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Personalityis one of the major subjects in the field of psychology.Psychologists have come up with various perspectives and theories todescribe this concept. Each of them tries to define some of thepatterns of personality patterns, how they form and the individualdifferences among people. The fact that it holds a central positionin psychology makes it essential to focus on its major perspectives,the people behind them and the disadvantages of using the theories.


Thisapproach stresses on the significance of experiences at early stagesof childhood when the mind of a person is still unconscious. Thisperspective was created by Sigmund Freud who asserted that conceptsthat are hidden in the unconscious could come out in different wayslike dreams, free interactions and at times a slip of the tongue(Paddock 117). One of the major disadvantages of the theory isgeneralizing and exaggerating the human behavior.

TheHumanistic Theory

Thismethod bases on the psychological development of an individual, theirfree will and the concept of personal awareness. It views humannature from a positive outlook and focuses on how each can realizeand maximize individual abilities.

Themain components of this theory are Carl Rogers and Abraham Maslow(Paddock 119). The major disadvantage of this approach is theinability to objectify some ideas that are subjective like the reallife experiences. What is right for a particular group may beabnormal to others.


Thechief proponent of this perspective is Albert Bandura. He stressed onthe aspect of social learning or rather learning through observation.Other components in this bracket include self-efficacy, contextualinfluences, and the mental processes (Paddock 120). The weaknesses ofthe theory range from too much emphasis on what is happening ratherthan how the observer makes use of it to not taking into account thephysical and the cognitive developments.


Paddock,John R. &quotSASB Goes Hollywood: Teaching Personality Theoriesthrough Movies.&quot Teachingof Psychology,vol. 28, no. 2, May 2012, pp. 117-121.