UNIT 1

PERSONALITY
The term personality is often understood in terms of social attractiveness. A good personality is
considered to be one who impresses other people and who has the ability to get on well with
others. Those who do not possess such ability are said to have relatively poor personality.
However if one considers personality from a scientific point of view, being attractive to others is
not a true concept of personality. In fact, psychologists consider any attempt to define personality
in terms of social attractiveness as inadequate because of two reasons, (i) it limits the number
and types of behaviours considered important and worthy for incorporation into the study of
personality and (ii) such a notion implies that some people who have unique abilities,
temperament and traits are devoid of having a personality. Psychologists have attempted to
explain the concept of personality in terms of individuality and consistency. We often observe
that people differ a great deal in the ways they think, feel and act and that too to different or even
same situations. This distinctive pattern of behaviour helps one to define one’s identity.
Commenting upon the notion of individuality, it has been said that each of us in certain respects
is like all other persons, like some other persons and like no other person who has been in the
past or will be existing in future (Kluckhohn & Murray, 1953). Another important notion in
defining the concept of personality is consistency. In other words it can be stated that the concept
of personality also rests on the observation that a person seems to behave somewhat consistently
in different situations over different time. Form this observation of perceived consistency comes
the notion of personality traits that determine the way of responding to one’s world. Combining
these notions of individuality and consistency, personality can be defined as the distinctive and
unique ways in which each individual thinks, feels and acts, which characterise a person’s
response throughout life. In other words, it can be said that personality refers to all those
relatively permanent traits, dispositions or characteristics within the person that give some
measure of consistency to the person’s behaviour. These traits may be unique, common to some
groups or shared by the entire species but their pattern will be different from individual to
individual.

The development of personality has been a topic of interest for the

personality psychologists right from the time the term came into existence. Psychologists have
tried to identity those factors which directly or indirectly influence the growth and development
of personality. Although there are a large number of factors, which influence the development of
personality, such factors have been broadly grouped into three general categories and these are
given below.

1) Biological factors, 2) Pscyhological factors, 3) Environmental factors.

 Since these factors tend to determine the way personality develops they are also called as
determinants of personality. These three sets of factors are discussed here in detail.

1 Biological Factors- Biological determinants also called as physical determinants emphasise

that physique and body functioning are directly responsible for personality development. Some
of these factors are: (i) Body build (ii) Physical attractiveness (iii) Homeostasis (iv) Physical
defects conditions.

i) Body build: Body build influences personality directly by determining what an

individual can and cannot do, as well as what the individual’s reaction will be to all those
whose body builds are superior or inferior. Some of the known body builds are (i)
ectomorph (ii) endomorph, and (iii) mesomorph. Ectomorphs are persons who are tall
and thin in their body builds. They have been generally found to be superior to
Endomorphs who have round and soft body builds. The superiority is especially in speed
and endurance. Likewise, mesomorphs who are strong and muscular in their body builds
have been found to be superior to both ectomorphs and endomorphs in activities like
speed, endurance and agility. It has also been reported that body build of an individual
affects the person’s self-concept, which is an important constituents of personality. This
self concept can be favourable or unfavourable. For instance if the body build allows the
person to do things that are socially desirable, prestigious and better than others it would
contribute to positive self concept about oneself. On the other hand if it allows the person
to do things which are not favourable or positive or ends up in failure, it would lead to
poor or negative self concept.

ii)
Physical attractiveness: Physical attractiveness is another physical component that
affects the development of personality. An attractive person of any age is more appealing
than a person who is unattractive. Brislin & Lewis (1968) have commented that it is very
much rewarding to be with someone who is physically attractive. Generally, it has been
found that the people tend to be more tolerant in their attitudes and judgements of an
attractive person. That is the reason why a pretty child is less likely to be punished or
criticised for troublesome behaviour than a simple looking homely child. In business
circle, an attractive worker may be less efficient and less conscientious than an
unattractive worker and yet, the attractive worker is relatively more likely to get
promotion sooner than the unattractive one.

iii) Homeostasis: Homeostasis is another important determinant. It refers to the maintenance

of a stable internal environment through relatively having normal temperature, normal
level of blood sugar, normal level of blood pressure, proper water balance, etc. When
any of these conditions is upset, disequilibrium starts and disturbances in homeostatis
 results. Homeostatis or disturbances in it, has a significant impact upon personality both
directly or indirectly. Directly, the effect of homeostatis is seen in relaxed, controlled and
socially acceptable behaviour patterns of the person who is feeling well both physically
and psychologically. When the level of homeostasis is disturbed, behaviours like
irritability, indigestion, insomnia and other uncomfortable states often result.
Disturbances in homestasis Disturbances in homestasis also affects personality
indirectly. It affects personality through the way the person reacts to what he thinks and
believes to be the attitudes of some significant people in his life. For example, a person
who is above average in physical stature in comparison to his age and sex group, because
of excessive hormonal discharge will respond to his superior size in one of the two ways.
If his superior size is viewed favourably by others, his reaction will be positive and
therefore, disturbance in homeostasis will thus have a favourable impact upon the
development of personality. But if his size proves to be a social handicap and others
ridicule it, his reactions will be negative and the effect in the disturbance of homeostasis
will be unfavourable. Definition and Concept of Personality and Personality
Development Some studies have very clearly shown that development of personality is
affected by homeostasis or lack of it. For example, when the blood sugar goes above the
normal range, depressive mental states tend to follow. Severe deficiency in vitamin B
complex results in increased level of emotionality and depression. High blood pressure
frequently produces neuroticism. Anoxia or reduction in the amount of oxygen in the
inspired air, as it happens in asthma, causes emotional outbursts, mental confusion and
self-criticism.

iv)
Physical defects: Physical defects are another determiners. The first scientific study
showing the impact of physical defect upon personality has come from Alfred Adler’s
theory of organ inferiority. Today several studies have been conducted to examine the
direct and indirect impact of physical defects upon personality. Obesity is one of the
popular physical defect. Obesity proves to be a handicap in social relationship because
the obese person is unable to keep up with his contemporaries. Obesity also affects the
personality indirectly. Awareness of unfavourable attitude towards obesity makes the
person feel not only inferior but also they develop the feeling of being socially scorned.
Not only this, some researchers have also pointed out that massively obese individuals
become more disturbed perhaps because of less self-satisfaction and cumulative adverse
comment from others.

