in shaping the pattern of these changes.
Development Schedule
Human development is found to follow a definite schedule not only in the
domain of physical and motor development but also in the domain of emotional,
intellectual, and social development. Thus an infant crawls and sits up before
she begins to walk; her early generalized emotional reactions become
diffkrentiated into love, humor, grief. The language behaviour also progresses
from random vocalization to words which eventually become vehicles for
thinking;
The of development is regulated by the forces of maturation and
learning. Maturational processes guide the development of our bodily structure
and pave the way for learning, but what we can learn in any situation depends
both on maturational readiness and on what we have learned in the past. It is
also observed that each new phase of development is limited by previous
development and, in turn, influences and remains a part of successive stages
of development.
Development Tasks
The human development has been broadly divided into 6 major stages. At
each stage maturational and social pressure impose certain specific tasks 'which
the individual must master if she is to maintain normal course of development.
When the various tasks are not mastered during the appropriate developmental
period, the individual suffers from immaturities and incompetencies which
persist and handicap her adjustment during later developmental stages.
The developmental tasks of six life stages, as indicated by Erikson (1950),
Havighurst (1952), Kagon and Moss (1962), and Witmer and Kotinsky (1952)
are described below:
 Personality Development and Adjustment: Personality Development

li Developmental Task of Different Life Stages

Infancy and Early Childhood Learning to walk and talk. Learning to take
(0-6 years) solid food and to control the elimination of
body wastes. Achieving physiological
stability. Developing a sense of trust in
oneself and in others. Learning to relate
oneself emotionally to parents, siblings, and
other people. Forming an identification with
one's own sex. Developing simple concepts
of social and physical reality. Mastering
simple safety rules. Learning to distinguish
right from wrong and to respect rules and
authority.
Middle Childhood (6-12 years) Gaining wider knowledge and
understanding of the physical and social
world. Building wholesome attitudes toward
oneself. Learning an appropriate masculine
o r feminine social role. Developing
conscience, morality, and a scale of values.
Learning to read, write, and calculate, and
learning other fundamental intellectual skills.
Learning physical skills. Developing
attitudes toward social groups and other
institutions. Learning to win and maintain
a place among one's age-mates. Learning
to give and take and to share responsibility.
Achieving increasing personal
independence.
Adolescence (12-18 years) Developing self-confidence and a clear
sense of identity. Accepting one's physique
and adjusting to body changes. Achieving
a masculine or feminine social role.
Developing new and mature relations with
age-mates. Achieving emotional
independence from parents and other adults.
Developing concern beyond oneself;
achieving mature values, and social
responsibility. Selecting and preparing for
an occupation. Preparing for marriage and
family life. Learning to make choices and
taking responsibility. Building a conscious
value system in harmony with an adequate
world picture.
Early adulthood (18-35 years) Completing fornlal education. Getting
started in an occupation. Selecting and
learning to live with a mate. Starting a family
and providing for the matel'ial and
H u ~ i ~ aGrowth
n and psychological need of one's children.
Developmer~t
Finding a congenial social group. Taking
on civic responsibility. Developing a
satisfying philosophy of life.
Middle Age (35-60 years) Accepting greater civic and social
responsibility. Achieving personal growth
with one's mate and relating to one's mate
as a person. Establishing a standard of
living and developing adequate financial
security for remaining years. Developing
adult leisure-time activities and extending
interests. Helping teen-age children become
responsible and happy adults. Adjusting to
aging parents. Accepting and adjusting to
the physiological changes of middle age.
Later Life Adjusting to decreasing physical strength.
Adjusting to retirement and reduced income,
and establishing satisfactory living
arrangements. Adjusting to the death of
spouse or friends. Meeting social and civic
obligations within one's ability. Establishing
affiliation with one's own age group.
Maintaining active interests and concern
beyond oneself.

Task common to all Periods Developing and using one's physical, social,
and emotional competencies. Accepting
oneself and developing basic self-
confidence. Accepting reality and building
valid attitudes and values. Participating
creatively and responsibly in family and
other groups. Building rich linkages with
one's world.

The most important pathways towards maturity are:

I) Depertdertce to Self-Directiorr: One of the pathways towards maturity is

from dependency of fetus, infant and child to the independence of adult-
hood. Growth toward independence and self direction is the development
of an integrated frame of reference of adult responsibilities.

2) Pleasure to Reality: Freud indicated that the pleasure principle is

fundamental in governing early behaviour. This thought was subordinated
to the reality principle, the realization that we must learn to perceive and
face reality if we are to meet our needs.

