Monday, February 17, 2020

Erik Erikson's Stages of personality Development


By Khan
Key words; Multiple Theories in Psychology, Role of Heredity in personality development , Role of Environment in personality development,  Role of Situations in personality development , Erik Erikson's Stages of personality Development

Erik Erikson's Stages of personality Development

Definition personality
Personality refers to individual differences in characteristic patterns of thinking, feeling and behaving. The study of personality focuses on two broad areas: One is understanding individual differences in particular personality characteristics, such as sociability or irritability. The other is understanding how the various parts of a person come together as a whole (APA).
Description
Personality is combination of behaviors and attitudes that make a person a distinctive and unique person from others, and a behavior, attitudes of a person Personality is recognizable soon after the birth. A person personality has composed of several components: environment, behavior and character.
Multiple Theories in Psychology
There are multiple theories that exist on the personality development in psychology. But the three main theories that influence personality development are heredity, environment, and situation.
Role of Heredity in personality development
 Heredity refers to the influences on a personality that person born with it. It is in the genes of a person and no one can bring much change to these traits. They could be included in the temperament, which determine how a person reacts to situations. In child it may affect how well they get along with others children. Genetics also determines someone looks.
Role of Environment in personality development
 Environment is the most influential and nurturing aspect of a person life. It is the type of environment which determined most of the personality traits. Environment of a person include home, school, playgrounds, community, work, or other places that he spend his time. Environmental factors also include languages, religion, etc.
Role of Situations in personality development
The experiences that an individual person faces in his life. The various experiences that person confront will leave imprints on his personality and helps him in the development of his personality.  The "situations" includes everything from happiness, sorrow, divorce, and trauma fits into the categories shaping one's personality.
People are the "product of their environment." means that their personality has been greatly influenced by the environment in which they live, born with particular traits and situation they.

Erik Erikson's Stages of personality
Erik Erikson's Stages of personality Development
Erik Erikson a popular psychologist in the field psychology, His stages of personality development focused on the theory of social development of individual. Erik Erikson was greatly influenced by the theory of Sigmund Freud. But Erikson's stages of development did not stop at the age of. He believed that the development of personality of person continued till the death.  The work he contributed to the stages of development of personality is considered great contribution into the field of psychology, his work included:
Infancy stage
This is the stage of trust versus mistrust of a child. The outcome of this stage is hope, in this stage the child learns to trust or mistrust his caregivers and caretakers.
18 months to 3 years stage
 This is the stage of autonomy versus shame stage; the virtues gained through this stage are self-control and courage. This is the stage in which the child learns to talk, eat, walk, and gain some motor control, e.g. learning toilet training. This is a very vulnerable stage for child personality. If parents or caretakers are harsh during this stage, it may lead a child toward low self-esteem.
3 to 5 years stage
 This is the stage of development of initiative versus guilt stage in a child, in which the child copies the adults around them. In this stage they also take the initiative to play games on their own. In this stage Children learn to do things on their own e.g. get dressed by their self. If the children feel guilty about doing these things in this stage, eventually they will have difficulties at later stages.
6 to 12 years stage
 This is the stage of industry versus inferiority stage, and the virtues they gained through this stage are method and competence. Children in this stage compare their self with those around them and they may feel inferior if they do not measure their worth.
12 to 18 years stage
This is the stage of Identity versus role confusion and the outcome of this stage is, the virtues being devotion and fidelity. At this stage, the children learn to establish peer relationships which are the most important for the proper development of personality and at this stage teens question themselves. At this stage they are trying to know about their self and what will be their plans in future, this is the stage of experiencing the role of confusion, their parents are imposing their own dreams while they have different version of dream or life for themselves than their parent’s ones.
18 to 35 years stage
 It is the stage of development intimacy and solidarity, the outcome of this stage is intimacy and solidarity versus isolation. The basic strengths of this stage are love and affiliation. It is the stage where a person seeks out a satisfying relationship with others and starts his own family. If a person or someone is not successful in this stage, he may turn to isolation zone.
35 to 55 years stage
At this stage the people often feel that they have a "mid-life crisis." in life. It is the generatively versus self-absorption or stagnation stage of personality development. This is the stage where most of the people look at their fast and try to sum up what they have and what could they do have. This is the stage to feel they have accomplished enough.
55 or so until death stage
The basic strength of this stage is wisdom, and the major outcome of this stage is integrity versus despair. At this stage, most of the people when they look back upon their lives and experiences, they are pleased of themselves; they feel integrity, while those people who do not feel integrity, they feel despair.
To sum up, there are many stages of personality development that are believed to go and help into personality development of people. A person with knowledge may even be able to identify some new experiences in the stages of personality development.
Resources
AACAP and David Pruitt. Your Child: Emotional, Behavioral, and Cognitive Development from Infancy through Pre-Adolescence. New York: Harper Collins, 1998.
Allen, Bem P. Personality Theories: Development, Growth, and Diversity. Harlow, UK: Allyn & Bacon, 2002.
Erikson, Erik. Childhood and Society. New York: W.W. Norton & Company, 1993.
Erikson, Erik. The Erik Erikson Reader. New York: W.W. Norton & Company, 2000.
Shaffer, David R. Social and Personality Development. Independence, KT: Wadsworth Publishing, 1999.
"Social, Emotional, and Personality Development." Handbook of Child Psychology , edited by William Damon and Nancy Eisenberg. 5th ed. New York: Wiley, 2000.
   