Psychological Factors
Several psychological factors tend to determine the development of personality. Among
those factors the following can be specially discussed because of their importance. These
include
i) Intellectual determinants Emotional determinants iii) Self disclosure iv)
Aspiration and achievements The above are being discussed in the following
paragraphs.

Intellectual Determinants These are one of the important factors which influence the
development of personality. Researchers are of view that intellectual capacities influence
personality through various kinds of adjustments in life and indirectly through the
judgments other persons make of the individual on the basis of the person’s intellectual
achievements. This judgment in turn affects the evaluation and consequently the
development of personality. Intellectually bright men and women make better personal
and social adjustments than those of average or below average intelligence. Several
studies bear testimony to the fact that bright men and women are generally introspective,
thoughtful, creative, adventuresome and have strong concern with problems, meanings
and values. They are found to show a wider interest especially in the theoretical and
aesthetic areas. Since they have greater and stronger mental ability, they have better
control over themselves. Definition and Concept of Personality and Personality
Development However, having very superior intelligence affects personality
development unfavourably because it creates special problems which are not
encountered by those persons who are merely bright. These various problems result in
the development of a personality pattern, which is characterised by the traits like
negativism, intolerance, habits of chicanery, emotional conflicts, solitary pursuit, self-
sufficiency, dominance, etc. Evidences also have provided support to the fact that
intellectual capacities also influence development of values, morality and human.

Emotional Determinants These are other important factors that shape the development
of personality. Emotions are considered important personality determinants because they
affect personal and social adjustment. Research has shown that several aspects of
emotions like dominant emotions, emotional balance, emotional deprivation, excessive
love and affection, emotional expressions, emotional catharsis and emotional stress
directly and indirectly affect the development of personality. Some people experience a
predominance of pleasant emotions while others experience a predominance of
unpleasant emotions. This predominance affect the development of personality. The
cheerful persons are usually happy and even when they are in a depressive mood they
can see the brighter side of things. Likewise, since apprehensive persons are full of fear,
they even when there is ja happy or enjoyable situation, feel depressed and remain afraid.
Emotional balance which is a condition in which pleasant emotions outweigh the
unpleasant emotion, is considered essential to good social and personal adjustment.
When the person encounters with obstacles and problems, unpleasant experiences like
fear, anger, envy and other negative emotions are aroused. As a consequence the
person’s adjustments are adversely affected. Such conditions in the long run are
responsible for development of many pathological traits in the person. Also emotional
deprivation of pleasant emotions like love, happiness and curiosity also has an impact,
which gradually leads to poor personal and social adjustment.

Excessive Love and Affection This also has psychologically negative effect. Sigmund
Freud had earlier cautioned that too much parental love and affection awakens a
disposition for neurotic disorders, spoils the child and makes the individual a problematic
adolescent. Strecker (1956) has pointed out that excessive mothering, that is,
overprotective mothers turn their sons and daughters into immature and dependent
adults. Emotional expression, that is, how the person expresses emotion also affects the
development of personality. If the person is able to express emotions in a socially
approved manner, that person would be judged favourably and this provides a good
mirror image of the self. Such emotional expression produces a better feeling both
physically and mentally because homeostasis can be restored. Sanctions, control over the
overt expression of emotions is often necessary to avoid social disapproval. However,
repression of emotions like anger, fear, jealously, and envy makes the individual gloomy
and morbid which ultimately produces behaviour like extreme laziness, lack of interest in
people, vacillation of mood etc. Emotional Catharsis (release of unexpressed emotions)
also contributes to the development of good adjustment. Release of pent up emotions
allows for physical and mental homeostasis to be restored. As a consequence, the person
can judge oneself in a more realistic way.

Self-disclosure Self disclosure is considered basic to mental health and such disclosure
helps to bring about a healthy personality pattern which is a guarantee for a socially
desirable and favourable reactions from others. Emotional stress expressed in the form of
anxiety, frustration, jealousy and envy also affect the development of personality. A
person who suffers from emotional stress makes good personal and social adjustments.
Intense emotional stress may motivate the person to go to excesses in hope of being
relieved from it. For example, the person may resort to overeating and using drugs to dull
the intense feeling of insecurity caused by emotional stress. It has been reported that
women who experience greater degree of emotional stress during menstrual period, are
found to develop depressive tendencies. Psychologists have shown that people with low
self-esteem are more adversely affected by emotional stress than those with high self-
esteem.

Aspiration and Achievements These also have an effect on the development of

personality. Aspiration means a longing for and striving for something higher than one’s
present status. Thus aspirations are the ego-involved goals that persons set for
themselves. The more ego-involved the aspirations are, the more will be the impact upon
behaviour and therefore, greater will be the impact upon personality. There may be
various forms of aspirations such as positive aspiration (to achieve success), negative
aspiration (to avoid failure), realistic aspiration (within the range of the person’s
capacity), unrealistic aspirations (beyond the capacity of the person), remote aspirations
(to achieve a goal in the remote future) or immediate aspirations (to achieve a goal in the
near future). The motivating power of aspiration varies. In general, remote and realistic
aspirations do provide stronger motivating forces than immediate and unrealistic
aspirations. Negative aspirations are considered weaker in providing motivating strength
than positive aspirations. Level of aspiration, that is, the discrepancy between the goal an
individual has achieved and the goal the person hopes to reach, affects the personality in
terms of the size of the discrepancy. When the size of discrepancy is large, the person’s
self-concept is severely damaged especially if the person fails to achieve the goal. Not
only the individual will judge self as failure but others will also judge the person as a
failure in particular if others know about the person’s goal and that goal had not been
achieved. Research studies have also shown that high aspirations are not necessarily a
source of damage to the self-concept. They may be a source of motivation and pleasure.
They may be a kind of wishful thinking that will not cause any damage to personality so
long as it remains a form of fun and play.

