Personality Psychology -The Trait Approach PDF

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Running head: Personality Psychology

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Personality Psychology: The Trait Approach Kimberly Skovold Grand Canyon University: PSY - 255 December 12, 2019

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Personality Psychology: The Trait Approach A part of every person there are traits who help to make up who they are as a person. When difficult things arise how will the overcome? Being able to understand how you will face things and handle both good and bad is an important part of learning who you are as a person. “If you are like most people, you probably tackle this problem in one of two ways. You might start by describing the type of person you are—a quiet type, an independent type, an outgoing type” (Burger, 2018, pg. 135). Since traits are different for everyone and being different is a part of what makes traits unique to each person, traits are a part of everyone, no matter how you approach situations in life because it is a part of you that make you who you are . A part of your personality traits starts at early childhood and continues as you grow. “Self-regulatory processes influencing health outcomes may have their origins in childhood personality traits. The Big Five approach to personality was used here to investigate the associations between childhood traits, trait-related regulatory processes and changes in health across middle age. Participants (N = 1176) were members of the Hawaii longitudinal study of personality and health. Teacher assessments of the participants’ traits when they were in elementary school were related to trajectories of self-rated health measured on 6 occasions over 14 years in middle age. Five trajectories of self-rated health were identified by latent class growth analysis: Stable Excellent, Stable Very Good, Good, Decreasing and Poor” (Hampson, et al., 2016). This begins the development of finding who you are, or maybe who you think you are. While developing these traits at an early age many people grow up never understanding who they are and why they respond to things in the manner of which they do. “Can young people with intellectual and developmental disabilities be known for their strengths? This mixed-method study explored the strengths of 427 youth and young adults with intellectual disability and/or

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autism (ages 13-21) from the vantage point of their parents. Using the Assessment Scale for Positive Character Traits–Developmental Disabilities (ASPeCT-DD), parents identified numerous strengths across multiple domains and factors. Every young person in the sample was described as having at least one strength (Mdn = 20, range 1-26), and their strength-related profiles varied widely. Higher ratings of strengths were predicted by greater involvement in community activities and use of speech as the primary mode of communication. Challenging behaviors predicted lower ratings of strengths” (Carter, et al., 2015). “Trait theory seeks to discover and assess these distinctive personality characteristics. Understanding these characteristics, trait theorists believe, can help predict which individuals will do better in a given situation, such as school, work, or in a relationship, and can be used to help guide people toward success and happiness” (Miller, 2019). This article helps to explain in greater detail the importance of the trait theory and knowing that each person’s trait can determine how they will behave or react when faced with any tasks. Creating a place where you can learn and grow is a part of the trait approach to learning who you are or who you want to become. Understanding that when it comes to someone’s psychical ability or willingness to work on things that are physical it is also related to the traits within who the person is. “Personality traits such as honesty-humility, emotionality, extraversion, agreeableness, conscientiousness, and openness to experience (HEXACO) have been linked to numerous adaptive outcomes in academic, sport, and physical activity settings; yet little if any such research has been conducted with physical education (PE) students” (Lodewyk, 2019). Not everyone was created equally mentally or physically. For this as you grow and start to learn or search to find out your meaning of life and what you were sent on this earth to do this process will help teach you who you are.

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Our traits are what make us all different there are some traits that we cannot change. Such as the who we are born to be no matter how you can grow and learn through life. “Understanding diversity is the first step in synergistic management. Diversity often manifests in two ways: roles and individual characteristics. The first includes differences in occupation, skills, expertise, family role and occupational position. The second refers to gender, nationality, age, personality and other traits that cannot be changed” (Maznevski, 1994). Then there are people, leaders who come and not only change the place they live they change the world. The strongest character you can display is one that helps others and gives before receiving. “When I talk with students, I always try to work into the conversation that they are becoming part of a wonderful community. It is small enough that they are likely to get to know a good fraction of its members over the course of their professional career, and will find themselves intersecting with friends and colleagues in many different ways through the years. Perhaps more importantly though, it is a community in which individuals can really make a difference” (Seitter, 2006). Teaching these lessons are one that help people discover a part of them maybe they did not know they had inside of them. How a person is designed to be and the traits that make up who they are does not mean you can always know how they will react to everything. People can learn how to manage or control their traits depending on what is happening around them. “Trait theory allows for simple, objective assessment of existing human personality traits, but it does not address trait development or application and cannot be used as an effective approach for predicting future behavior” (Miller, 2019). Not everyone gets the same level of knowledge when learning how to control their emotions or feelings. In addition, there are people who get all the training and

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lessons in life, however, still struggle with properly controlling their emotions. Controlling your emotions can be something that is subjective and not always right or a wrong thing. “The majority of the participants were found to have both an understated and a very low level of empathic capability. The least developed were the intuitive, rational and emotional components, while the most developed was the “installations that promote empathy” component. The majority of the participants had a low level of emotional intelligence in Hall’s terms, with the worst developed parameters seen to be “managing your emotions” and “self-motivation”. The most developed parameter was “emotional awareness”. The results showed an average positive correlation between Hall’s empathy and the total indicator of empathic abilities (r = 0.37, p < 0.01), the intuitive channel (r = 0.32, p < 0.01), the “empathy facilities” (r = 0.31, p < 0.01) and the “empathy identification” (r = 0.26, p = 0.01) , as well as between “recognition other people’s emotions” and the total indicator of empathic abilities (r = 0.28, p < 0.05). The study found an average negative correlation between the “managing your emotions” and the “emotional channel” (r = -0.41, p < 0.001), the “rational channel” (r = -0.31, p = 0.003), the total indicator of empathic abilities (r = -0.28, p < 0.05)” (Vetluzhskaya, et al., 2019). Empathy is not something you can teach to an adult, even it means them understanding what it truly means. This is something that has to be taught an early learn and continuing through adulthood. With a willingness to learn and improve on who you are and who you want to become. “Emotional intelligence has been considered a hallmark of successful leaders for nearly three decades. During the same period, executive coaching emerged as a beneficial resource for leader development in organizations. The purpose of this pilot study is to investigate the impact of emotional and social competence (ESC) and executive coaching on leader job performance, personal vision, engagement, and career satisfaction. Eighty-five senior leaders in a North

