Chapter 2 - Building Out Personality
The Personality; Emotional Sides of the Brain; Attachment Theory; Erikson's Theory of Personality Development; The Ability to Trust Others; The Ability to Function on One's Own; The Ability to Initiate Activities based on what One Needs; The Ability to Initiate New Tasks and Become Competent in These; The Ability to Fulfil Meaningful Roles in Society; Summary
In the first chapter we looked at the universal energy of 'Self Actualisation' and the building up of resilience against setbacks in life by the nurturing support of supportive relationship. Now in this chapter we explore the characteristics of personality, and how it may be formed.
We will look at what might constitute personality, how it might be associated with different parts of the brain, and how it links with formative experiences in life. We will look at important factors of personality development from a social relationship perspective. In the summary we will bring these together to form a list of useful elements for nurturing the growth and adaptation of personality in children, young people and adults.
To Summarise:
This chapter briefly touches on some of the theories surrounding personality.
We question presumptions about the innateness and permanence of personality.
We suggest that our genetics influence our growth in a manner of disposition, rather than a hard-wired arrangement, and our environment will provide nourishment of the body and brain, our emotions and our mind.
Personality and well-being is therefore capable of being influenced positively and negatively through life experiences, and family and educational institutions will play a role.
There is a strong indication that as educators we would want to provide positive affirming experiences which promote the growth of emotional intelligence.
We also introduce the two models of Attachment theory, and Erikson’s stages of psychosocial development which influence our personality. This provides characteristics to take into a consideration of an educational process which has more regard for personality development.
Research into well-being and models of child and personality development provide the notion of growth through experience and nurture and hint how relationship affects our growth.
These characteristics can be described here as the universal themes to be present for an individual, and of children, young people and adults in learning institutions.
As a questionnaire we can reflect on our own situation, in family, or in institution and wonder about:
• Feel secure and happy with each other, trusting others;
• Feel valued and recognised as being important and can be unique;
• Have respected space own time and place;
• Look after themselves, take responsibility and voice their needs and wants;
• Learn competence at their own pace and not to be dominated by comparison with others;
• Entitled to engage with others and have supportive feedback;
• Have an entitlement to play a role of service, and contribute in some way;
• Make new relationships and gain feedback on strengths and potential;
• Maximise the amount of opportunities for experiencing different ways of being.
While these aspects and needs are relevant to the building out of personality, we are reminded that they are useful and recurring themes for nurturing well-being at all ages.
We will explore these needs further to intuit an approach by educators into the creation of the desirable educational conditions and experiences of all learners in the next chapter.