Achievements These are another related factor that determine the development of
personality. Achievement can be evaluated objectively by comparing one’s performance
with those of one’s peers and subjectively, by comparing the person’s achievement with
the level of aspiration. Success and failure are the two different attitudes of the person
towards achievement. If the person is pleased with own achievement, the achievement
will be considered a success and this has a favourable impact upon the self-concept.
However if the person’s attitude towards achievement is negative, then the achievement
will not be considered a success but a failure. Such persons will feel dissatisfied and
miserable and in turn their self concept will be adversely affected. Persons who feel that
they have been successful remain satisfied with themselves and appear to be happy.
Besides building a favourable self-concept, achievement also raises the person’s self-
esteem and increases the level of self-confidence so that the individual can solve the
many new problem of the future successfully. In addition to the personal satisfaction that
a person derives from achieving the goal successfully, the achievement ensures that the
person is appropriate in all the actions that are taken up, which in turn produce a
stabilising impact upon the behaviour. Therefore, a successful person tends to be more
relaxed than a person who has experiences of failure.

Environmental Factors
Besides physical and psychological factors, some environmental factors have been
isolated and shown to have a significant impact upon the development of personality.
Under environmental determinants, the following four sets of factors have been primarily
emphasised :
 Social Acceptance These are one of the major environmental determinants. Every
person lives in a social group, which judges the person’s behaviour in terms of the
person’s conformity to group expectations regarding proper performance behaviour and
appropriate role playing. Thus social judgement serve as basis for self-evaluation. In this
way, the social group tends to influence the development of self-concept.
The degree of influence the social group has on personality development depends not
alone on how well accepted the individual is but also on how much importance social
acceptance has for the individual. If the person places more value on group acceptance,
that person will be more willing to be influenced by the group. Persons who are widely
accepted and liked by the group, are likely to respond in a congenial and friendly spirit
than those who experience hostility, disregard and rejection in the group. In fact, how
much influence social acceptance has on behaviour depends upon two conditions: how
much security a person has in his/her status in the group and what importance he/she
attaches to the social acceptance. If the person feels fully secure in the status, which
would make the person free to act as he/she wishes and will not be greatly influenced by
suggestions from others. Likewise, if the person attaches more value to the social
acceptance, he/she will also be more susceptible to be in line with the group members.
Persons whose social acceptance is very high, they are generally more outgoing, more
flexible, more active and daring than those who are only moderately socially accepted or
moderately popular. However, such persons often fail to establish close relationship with
people. They also fail to show emotional warmth which is considered essential to close
and intimate personal relationship. This sense of aloofness usually comes from a feeling
of superiority.
Social Deprivation This is another environmental factor, which is said to influence the
development of personality in massive and significant way. Social deprivation means
being deprived of opportunities for various types of social contacts including love and
affection. Social deprivation causes social isolation which has an adverse effect on
personality. Social deprivation has proved most damaging for two age groups— the very
young and the elderly. The young children who are deprived of contacts with parents /
guardians fail to develop healthy and normal personality. Their behaviour is socially
disapproved and they are also unfavourably judged by others. Social deprivation in
elderly people make them self-bound and selfish, which gradually lead to unfavourable
social and self judgements. It has also been observed that social deprivation is far more
damaging to people who want and also need social contacts for happiness than those who
are self-sufficient or who voluntarily withdraw. For example, when elderly persons
voluntarily decide on their own to withdraw from social activities, they are far happier
and relatively well adjusted in comparison to those whose withdrawal is involuntary. If
social deprivation is extensive and prolonged, it gradually leads to unhealthy social
attitudes and mental illness.
Educational Factors Another important factor, which influences the development of
personality is the educational factors. Schools, colleges and teachers have significant
impact upon the individual’s development of personality. The impact of educational
institution upon personality development is largely determined by the students’ attitude
towards school and colleges, towards peers, towards teachers and also toward the value
of education. When these attitudes are favourable, the students usually enjoy their
academic activities and have a warm and friendly relationship with teachers and their
peers. This has a very favourable impact upon the development of personality by
producing stronger sense of self-confidence and self-esteem. The reverse is true when
there is unfavourable attitudes amongst students towards education and educational
institutions, teachers and peers etc. . Research studies have further revealed that if the
students are physically and psychologically ready to enter the school or colleges, their
attitude tend to be far more favourable. Attitude towards educational institution is greatly
influenced by emotional climate of the institution, which affect the level of motivation,
students’ classroom behaviour and their general emotional reactions. Through these
various behavioural patterns, the emotional climate of the educational institution affects
the students’ self-evaluation and the evaluation others make of them.

Family Determinants This is another important class of factors that influence

development of personality. The influence of family on personality development is
maximal at all ages. The family affects the development of personality both directly or
indirectly. Direct influence of family upon personality comes chiefly through different
child-training methods which are used to mould the personality pattern, and the
communication of interest, attitude and values between members of the family. Strict,
demanding, punitive and inhibiting parents / guardians tend to encourage their children
for depending upon external controls to guide their behaviour. As a result, when the
children are outside the direct control of their parents/guardian, they tend to show
impulsiveness in their behaviour. Definition and Concept of Personality and Personality
Development Indirectly, through identification with parents, children develop a
personality pattern similar to that of their parents. Experimental studies reveal that
through imitation also, a certain personality pattern develops. For example, living with
parents who are anxious, nervous and lacking the sense of humor produces in the
children a sense of nervousness and frequent outburst of temper. Likewise, living with
warm, affectionate, loving and interested parents generally produces a social and
gregarious persons. Such persons also develop an interest of welfare and affection for
persons outside the home as well.

Emotional Climate of Home and Ordinal Position A very important factor in the
development of personality is the emotional climate at home as well as the ordinal
position of the individual concerned within his family. Ordinal position refers to the
eldest or youngest or middle or 2nd or 3rd child in the family. If the home climate is
 favourable, the person will react to personal problems and frustrations in a calm way and
to people in a tolerant and cooperative way. On the other hand if emotional climate of
home is full of friction and conflicts, the person is more likely to develop a sense of
hostility and may often tend to react to people in an aggressive way. Ordinal position
also affects the development of personality. Studies have revealed that the firstborns tend
to be more conforming and dependent than later borns. They are more affiliative, more
susceptible to group pressures and more introverted. Firstborns who achieve greater
success than the later born siblings tend to be selfish and self centred. They show their
feeling of superiority about their achievements by making criticism of others. Despite the
feelings of superiority, they continue to suffer from a feeling of insecurity which had

Self-Concept

Self-concept is the understanding and perception individuals have about themselves. It

encompasses one's beliefs, feelings, and thoughts about personal attributes, abilities, values, and
identity. Formed through personal experiences, social interactions, and internal reflections, self-
concept plays a crucial role in shaping behavior, influencing motivation, and guiding decision-
making throughout life.