Saturday, February 15, 2020

Stages of Personality development




By Khan
Key words; Definition of Personality, Multiple Theories in Psychology, Adolescence, stages of Personality development, Heredity


 Definition of Personality


Personality refers to individual differences in characteristic patterns of thinking, feeling and behaving. The study of personality focuses on two broad areas: One is understanding individual differences in particular personality characteristics, such as sociability or irritability. The other is understanding how the various parts of a person come together as a whole (APA).


Description
Personality is combination of behaviors and attitudes that make a person a distinctive and unique person from others, and a behavior, attitudes of a person Personality is recognizable soon after the birth. A person personality has composed of several components: environment, behavior and character. Temperament is the set of genetically determined traits of person personality that determine his approach to the world and how that person learns. In humans the genes do not specify personality traits, although some genes control the development process of the nervous system, which controls some behaviors.
The second component that contributes to personality of a person comes from specific environment. Most of the psychologists agreed on two factors that play a vital role in personality development are: temperament and environment, these two factors influence the development of a person's personality. Temperament dependence is on genetic factors, it is referred to as "nature," while the environmental is called "nurture."
The controversy is still there that what affect the personality development more, but majority experts agree that good parenting plays an important role in the development of a child's personality. With good parenting approach to a particular temperament of a child, with best provided guidance and they can ensure the successful development of their child's personality.
The third important component of personality development is character which is a set of emotional, cognitive, and behavioral patterns learned from experiences which determines the personality of a person. How a person thinks, behaves and feels. The character of a person’s continuously evolved throughout his life. Character is also dependent on a person's moral development.
Multiple Theories in Psychology
There are multiple theories that exist on the personality development in psychology. But the three main theories that influence personality development are heredity, environment, and situation.
Heredity:
Heredity refers to the influences on a personality that person born with it. It is in the genes of a person and no one can bring much change to these traits. They could be included in the temperament, which determine how a person reacts to situations. In child it may affect how well they get along with others children. Genetics also determines someone looks.
Environment:  
environment is the most influential and nurturing aspect of a person life. It is the type of environment which determined most of the personality traits. Environment of a person include home, school, playgrounds, community, work, or other places that he spend his time. Environmental factors also include languages, religion, etc.
Situations:
 The experiences that an individual person faces in his life. The various experiences that person confront will leave imprints on his personality and helps him in the development of his personality.  The "situations" includes everything from happiness, sorrow, divorce, and trauma fits into the categories shaping one's personality.
People are the "product of their environment." means that their personality has been greatly influenced by the environment in which they live, born with particular traits and situation they.
Infancy
In the first two years the infant learning include Basic Trust or Mistrust.  Loved ones and well-nurtured infant develops trust and badly handled infant develops "basic mistrust."
Toddlerhood
This is the second stage occurs in early childhood, between 18 months to four years of age. This is the stage of Learning Autonomy or Shame. Good environment and parenting help the child and he emerges from this stage with self-confidence and control. There may be some stubbornness, and negativism, depending on the child's temperament.
Preschool
The third stage occurs from about three to entry into formal school. In this stage the developing child goes through Learning Initiative or Guilt. The child use to learn through imagination and broaden his skills through play games and fantasy, to cooperate with others. The child depends excessively on adults.
School age
In the fourth stage, the learning occurs during school age. The child learns and develops more formal skills:
  • Learn to obey rules
  • Learns to play by rules and which requires teamwork
  • learning reading, arithmetic and basic intellectual skills
At this stage, the child learns self-discipline and became trusting, autonomous, and learns to be industrious. However, the mistrusting child will feel inferior and doubtful about the future.
Adolescence
The fifth stage, starts from the age 13 or 14, this the time of maturity; the young person acquires self-confidence as opposed to self-doubt. The well-adjusted adolescent looks for achievement at this age.
Common problems
Infants show different behaviors after few weeks from each other, some are more active, some are more responsive, and some are more irritable. Some infants will cry constantly while some seem happy and stay quiet. Temperamental traits;
  • The level of activity in child
  • distractibility ; the child do not  pay attention when he not interested
  • intensity of the child, he is loud
  • sensory threshold; the child is too sensitive to physical stimuli: smell, touch, light taste and sound or not
  • approach /withdrawal: the responses of a child to a new situation, it is approach or withdrawal from the situation
  • adaptability: the child adapts new to the environment  or new activity
  • persistence: the child is persistence or give up easily