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American financial services organization completed a development program, which included classroom learning, ESC assessment using a multirater (or 360-degree) feedback instrument, and executive coaching to encourage ESC development” (Oosten, et al., 2019). Overtime people will grow and maybe even learn some new things but the kindness and empathy that you develop early on in life is one that will remain with you forever. “In the field of child psychology, this is a serious concern. I have to continually remind students that wanting to help is not enough. Trying to help is not enough. If the road to hell is paved with good intentions, it is also littered with failed attempts that further damaged—rather than helped—the most vulnerable children” (Lima, 2013). Developing these emotions in children are especially important because of how fragile they are and the love as well as support they need in order to become thriving adults. “Moreover, Stepwise Multiple Regression Analysis was conducted to examine to what extent personality traits predict social loafing behaviors. According to findings, conscientiousness and compatibleness were significant predictors of social loafing behaviors” (Tok, 2019). “If there is a single concept that threads its way through the writings of the humanistic psychologists, it may be how people feel about themselves. A central goal of Rogerian psychotherapy is to get clients to accept and appreciate themselves for who they are. Maslow wrote about the need for self-respect and the need to be content with who we are and what we do with our lives. In short, humanistic psychologists are concerned about our self-esteem” (Burger, 2018, pg. 294). As you continue to go and grow through life you find out more about yourself and what makes you different from others as everyone was created different. Being different is a part of what makes us all who we are, the traits we possess someone else might possess some of

Personality Psychology: The Trait Approach the same, but not all. We are all going to have our own outlook and approach to situations making us all who we are, embrace it.

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References Burger, J. M. (2018). Personality (10th ed.). Belmont, CA: Wadsworth-Thomson Learning. ISBN-13: 9781337559010 URL: https://www.gcumedia.com/digitalresources/cengage/2018/personality_10e.php Carter, E. W., Boehm, T. L., Biggs, E. E., Annandale, N. H., Taylor, C. E., Loock, A. K., & Liu, R. Y. (2015). Known for My Strengths: Positive Traits of Transition-Age Youth With Intellectual Disability and/or Autism. Research & Practice for Persons with Severe Disabilities, 40(2), 101–119. https://doiorg.lopes.idm.oclc.org/10.1177/1540796915592158 Hampson, S. E., Edmonds, G. W., Barckley, M., Goldberg, L. R., Dubanoski, J. P., & Hillier, T. A. (2016). A Big Five approach to self-regulation: personality traits and health trajectories in the Hawaii longitudinal study of personality and health. Psychology, Health & Medicine, 21(2), 152–162. https://doiorg.lopes.idm.oclc.org/10.1080/13548506.2015.1061676 Lima, O. K. (2013). Hearing Children’s Voices: True Empathy in Child Psychology. Reclaiming Children & Youth, 22(3), 48–49. Retrieved from https://search-ebscohostcom.lopes.idm.oclc.org/login.aspx?direct=true&db=a9h&AN=92007416&site=edslive&scope=site Lodewyk, K. R. (2019). Relations between Trait Personality, Goal Orientation, and Adaptive Outcomes in High School Physical Education. Journal of Teaching in Physical Education, 38(3), 207–213. Retrieved from https://search-ebscohostcom.lopes.idm.oclc.org/login.aspx?direct=true&db=eric&AN=EJ1222594&site=edslive&scope=site

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Maria V. Vetluzhskaya, Antonina A. Abramova, Kira G. Serdakova, Ekaterina E. Bykova, Rina S. Khammatova, & Raisa V. Shurupova. (2019). Characteristics of Emotional Intelligence and Empathic Abilities in Medical Students. Integraciâ Obrazovaniâ, (3), 404. https://doiorg.lopes.idm.oclc.org/10.15507/1991-9468.096.023.201903.404-422 Maznevski, M. L. (1994). Understanding our differences: performance in decision-making groups with diverse members. Human Relations, (5), 531. Retrieved from https://searchebscohost-com.lopes.idm.oclc.org/login.aspx? direct=true&db=edsgao&AN=edsgcl.15440179&site=eds-live&scope=site Miller, S. P. (2019). Trait theory. Salem Press Encyclopedia. Retrieved from https://searchebscohost-com.lopes.idm.oclc.org/login.aspx? direct=true&db=ers&AN=89677653&site=eds-live&scope=site Seitter, K. L. (2006). It’s the People Who Make the Difference. Bulletin of the American Meteorological Society, 87(4), 509. Retrieved from https://search-ebscohostcom.lopes.idm.oclc.org/login.aspx?direct=true&db=a9h&AN=23304283&site=edslive&scope=site Tok, T. N. (2019). The Relationship between the Perceptions of Personality Traits and Social Loafing Behaviors of Candidate Teachers. Journal of Teacher Education and Educators, 8(1), 55–77. Retrieved from https://search-ebscohost-com.lopes.idm.oclc.org/login.aspx? direct=true&db=eric&AN=EJ1214944&site=eds-live&scope=site Van Oosten, E. B., McBride-Walker, S. M., & Taylor, S. N. (2019). Investing in what matters: The impact of emotional and social competency development and executive coaching on leader outcomes. Consulting Psychology Journal: Practice and Research, 71(4), 249–269. https://doi-org.lopes.idm.oclc.org/10.1037/cpb0000141

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