At its core, self-concept is multi-dimensional. It includes several components such as physical

self, social self, personal self, and academic or professional self. The physical self involves how
individuals perceive their appearance and physical abilities. The social self relates to one's sense
of belonging and relationships with others. The personal self is tied to individual values, beliefs,
and personality traits. The academic or professional self reflects perceptions of competence in
educational or work-related tasks.

Self-concept is both dynamic and stable. While it tends to remain consistent over time, it can
evolve with significant life events, achievements, failures, or changes in environment. For
example, a student’s self-concept may shift positively after consistently performing well
academically, or negatively after experiencing repeated failures.

Two important dimensions of self-concept are self-esteem and self-efficacy. Self-esteem refers
to the overall sense of self-worth or personal value, while self-efficacy is the belief in one’s
ability to succeed in specific situations or tasks. A positive self-concept, reinforced by high self-
esteem and strong self-efficacy, can lead to greater resilience, motivation, and emotional well-
being. In contrast, a negative self-concept can result in self-doubt, low motivation, anxiety, and
depression.

Social comparison is a powerful force in the development of self-concept. From a young age,
individuals compare themselves to peers, siblings, or societal standards. These comparisons can
either boost or undermine self-concept depending on the context and outcomes. Feedback from
parents, teachers, peers, and media also significantly shapes one’s self-image, especially during
formative years.
Cultural background also plays an essential role in the formation of self-concept. In
individualistic cultures, such as those in Western societies, self-concept is often defined in
terms of personal achievements, autonomy, and individual identity. In contrast, collectivistic
cultures, like many Asian or African societies, place greater emphasis on social roles, family
ties, and community belonging in shaping self-identity.

In the realm of mental health, a well-developed and positive self-concept serves as a protective
factor. It fosters psychological resilience, supports goal-setting, and enhances one’s ability to
cope with stress and adversity. In contrast, distortions in self-concept are often linked to mental
health disorders such as depression, anxiety, and low self-worth.

Developing a healthy self-concept involves self-reflection, open communication, setting realistic

goals, and nurturing supportive relationships. Educational systems and therapeutic practices can
contribute by creating environments that validate individuals’ experiences, strengths, and
potential.
Real self is what we actually are. It is very important for good psychological health. A teenager
may perceive himself as beautiful or ugly, good or bad person. Self image directly affects how a
person feels, thinks and acts in this world.
The real self, which is created and developed through the actualizing tendency, it is the self that
one can become. It is our inner personality. It may not be perfect but it is our real part (Grice,
2007).
Ideal self
It is what we want to be. For example, a girl may want to be a dancer or a boy may want to be a
cricketer. It represents our dynamic ambitions and goals.
By Ideal self, Rogers meant some goals which are beyond our reach. Rogers is suggesting
something not real, the standard we can not meet. It is basically equivalent to the superego in
Freudian Theory. (Hjelle & Ziegler, 1992)

This may result in the gap between real self and ideal self.
If ideal self and real self are similar, our self concept is accurate. High congruence between real
self and ideal self leads to greater sense of self worth and a healthy, productive life. When there
is large gap or incongruence between them, it leads to maladjustment

Self-awareness

Self-awareness is your ability to perceive and understand the things that make you who you are
as an individual, including your personality, actions, values, beliefs, emotions, and thoughts.
Essentially, it is a psychological state in which the self becomes the focus of attention.
Why is self-awareness important? It’s nature:
A group has researched the nature of self-awareness. The research indicates that when we look
inward, we can clarify our values, thoughts, feelings, behaviours, strengths, and weaknesses. We
are able to recognize the effect that we have on others. People with self-awareness are happier
and have better relationships. They also experience a sense of personal and social control as well
as higher job satisfaction.
When we look outward, we understand how people view us. People who are aware of how
people see them are more likely to be empathetic to people with different perspectives. Leaders
whose self-perception matches others' perceptions are more likely to empower, include, and
recognize others.

ELEMENTS OF SELF- AWARENESS

Thoughts

Our thoughts are tied to our emotions, so when we try to become more aware of our emotions,
we must first understand our thoughts and thought processes. Throughout the day, take note of
what you say about yourself, how you talk about yourself, and what you say about situations you
encounter.

If you notice your thoughts are more negative, practice mindfulness to discover why your
thoughts are that way. Then, after reflecting, try to have more positive thoughts or thought
processes. You might have to force it — you might not even believe it! But over time, it will
influence your thoughts to be more positive.

Feelings

How do you feel when you say things about yourself? What about when other people say things
about you? No matter what your feelings are, you must identify which are associated with your
thoughts and experiences.

Once you can identify those feelings, keep track of them and see if there are any patterns. Notice
yourself starting down a negative pattern? Take steps to avoid continuing going down with it.

Body

Sometimes when we’re thinking, it comes with a physical response that other people may or may
not notice! The next time you feel a physical response to an emotion, take a couple of minutes to
think where in your body you feel the response. Do the feelings present in your facial
expressions, heart rate, voice, or somewhere else? Is this the kind of physical response you want?

Emotions

Emotions are the most powerful factor in how we interact with others. People with higher levels
of emotional intelligence are able to recognize and accept their varying emotional states.
Knowing what emotional state, you’re in can go a long way toward enhancing your professional
and personal relationships!

If you fail to recognize these responses, you will find it difficult to process your emotions and
move past them. By effectively managing these five elements, you will be able to control
emotional outbursts and work toward much more effective communication and an overall
healthier, happier demeanour.

SELF CONFIDENCE

Self-confidence is an attitude about your skills and abilities. It means you accept and trust
yourself and have a sense of control in your life. You know your strengths and weakness well,
and have a positive view of yourself. You set realistic expectations and goals, communicate
assertively, and can handle criticism.

On the other hand, low self-confidence might make you feel full of self-doubt, be passive or
submissive, or have difficulty trusting others. You may feel inferior, unloved, or be sensitive to
criticism. Feeling confident in yourself might depend on the situation. For instance, you can feel
very confident in some areas, such as academics, but lack confidence in others, like relationships.