3) Ignorance to K~towledge:The human baby is born in a stage of total

ignorance and soon starts acquiring information about herself and the
surroundings. In due course of time; this information is organized into
coherent pattern ass~~mptionsconcerning reality, value and possibility,
which provides him with a stable frame of reference for guiding her
behaviour.
4) Zrlconlpeterlce to Comnpetence: The entire period from infancy through Personality Development
adolescence is directed toward the mastery of intellectual, emotional, social
and other competencies essential for adulthood.

5) Diffuse Sexuality to Heterosexuality: The sexual development is an

important development in a person's growth towards maturity. At an early
age, diffuse and generalized expressions of sexuality are found. During
later childhood interests and emotional feelings are directed towards other
members of the same sex. With the advent of puberty, heterosexual
differentiation progresses rapidly: aturity in sexual behaviour
involves more than directing on towards a m m b e r of the
opposite sex. ,
*t,w, *

6 ) Anloral to Moral: The newborn baby has no concept of good or bad;

right or wrong; gradually she learns a pattern of value assumptions which
operate as inner guides or control behavioul; we refer to as her conscience
or super ego.

7 ) Self-centered to Other Centered: One of the most important pathways to

maturity involves individual's gradual transition from exclusive
preoccupation with himself and his needs to an understanding and
acceptance of social responsibilities and an involvement in the human
enterprise. This includes the ability to give love in one's family setting
and to be concerned about and contribute to the welfare of one's group
and of society in general.
Variation in Development
b
All human beings go through the same stages owth but we observe
variations in the traits that they develop. The terrn trait is used to refer to any
distinguishable and relatively enduring characteristic of the individual. The
variation in the traits may be illustrated as most people fall in the intermediate
or average range of intelligence, while a few at one extreme ar-e geniuses and
a few at the other extreme are mentally retarded.
However, variation may occur from one individual to another in (a) the nature
of a given physical trait, such as blood type and skin color, (b) the differentiation
or extent to which a given trait is developed, (c) the integration of traits or
harmony arnong them, and (d) the over all pattern of traits, which we call
personality. Variation within a definite range is considered normal; it is abnormal
only when it becomes extreme enough to impair one's adaptive capacities
seriously.
A number of factors are significant which affect a particular trait. The traits
play a very important role in the development of an individual, if his position
is very much above or below the average. The significance of a given trait
depends on the pattern of all the traits.
Check Your Progress I11
Note : a) Use the space provided for your answer.

b) Check your answers with those provided at the end of this unit.

1) Define the level of analysis taken into consideration for the study of
development of individual.
Human Growth and
Development

2) Define the developmental tasks of different age groups.

1.5 PERSONALITY AS THE EXTERNAL

APPEARANCE AND BEHAVIOUR OF THE
INDIVIDUAL
The external appearance of personality is related with the biological part of
the human being. The bodily system is composed of fluids, bones, skin and
musclar, connective and neural tissues. These components constitute the
physiology of the organism.
There is plenty of evidence which shows the interdependence between 'mind'
and 'body'. When the brain is injured or when small portions of it are renloved,
there is some disturbance in personality though often less than what one might
expect. In addition to external appearance there is also a desire to create a
favourable first impression on others. The first impression of a person gives
others a clue to the personality of the observed individual. In addition, the first
impression determines what others will expect of the individual, and their
expectations, in turn, influence his behaviour.
A person's fiist impression may be based on physical appearence, facial features
or expression, gestures, dress, name, nationality, race, what the person says
and how he says it, what he does and how he does it, or some other physical
or psychological characteristic which is identified in the mind of the observer
with certain personality types.
Sheldon describes the types of personality on the basis of external appearance
as under:

i) E~zdonzorpltic:Identity to roundness, smoothness, softness, large trunk,

delicate, tapering limbs.

ii) Mesomorphic: Tendency to heavy bones and muscles,'squareness,

ruggedness.
iii) Ectonzorpltic: Tendency lo slenderness, straightness of limb. delicateness.
Each person is to be described with respect to his positions on each of the Personality Development,
three scales. According to Sheldon A type is thus a particular combination of
the position on these dimensions. It takes three scores to express each person's
type and to describe him physically. Therefore, we can say that external
appearance and behaviour of an individual is very important where the
personality is concerned.
Check Your Progress IV
Note : a) Use the space provided for your answer.
h) Check your answers with those provided at the elid of this unit.
1) Describe lie types of personality given by Sheldon.

