Achieving Holistic Personality Development

Concepts Of Personality Development (FREE)

Since the beginning of time, there have been people around who suffer from one type of personality disorder or another ( famous people with personality disorders ). Philosophers and scientists have studied the various aspects of human personality as far back as the fourth century B.C. Field development projects are collaboratively formulated between school boards and university personnel and may involve a combination of the following activities: problem framing, planning, delivery of PD sessions, ongoing school support, board committee membership and project evaluation.

From this perspective, a person’s self-concept (which incorporates such features as the individual’s history, sense of competency, and goals for the future) is an important behavioral determinant that is more dynamic, malleable, and encompassing than temperament or personality traits.

External conflicts are largely eliminated through a distinct growth of empathy and compassion, and work of dynamisms such as third factor (active conscience), subject-object in oneself, self-control, education of oneself, inner psychic transformation and self-perfection, all geared toward realizing one’s unique and individual personality ideal.

Then the life cycle rounds to the point at which young adults are again confronted by the start of life, but now as members of the parental generation, and they often undergo profound personality reorientations as they become involved in the unfolding of a child’s life (10).

Ernest Rossi in The Cerebral Hemispheres in Analytical Psychology proposes that recent neurological studies indicate that the notion of bringing both hemispheres into greater harmony offers a plausible basis for Individuation or the ‘higher consciousness’, which Jung described as the primary consequence of the transcendent function and the union of opposites.

Impressive reaffirmation of Jung’s archetypal hypothesis has come from developments in behavioral biology (Tinbergen 1951; Cosmides 1985), structural anthropology (L vi-Strauss 1967), developmental psychology (Bowlby 1969), and dream research (Jouvet 1975).

This means that the organization does not compete with other companies and therefore is not forced to keep up with the newest developments (Martins and Terblanche 2003 ). Consequently in this type of organizations learning and development do not play a pivotal role.

Because of the lack of specific sexual conflicts during this time, Freud believed th it was a period of psychological rest, or latency Subsequent psychoanalysts have argued, instead, that much development occurs during this time, such as learning to make decisions for oneself, learning to interact and make friends with others, developing an identity, and learning the meaning of work.

Changes in school organization and roles within the school require teachers to rethink what professional development means and who controls it. Decentralized decision-making affords the opportunity to explore the talent that resides within the school.

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