Having high or low self-confidence is rarely related to your actual abilities, and mostly based on
your perceptions. Perceptions are the way your think about yourself and these thoughts can be
flawed.

Low self-confidence might stem from different experiences, such as growing up in an

unsupportive and critical environment, being separated from your friends or family for the first
time, judging yourself too harshly, or being afraid of failure. People with low self-confidence
often have errors in their thinking.

Characteristics Of A Confident Person

here’s A List Of Traits Of A Confident Person To Help You Understand What You Need To Do:

Self-Awareness

The Most Important Quality Of A Confident Person Is Self-Awareness. Self-Awareness Means

To Be Aware Of The Kind Of Person You Are—Your Strengths, Skills, Weaknesses, Faults And
Aspirations. If You Know You Need More Training To Be A Good Speaker, You’re Self-Aware.
Being Aware Of Where You’re Lacking Or Of Your Strengths Helps You Understand Who You
Are Better. This Highlights The Importance Of Understanding Yourself Before Understanding
Others.

Objective Thinking

A Confident Person Never Jumps To Conclusions Or Makes Judgments Without Complete

Knowledge. Objective Thinking Is A Powerful Quality That Can Help You Build Relationships,
Solve Problems And Come Up With Creative, Effective Solutions. If You Can Understand
Multiple Perspectives And Make Room For Others, You’ll Be That Person Everyone Wants To
Talk To.

Active Listening

A Good Listener And Confidante Makes A Lifelong Friend. Confident People Enjoy Listening
To Others Without Feeling The Need To Interrupt Them. The Lack Of Insecurity Helps Them
Listen Well, Ask Relevant Questions And Help People When They Need It. They’re Also Not
Trying To Prove They Know More Than Someone. They’re Content With What They Do Know
And Who They Are. They Derive Their Self-Worth From Their Own Accomplishments And
Thoughts.

Personal Victories
Confident People Are Their Own First Priority And They Make Time To Celebrate Themselves.
Even If It’s The Smallest Victory Like Exercising For 30 Days Or Writing A 500-Word Blog
Every Day, They Make Sure To Praise Themselves. If You Can Be Your Own Supporter, You
Won’t Feel Like You Need Praise From Others To Justify Your Hard Work.

Team Player

A Person Who Collaborates Well With Others And Believes In Teamwork Is More Confident
Dealing With Different Types Of People. They Work Well In Teams, Helping Organizations
Achieve Their Goals More Seamlessly

Courageous: Confidence also leads people to be courageous. When you have a belief in yourself
and what you are capable of, you tend to be less fearful. Confidence equips you to feel that you
can overcome challenges and take risks thus you are willing to do more and try more as a result.

Humble: It may come as a surprise, but people who are confident also tend to be humble.
Humility is not to be confused with low self-esteem. Humility is more so the act of seeing
yourself and your accomplishments modestly.

An inner confidence that leads you to be secure in who you are does not need to boast about
achievements. Rather, you can allow your accomplishments to speak for themselves and allow
other people to praise you rather than elevate yourself in an effort to generate some level of
importance.

Risk-Takers: People who are confident tend to be more willing to take risks than those who
struggle with confidence. When you have faith in your knowledge and abilities, you tend to
believe that your efforts will result in positive outcomes.

This means that even when faced with something that could be considered a challenge you have
a belief in yourself that you’ll be able to overcome that challenge. Even in instances where there
may be some doubt in the potential outcome, confident people are not fearful that a negative
outcome will be a reflection of who they are as individuals, meaning they are still willing to put
themselves out there.

Own Their Mistakes: People who are confident are also people who have no problem taking
responsibility for their mistakes. When you are confident you don’t internalize your flaws and
mistakes to the point that you attribute them as defining characteristics. Rather, you see mistakes
as learning opportunities and flaws as opportunities for growth and development.

Responsible: When you possess confidence you have no problem with being responsible, or
handling tasks that have been assigned to you. Your confidence leads you to believe in yourself
and your abilities, so you are often eager and feel capable of doing what needs to be done. There
is no hesitation to handle tasks, make decisions, or operate in assigned roles because you believe
you can get the work done and done well.
Giving: People who are confident are also known to be more giving. The connection between the
two is believed to be that when you have belief in yourself you are more willing to give of
yourself to others based on the idea that you believe you have something valuable to offer.

Speak Up: People who are confident have no problems advocating for themselves and what they
want/need. When you have confidence, your belief in your own value and the value that you
have to offer empowers you to voice concerns, needs, and wants. You understand that you are
worth fighting for and you will do so when it is necessary.

. Optimistic: When you have confidence your perspective will also tend to be more optimistic.
An inner belief in yourself and what you can do allows you to see opportunities and to be more
positive in the face of challenges.

CHARACTERISTICS RELATED TO LOW SELF CONFIDENCE

1. socially withdrawn.

If you find that you often look for excuses to get out of social events or avoid making plans with
people outside of anything that is absolutely necessary, it might be because you are not
confident. In these cases, you probably would rather stay home than have to interact with other
people in a social setting. You just don’t feel secure in your social skills and don’t want to
embarrass yourself.

2. anxiety and emotional turmoil.

When you feel anxious about something, it is usually because you are unsure of what the
outcome will be. However, when you have confidence in your abilities and in yourself, you will
have fewer reasons to experience anxiety or emotional turmoil.

3. unable to accept compliments.

When someone compliments you, do you say, “Thank you!” proudly because you believe
whatever they just said? If you have confidence, you are able to accept compliments because you
believe that they are true.

4. worry often about what other people think.

When you are confident, you don’t really care what other people think about you because you
love yourself and you know that is all that matters.

You know that you aren’t living to make other people happy, but rather you are living to make
yourself happy. You see yourself as capable and able to succeed.

5. neglect self.
You don’t take the time to take care of yourself when you have low self-confidence. You may
think, “What’s the point?” You stop spending the time to look your best and provide the self-care
you need to be your best.

6. unwilling to take on challenges.

Without confidence, you may believe you’ll fail at your endeavors, so you don’t put yourself out
there to even try.

It seems that anything new isn’t worth the effort since you’re already convinced yourself that
you will fail. The possibility of failure is so daunting that you don’t want to risk it.

7. don’t trust their own judgment.