Resources
AACAP and David Pruitt. Your Child: Emotional, Behavioral, and Cognitive Development from Infancy through Pre-Adolescence. New York: Harper Collins, 1998.
AACAP and David Pruitt. Your Adolescent: Emotional, Behavioral, and Cognitive Development from Early Adolescence through the Teen Years. New York: Harper Collins, 1999.
Allen, Bem P. Personality Theories: Development, Growth, and Diversity. Harlow, UK: Allyn & Bacon, 2002.
Berger, Elizabeth. Raising Children With Character: Parents, Trust, and the Development of Personal Integrity. Lanham, MD: Rowman & Littlefield Publishers, 1999.
Erikson, Erik. Childhood and Society. New York: W.W. Norton & Company, 1993.
Erikson, Erik. The Erik Erikson Reader. New York: W.W. Norton & Company, 2000.
Goleman, Daniel. Working With Emotional Intelligence. New York: Bantam, 1998.
"Social, Emotional, and Personality Development." Handbook of Child Psychology , edited by William Damon and Nancy Eisenberg. 5th ed. New York: Wiley, 2000.
"Social, Emotional, and Personality Development." Handbook of Child Psychology , edited by William Damon and Nancy Eisenberg. 5th ed. New York: Wiley, 2000.
                                   

Friday, February 14, 2020

Decentralization of Education



By Khan


Key words; Centralization of education, Decentralization of Education in the Context of Educational Policies, Achievements of DOP(Decentralization), Short Coming of DOP ,