1.6 NEED FOR STUDYING PERSONALITY

DEVELOPMENT FOR SOCIAL WORK
PRACTICE
Social work practice is a professional approach towards the solution of
psychosocial and behavioural problems of human beings. It deals with all the
aspects of' human life including growth and development of personality. Some
social scientists consider social work as a behavioural science. It is also accepted
that services rendered by social workers will be fruitful only ,when the basic
information about the problems, nature and level of psycho-sexual development
is known by the worker. The personality assessment tasks of the different
stages of development must be known by the social workernfor the diagnosis
and ~rcalnientof psycl~osocialproblems. Studying personality development is
helpful for social work practitioners to develop their competence.
Check Your Progress V
Note : a) Use the space provided for your answer.
b) Check your answers with those provided at the end of this unit.

I) Explain the need of social workers to study personality development.

 -
Human Growth and
Development
1.7 LET US SUM UP
The word 'personality' used by a common man is different from its
meaning as a technical term. The c-ommoc man uses the tern1
'personality' only to refer to the structure of individual. The term
'personality' originated from the Latin word 'persona' which means 1~;1sk.
In psychological literature personality is defined from difkrcnt angles.
The most appropriate definition has been given by Allport. Pcople also
use the term character, temperament and self, similar to personal~ty.but
they have different meanings. The development of personality begins
from early infancy stage.
Every person is unique, therefore, there is a requirement tc_, nndcrstand
the factors which affect personality. Heredity and environment :ire \ome
of the inlportallt detern~inantsof th{ personi~lity.
Three levels of analysis is involved in the study of development of an
individuals' personality. They include b/ological system, psychological system
and sociological or group systey. There are different developmental tasks for
the different stages of life. AII'human beings go through similar stages of
growth but variations are also found.
The external appearance of personality is related to the biological part of a
liunlan being. Since social work deals with all the aspects of human life
studying personality development for social work practitioners is very relevant.

1 3 KEY WORDS
Persol~ality : "Personality is individual's lcharacteristic reaction to
social stimuli and the quality of his adaptation to the
social features of his environment."
Temperament : A person's typical way of responding to his or her
environment.
Self : An individual's conception of the kind of person helshe
is.
Task : A function to be performed

1.9 SUGGESTED READINGS

Allport, Gordon, and W, Pattern (1961), Groivtl~ill Persorrnliry, Halt Rillehart
& Winston, New York.
Coleman (1988), Ahrlornrcrl Psychology nnd Moderr1 Llfc, D . B .
Taraporevala Sons and Co. Pvt. Ltd, Bombay.
Gnilford, J. P. (1959), Per.sortalir): McGraw-Hill, New York.
I
Kakar, Sudhir (1983), The I~zner~:World; A P.s)~cho-ntzcrlyticStrldy of
Clrildlrood ,artd Society irr India, Oxford University Press, Delhi.
Liebert, R. M. and Spiegler, M. D. ( I 985), Strcitegies nrrcl I.r.sues,California
BrooksICole, Los Angeles.
 Werner, H., ( 1957) Corr~pcrrcrtivePsydlology of nze~ztnldevelopment (Rev. Personality Development
ed> New York Int. Univ. Press, New York.
:* ! Zastrow, Charles (1978), I~ltrodi~ctinrlto Socinl Welfcrre I~zstit~ltio~zs,
The
11 Prec\ Homewood Illinois.
! II
$

i 1.10 ANSWERS TO CHECK YOUR PROGRESS

1- check Your Progress I
; I
I) Following are the key words in the definition of personality given by
Allport:
1 Dynamic organization
b) Mind
C) Body
d) Sent inlent

3) Behavioi~riuid thoi~ghtsiire unique characteristics of an individual. These

two terms :ire important aspects which make the way for what an individual
may do, ~nainlywhat he does to adjust to his e'nvironment.

II Check Your Progress I1

1) Heredity and environment are the two main determinants of personality.
Check your progress I11
1) There are three levels of analysis to be taken into consideration for the
study of development of an individual:
a) Biological system,
b) Psychological system or personality,
C) Sociologicill or group system.
2) The human development is broadly divided into 6 major stages. At each
stage matul-ational and social pressures demand a person to master certain
specific tasks he or she is to maintain in the normal course of development.
Check your progress IV
1) There are three types of personality described by ~ h e l d o n
a) Endomorphic,
b) Mesomorphic,
C) Ectomorphic.
Check Your Progress V
I) Social worker helps the individual in solving emotional, 'social,
psychological and behavioural problems. It is only possible when the
worker has a co~nprehensiveunderstanding of problehs, particul~rlythe
aspects, systems, traits and types of personality, and the course of its
(It-vplonmt-nl