You second-guess yourself a lot when you don’t have confidence because you doubt your ability
to make sound decisions.

You may find yourself constantly asking other people what they think about an issue so you can
feel more secure with your judgment.

You have the sense that everyone else knows better than you do.

8. expect very little out of life.

You may not think you are going to be successful in life or get much out of it. You accept
mediocrity because that’s what you’ve always had.

You’ve trained yourself to believe that you are missing that “something” that successful people
are born with. Life feels unfair because you’ve been denied the ability to succeed.

9. they rely on your phone in social situations.

You find yourself checking your phone often during social situations where you have few or no
friends present. You want to appear to be socially connected, however, so you make yourself
look occupied.

Your phone serves as a buffer, preventing you from really engaging with others but protecting
you from any embarrassing slip-ups.

10. They always back down during disagreements.

Without confidence, they will find that you back down in conversations that could potentially
lead to conflict.You negotiate your views and would rather avoid experiencing a disagreement
than express y their true feelings. they have a hard time speaking up at work to defend a position
or share a different point of view.
11. They take constructive criticism personally.

You start to tear up in the bathroom after your supervisor gives you constructive criticism about
your performance at work.

Rather than taking criticism in an objective manner, you react emotionally or become defensive
and angry. You don’t recognize that criticism can help you grow and become more successful.

12. They don’t speak up in a group conversation.

You may second-guess whatever you want to say, wondering if it will sound dumb. You are
unable to dive into a conversation without thinking about it beforehand. Everyone else in the
group seems to know so much more than you and can speak so effortlessly. You wonder if you
have anything useful to contribute.

13. need to explain yourself.

They feel like you have to explain your actions on a regular basis.Everyone makes mistakes, but
people with self-confidence issues often feel like they need to give reasons for their decisions,
even if they are successful people.

14. blame others.

If they complain a lot and place blame on other people, they may be suffering from low self-
confidence.

Impression management is a conscious or subconscious process in which people attempt

to influence the perceptions of other people about a person, object or event by regulating and
controlling information in social interaction.[1] It was first conceptualized by Erving Goffman in
1956 in The Presentation of Self in Everyday Life, and then was expanded upon in 1967.

Impression management behaviors include accounts (providing "explanations for a negative

event to escape disapproval"), excuses (denying "responsibility for negative outcomes"), and
opinion conformity ("speak(ing) or behav(ing) in ways consistent with the target"), along with
many others.[2] By utilizing such behaviors, those who partake in impression management are
able to control others' perception of them or events pertaining to them. Impression management
is possible in nearly any situation, such as in sports (wearing flashy clothes or trying to impress
fans with their skills), or on social media (only sharing positive posts). Impression management
can be used with either benevolent or malicious intent.

Impression management is usually used synonymously with self-presentation, in which a person

tries to influence the perception of their image. The notion of impression management was first
applied to face-to-face communication, but then was expanded to apply to computer-mediated
communication. The concept of impression management is applicable to academic fields of
 study such as psychology and sociology as well as practical fields such as corporate
communication and media.

Personality Grooming

In personality development, "grooming" refers to the process of enhancing one's appearance,

hygiene, and overall image, encompassing everything from personal hygiene and attire to
etiquette and body language, ultimately aiming to project a positive and professional image

Personal Grooming is essential to enhance our overall image. It helps us to feel confident, look
sharp and establish a lasting first impression. Here is an informative list of various types of
personal grooming routines along with personal grooming tips and benefits.

Areas of Personality Grooming--

I. Physical Grooming & Hygiene:

 Personal Hygiene: Maintaining cleanliness through regular bathing, showering, and dental care.
 Appearance: Paying attention to clothing, hair, and overall presentation.
 Health Habits: Practicing healthy eating, exercise, and sufficient sleep.

II. Inner Self & Personality Development:
 Communication Skills: Developing effective verbal and non-verbal communication, including
active listening and clear articulation.
 Emotional Intelligence: Understanding and managing your own emotions and those of others.
 Self-Awareness: Understanding your strengths, weaknesses, and values.
 Interpersonal Skills: Building positive relationships through empathy, respect, and effective
communication.
 Attitude: Cultivating a positive and optimistic outlook on life.
 Goal Setting: Defining personal and professional goals and developing strategies to achieve
them.
 Stress Management: Developing healthy coping mechanisms for dealing with stress and anxiety.
 Leadership Qualities: Developing leadership skills, such as decision-making, delegation, and
motivation.
 Etiquette and Manners: Understanding and practicing appropriate social behavior and etiquette.
 Self-Confidence: Building self-esteem and believing in your abilities.
 Personal Growth: Embracing continuous learning and self-improvement.
 Spiritual Development: Exploring your beliefs and values, and finding meaning and purpose in
life.
 Social Skills: Developing the ability to interact comfortably and effectively with others.
 Unit 3

Communication is the process of exchanging information, ideas, thoughts, and feelings between
individuals. In counselling psychology, effective communication is crucial for building a
therapeutic relationship. It involves not only verbal expression but also non-verbal cues, active
listening, and empathy.

Communication is a two-way interaction where information, meanings, and feelings are

shared (Dunne, 2005).

In counselling, clear communication helps clients articulate their concerns, facilitates

understanding, and fosters trust between the counsellor and client. A counsellor’s ability to
communicate empathetically and nonjudgmentally contributes to creating a safe and supportive
space for clients to explore their emotions and work towards personal growth and well-being.
Effective communication in counselling promotes a collaborative approach to problem-solving
and enhances the overall therapeutic process.

Communication is of two types:

(I) Verbal communication involves the use of spoken or written words to convey
information, ideas, thoughts, and feelings. Here's a more detailed breakdown:

1. Oral Communication:
● Face-to-Face Conversations: Direct interaction between individuals, allowing for
immediate feedback and clarification.
● Meetings and Discussions: Group conversations to exchange information and make
decisions.
● Presentations and Public Speaking: Conveying information to a larger audience.

2. Written Communication:
● Formal Documents: Reports, memos, letters, and official documents with a
structured format.
 ● Informal Writing: Emails, text messages, and other casual forms of written
communication.

3. Clarity and Precision:

Choosing words carefully to convey the intended meaning accurately. Avoiding
ambiguity and potential misunderstandings.