Centralization and Decentralization of Education
There are many obstacles in the improvement of smoothly functioning education system e.g. political well, centralization, lack of school autonomy, corruption, lack of managerial skills, poor information system and poor school administration.
The decentralization system of decision-making can improves education administration. Centralized educational system can affect school education system; it is widely understood and practiced around the world that basic education can be better provided in a system that is administered at local community, district and village levels.
In a Centralized system administration can’t respond effectively to local community and student’s needs. The bureaucracy interferes with the flow of resources and information from top to bottom, the lesser investment of bureaucracy will improve the education system in Pakistan because corruption is the main goal of these bureaucrats. Another factor is that higher level administrators have less time to for important educational issues like educational program design, implementation of educational programs, and proper monitoring of educational programs.
 Decentralization of Education in the Context of Educational Policies
At the time of independence, Pakistan inherited a very weak educational system. Majority of the people were illiterate and limited number of educational institutions were there which were insufficient for educating people. Pakistan inherited administrative setup in 1947 from British, a system which was not developed for educating people but for creating clerical staff and since then the system has improved to some extent through administrative reforms but changing the administrative structures did not take place. According to the wishes and need of Pakistan, Educational administration was centralized system. Provincial education departments were under Ministry of education at federal and federal was also regulating the educational laws and policies at provincial levels.
This highly centralized system of education is greatly hampering the effectiveness of education and delivery of service at the very grass-root level. Different governments addressed this issue in their educational policies and plans. A brief review of education policies in respect of decentralization is given below:
In 1959, the National Commission on Education proposed a separate section with considerable autonomy; it was a concept of the devolution of authority it application in educational administration was not accepted.
In National Education Policy 1970 they again proposed decentralization of educational administration to ensure academic freedom and financial autonomy for the effectiveness of educational institutions in the country.
Again in National Education Policy 1979 it was stated that educational administration will be decentralized for effective administration, management and supervision by empowering educational management at lower levels.
In National Education Policy 1992 it was emphasized that the process of decision-making will be decentralized to grassroots level. All Educational development plans shall be effectively monitored coordinated and Manage at district level.
The education administration was decentralized in the province of Punjab and Sindh in 1973 and later on it was implemented in the province of KPK (NWFP) during 1979. Every province was divided into divisions comprising of multiple districts. Divisional office was headed by a Divisional Director. These divisions were further divided into district and Education Department headed by District Education Officer (DEO). Who was assisted by Deputy Education Officer, Assistant Education Officer, and Sub Division Education Officer? Al level of schools were under the administrative control of District Education Officer. While colleges at district level were under control of Directorate of Colleges.
The National Education Policy 1998-2001 proposed the following provisions for decentralization in education:
District Education Officers (DEOs), Assistant District Education Officers (ADEOs), and Village Education Committees (VECs) shall impart training in management and VEC organization to improve the quality of teaching and administration in schools.
District Education Authorities and School Management Committees (SMCs) will be responsible for implementation, evaluation and monitoring of the National Education Policy, 1998
Achievements and Short Coming of DOP
Achievements of DOP are given below:
·         The approvals of small schemes at district levels are quick and easy.
·         Improvement in the accountability of process because the expenditures are discussed in the District Council Meetings
·         improvement in teacher attendance due to frequent officials visit of teams
·         Public awareness about education, people are asking questions in the District Council meetings.
Short Coming of DOP
Issues & Problems
·         The unclear delegation of financial power, creating various problems for the officials working at district level
·         With multiple lines of reporting creating problems for officials working at district level. Decision taking and allocating of resources or allocation of funds to schools.
·         Non-availability of fund at district level makes it difficult for education managers to take rationale decision.
·         Problems between the provinces and districts officials regarding teacher training and the up gradation of schools, which are still approved by the provincial government.
·         The public education system is unable to meet the demand of quality education resulting decreased in enrolment in public schools and increasing enrollment private schools.
·         Only 10 to 20 percent of the budget is left for developmental activities. While the major portion of the budget is spent on recurring expenditure and on salaries
·         The role of District Coordinating Officer in the decentralize set up is considered as a bridge between province and district offices. These officers are senior bureaucrats, therefore, they like top down approach that may defeat the purpose of decentralization.
·         There are problems between DCOs and District Nazim on various issues, which creating tension that may affect the decentralization process.
·         The non-availability of adequate infrastructure at district level to fulfill the need is also a big issue
·         The majority of the new District Managers are not yet ready to work in the new system
·         Delegation of responsibilities without authority.
·         The issue of accountability of Executive District Officer, Due to three tiers structure of District Nazim, District Coordination Officer and the Secretary of Education department
·         Lack of trained staff in the District Office to use and benefit of such services as EMIS.
·         Frequent transfers of field officers in district level
·         Absence of legal advisor or litigation officer creates problems for DEOs and Deputy DEOs and they will deal legal court problems personally
·         There is not enough clarity on the financial aspect of the devolved system. A clear demarcation of financial powers needs to be made
References
Abu-Duhou, I. (1999). Fundamentals of Educational Planning: School-based management. Paris: UNESCO/IIEP.
GoP (2000) National Reconstruction Bureau. Local Government Plan 2000, Islamabad: Chief Executive Secretariat,
Malik, S.R. (1992) The System of Education in Pakistan. National Book Foundation, Islamabad.
Memon, M. (n/d) Decentralization of the Education System in Sindh: A Critical Review. Islamabad.
Pakistan. Statistics Division, GOP (2001). Census of Private Educational Institutions in Pakistan 1999-2000. Islamabad.

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