4. Tone and Style:

● Tone: The attitude or emotion conveyed through speech or writing.
● Style: The manner in which information is presented, reflecting the
communicator's personality or professionalism.

5. Active Listening:
Actively engaging with the speaker, providing feedback, and demonstrating
understanding.
Asking questions for clarification and showing empathy.

6. Cultural Sensitivity:
Recognizing and respecting cultural differences in language use and communication
styles.
Adapting communication to be inclusive and considerate of diverse perspectives.

7. Feedback:
Seeking and providing constructive feedback to enhance understanding and improve
communication effectiveness.

8. Non-Verbal Elements:
Supporting verbal communication with appropriate body language, facial expressions,
and gestures.
 Effective verbal communication is a foundational skill in personal relationships,
professional settings, and various social contexts. It plays a crucial role in conveying
information accurately, fostering understanding, and building strong connections.

(II) Non-verbal communication involves conveying messages without the use of spoken
or written words. It includes various forms of expression that complement or replace
verbal communication. Here's a more detailed overview:

1. Body Language:

● Gestures: Movements of the hands, arms, or other body parts to express ideas or
emotions.
● Facial Expressions: Conveying emotions through smiles, frowns, raised eyebrows, etc.
● Posture: The way a person holds their body, which can communicate confidence,
openness, or defensiveness.

2. Eye Contact:

- Maintaining appropriate eye contact can signal attentiveness, sincerity, or interest.

- Lack of eye contact may convey discomfort, shyness, or deception.

3. Proxemics:

- The use of personal space to convey comfort, intimacy, or authority.

- Different cultures may have varying norms regarding personal space.

4.Paralanguage:
 ● Tone of Voice: The pitch, volume, and intonation of spoken words, conveying emotions
and meaning.
● Speech Rate: The speed at which someone speaks can influence the perceived urgency or
importance of the message.

5. Touch:

- Physical contact can communicate warmth, empathy, support, or boundary violations.

- Cultural and individual differences play a role in interpreting touch.

6. Appearance:

- Clothing, grooming, and overall appearance contribute to the non-verbal message.

- Personal style may convey professionalism, casualness, or adherence to cultural norms.

7. Silence:

- The absence of verbal communication can also be a powerful non-verbal cue.

- Silence may indicate contemplation, agreement, discomfort, or disagreement.

8. Artifacts:

- Objects or possessions, such as accessories, can convey information about a person's identity,
interests, or status.

Understanding non-verbal communication is essential for interpreting the full spectrum of

messages in interpersonal interactions. It adds nuance to verbal communication and allows
individuals to convey emotions, establish rapport, and navigate social situations effectively.
What is Behavior?
1. Behavior serves two purposes: (1) to get something or (2) to avoid something.
2. All behavior is learned.
3. Behavior is an action that is observable and measurable.
A. Behavior is observable. It is what we see or hear, such as a student sitting down,
standing up, speaking, whispering, yelling, or writing. Behavior is not what a student is
feeling, but rather how the student expresses the feeling. For example, a student may
show anger by making a face, yelling, crossing his arms, and turning away from the
teacher. These observable actions are more descriptive than just stating that the student
looks anxious.
B. Behavior is measurable. This means that the teacher can define and describe the
behavior. The teacher can easily spot the behavior when it occurs, including when the
behavior begins, ends, and how often it occurs. For example, “interrupting the teacher
all the time” is not measurable because it is not specific. However, “yelling ‘Hey,
teacher!’ 2-3 times each math period” is specific and measurable. Given the definition,
even an outside observer would know exactly which behavior the teacher wants to
change.

A (Antecedents) ⇒ B (Behaviors) ⇒ C (Consequences).

4. Behavior has three components:

Rather than occurring in isolation, behavior is preceded by an antecedent (trigger) that sets off
the behavior and is followed by a consequence, or a reaction to the behavior. This process is
easily remembered by the acronym ABC.

Antecedents (A):
Antecedents are events or environments that trigger behavior. They can happen immediately
before a behavior or be an accumulation of previous events. Examples of immediate antecedent
would be: A student walks into class crying because someone called her a name as she was
walking down the hall. The antecedent was the name calling in the hallway.

Antecedent can also be a collection of events that have happened in the past that eventually
explode into acting out behaviors. For example: A student is constantly bullied and teased by
other students on the bus and after two weeks of this, one day the student stands up on the bus
and begins fighting with the other students sitting around him. The ongoing bullying and teasing
has finally accumulated and resulted in explosive and aggressive behavior by the young man
being taunted.
Behavior can also be enhanced or impacted by setting events such as a lack of sleep, medication,
hunger/thirst, etc. For example, the student who is on medication may be drowsy or sleepy in
class and unable to perform tasks required by the teacher.

Behaviors (B):
Behavior, as noted above, is an action that is both observable and measurable. It should be
described in a way that an outside observer can easily identify the action (behavior) in question.

Examples
Vague behavior: Sandy is being obnoxious during her science lab class.

 What does obnoxious look like?

 Describe an example of a more specific way to identify obnoxious behavior (i.e., hitting
other students, talking out in class, texting on her cell phone).
 All behaviors need to be observable (e.g., hitting, talking out, texting).
 All behaviors need to be measurable (how many times, how often, length of time).

An observable and measurable behavior: Sandy hits her lab partner whenever he tries to work on
his science lab report.

 The behavior is hitting when the lab partner works on his science paperwork. See the
difference?

Consequences (C):
A consequence is the response to the student’s behavior. Consequences are how people in the
environment react to the behavior. When a student displays a certain kind of behavior, the
teacher may “warn” or “ignore” the student. Warning, ignoring and reinforcing are some
examples of consequences.

Here are some examples of the behavior chain (A⇒B⇒C):

Example 1
 Antecedent: Teacher asks question.
 Behavior: Student shouts out an answer without raising her hand.
 Consequence: Teacher verbally reprimands student.

Example 2
 Antecedent: Driver sees a stop sign.
 Behavior: Driver stops the car at the intersection.
 Consequence: Driver avoids a possible wreck and ticket.

Further Understanding of Consequences: Reinforcement and Punishment

Consequences for behavior can impact the future of the behavior (i.e., increase or decrease the
behavior). Pleasant consequences that increase the occurrence of future behavior are called
reinforcements. Undesirable consequences that decrease the occurrence of future behavior are
called punishments.

Reinforcement
Reinforcement is any type of feedback or consequence that increases future occurrences of a
behavior. An increase in the student’s behavior results from a reinforcement even if the teacher
does not find the consequence or feedback reinforcing. In other words, a consequence is
reinforcing based on an individual student’s response. What is reinforcing to one student may not
be to another; therefore planning for behavior change must be individualized.

Positive reinforcement is when something is gained and it increases the occurrence of a behavior.
An example would be if a student makes a 100 on a trial spelling test on Thursday, she would get
free time. The student performs well on the future tests too. The student’s study behavior for
their spelling test has increased due to earning free time on Fridays, which is the positive
reinforcer.
Negative reinforcement is when something is taken away and it increases the occurrence of a
behavior. An example would be if a student does not finish his homework, his parents tell him
that he does not get to watch TV that night at home. The next time the student has homework, he
finishes as soon as he can so that he will not miss out on his TV time at home. His homework
completion is the behavior that has been reinforced with the loss of TV privileges as the negative
reinforcer.

Reinforcement Example 1
 Antecedent: Teacher says "Walk and talk quietly through the library.”
 Behavior: Students walk quietly, but talk loudly to their friends through the library.
 Consequence: Teacher says "Because the class did not follow directions about walking and
talking quietly through the library, we will miss recess today.”
 Future Behavior: Students remember to walk and talk quietly through the library in order to
have recess. (Removal of recess is the negative reinforcer.)

Reinforcement Example 2
 Antecedent: Student needs to use the restroom
 Behavior: Student asks politely for restroom pass
 Consequence: Student receives the restroom pass from the teacher
 Future Behavior: Student remembers to ask politely for the pass in the future. (Gaining
permission to take the hall pass and use the restroom is the positive reinforcer for asking
politely to use the restroom.)

Punishment:
Punishment is a type of consequence that decreases future occurrences of the behavior. If the
student finds the consequence unpleasant or undesirable and decreases the occurrence of the
behavior in the future, then it is punishment, even if the teacher or other students do not perceive
the consequence as unpleasant.

Punishment Example 1
 Antecedent: Teacher says "Walk in the hall."
 Behavior: Student runs in the hall.
 Consequence: Student is reprimanded by the teacher.
 Future Behavior: Student does not run down the hall. (The punishment is being reprimanded
and it decreases the running in the hall behavior.)

Punishment Example 2
 Antecedent: Homework is due as class begins.
 Behavior: Student forgets to turn in his homework.
 Consequence: Student loses points on his homework grade.
 Future Behavior: Student turns future homework in on time. (The punishment is loss of
points, and it decreases the student forgetting to turn his homework in on time.)

In psychology, behavior refers to any observable action or response of an organism, usually

in relation to its environment. It includes everything from simple reflexes (like blinking or
flinching) to complex actions (like problem-solving, social interaction, or emotional expression).

1.It can change.

Personality is fixed and unlikely to change, so it makes sense to focus our efforts at the
point where changes can be made: our behaviour. Since behaviour is within our locus of
control, affirmative feedback on behaviour offers a positive lead for personal
development, showing where and how we can adapt to meet the needs of a particular
situation or job role.

2. It can be observed.
 Personality is what’s on the inside; behaviour is what comes out. Behaviour affects – and
is affected by – those around us. Measuring behaviour allows us to focus on the words
and actions which shape our interactions with others. Arguably, we aren’t experts on
someone else’s personality – we don’t know what’s going on "behind the scenes" – but
we can comment on what we can see before us.

By giving and receiving feedback on behaviours within a team, we move to a democratic,

evidential process. We can corroborate – or disagree with – one another, and provide
evidence of the behaviours in question from our own experience. This can depersonalise
difficult conversations and take the heat out of conflicts which might otherwise descend
into ad hominem attacks. It can also provide a significant learning opportunity – your
observers might uncover strengths you didn’t know you possessed.

3. It’s situational.
Our behavioural tendencies influence the kinds of work we might be best suited to, and
who we work best with. Some people behave very differently at work than they do at
home, despite the underlying personality being one and the same. Measuring behaviour in
a particular context allows discussion to focus on the workplace, whereas more wide-
ranging measurements might muddy the waters.

4. It’s practical.
Belbin isn’t a label to apply or a box to put someone in, it’s a language designed to help
people better understand each other. Once people understand the Team Roles and the
basic concept behind them, this language can be used as a shorthand to describe how
different kinds of work might be approached or what sort of contributions are required at
a particular meeting.

5. It makes individuals and teams tick.

Understanding strengths and weaknesses makes people more engaged, happier and more
productive at work, promoting a positive working environment and reducing turnover
costs. In 2013, Gallup reported that only 13% of employees were engaged at work. In
2016, their findings showed that teams in the top quartile for engagement outperformed
those in the bottom quartile by 21%. In another 2016 study, Harvard Business School
outlined the importance of "relational affirmation" in this process: identifying and
communicating individual strengths, and using a common language and frame of
reference.

 6. It can be predicted.
Since we can observe behaviour, we can predict it too. People may not always behave as
we expect in every little way – as human beings, we always possess the capacity to
surprise one another – but broadly speaking, we settle into ways of working,
communicating and relating to others that can be expected to remain the same over a
period of time. This means we can use behavioural styles for recruitment and
 teambuilding, to suggest whether someone might be a good fit for a particular job role or
to join an existing team.

 7. It’s more important than intelligence in predicting success.

"The best way to build a great team is not to select individuals for their smarts or
accomplishments but to learn how they communicate and to shape and guide the team so
that it follows successful communication patterns."

 8. As part of his original research at Henley Management College during the 1970s, Dr
Belbin set up so-called "Apollo teams", composed of those individuals who had achieved
the highest scores on a battery of intelligence tests. Almost without exception, these
teams were the worst performers, owing to competitiveness and negativity within the
teams. This initial finding spurred Dr. Belbin on to discover which qualities did predicate
success – and Team Role theory was the result.

 8. It can be extrapolated.
 Personality comes down to the individual – it’s their outlook on the world. By its very
nature, behaviour is more fluid and interconnected with others, so it lends itself naturally
to collation. We can aggregate key Team Role information to design and build teams, or
map the behavioural preferences of two individuals to examine how well a partnership
might work.