PERSONALITY Personality Types Extroverted or Introverted (E or I) (Optimistic, outgoing, gregarious, and sociable) vs.

. (inward-directed, less sociable, and absorbed in inner life) are interested in their own thoughts and feelings are interested in what is happening around them need to have own territory are open and often talkative often appear reserved, quiet and thoughtful compare their own opinions with the opinions of usually do not have many friends others have difficulties in making new contacts like action and initiative like concentration and quiet easily make new friends or adapt to a new group do not like unexpected visits and therefore do not say what they think make them are interested in new people work well alone easily break unwanted relations Sensing or Intuitive (S or N) (uses senses in collecting information vs unconscious inner perception) Sensing is an ability to deal with information on the basis of its physical qualities and its affection by other information. Intuition is an ability to deal with the information on the basis of its hidden potential and its possible existence. The most common differences between Sensing and Intuitive types are shown below: are mostly in the past or in the future see everyone and sense worry about the future more than the present everything are interested in everything new and unusual live in the here and now do not like routine quickly adapt to any situation are attracted more to the theory than the like pleasures based on practice physical sensation often have doubts are practical and active are realistic and self-confident

Thinking or Feeling (T or F) (logical reasoning vs emotions) Thinking is an ability to deal with information on the basis of its structure and its function. Feeling is an ability to deal with information on the basis of its initial energetic condition and its interactions. The most common differences between Thinking and Feeling type are shown below:

are interested in systems, structures, patterns expose everything to logical analysis are relatively cold and unemotional evaluate things by intellect and right or wrong have difficulties talking about feelings do not like to clear up arguments or quarrels

are interested in people and their feelings easily pass their own moods to others pay great attention to love and passion evaluate things by ethics and good or bad can be touchy or use emotional manipulation often give compliments to please people

Perceiving or Judging (P or J) (Judgers prefer things to be in order vs Perceivers are flexible) Perceiving types are motivated into activity by the changes in a situation. Judging types are motivated into activity by their decisions resulting from the changes in a situation. The most common differences between Perceiving and Judging types are shown below:

act impulsively following the situation can start many things at once without finishing them properly prefer to have freedom from obligations Erikson's (Psychosocial Development) are curious and like a fresh look at things work productivity depends on their mood often act without any preparation

do not like to leave unanswered questions plan work ahead and tend to finish it do not like to change their decisions have relatively stable workability easily follow rules and discipline

Infancy: first year 0-1(similar to oral stage) Trust vs Mistrust - when the parents present consistent, adequate, and nurturing care, the child develops basic trust and realizes that people are dependable and the world can be a safe place. The child develops a sense of hope and confidence; this is a belief that things will work out well in the end-when the parents fail to provide these things, the child develops basic mistrust, resulting in depression, withdrawal, and maybe even paranoia Early Childhood: 2-->3 - Autonomy but parent dependent - -if parents guide children gradually and firmly, praise and accept attempts to be independent, autonomy develops. The result will be a sense of will which helps us accomplish and build self-esteem as children and adults-if parents are too permissive, harsh, or demanding, the child can feel defeated, and experience extreme shame and doubt, and grow up to engage in neurotic attempts to regain feelings of control, power, and competency. This may take the form of obsessive behavior; if you follow all rules exactly then you will never be ashamed again. If the child is given no limits or guidance, the child can fail to gain any shame or doubt and be impulsive. Some is good, as it causes us to question the outcomes of our actions, and consider others' well-being. This may also result in Avoidance; if you never allow yourself to be close to others, they can never make you feel ashamed Play Age: 4 --> 5 - Initiative vs Guilt -the child becomes curious about people and models adults. Erickson believed the child does attempt to possess the opposite sex parent and experience rivalry toward the same sex parent; however, a true Oedipal Complex only develops in very severe cases-if parents are understanding and supportive of a child's efforts to show initiative, the child develops purpose, and sets goals and acts in ways to reach them-if children are punished for attempts to show initiative, they are likely to develop a sense of guilt, which in excess can lead to inhibition. Too much purpose and no guilt can lead to ruthlessness; the person may achieve their goals without caring who they step on in the process School Age: 6 --> 11- Industry vs Inferiority - -occurs during Latency, but Erickson did not think this was a rest period; the child begins school and must tame imagination and impulses, and please others. If adults support the child's efforts, a sense of competence develops-if caretakers do not support the child, feelings of inferiority are likely to develop. Too much inferiority, and inertia or helplessness occurs (underachievers). Too much competency and the child becomes an adult too fast, and develops either into a Histrionic or Shallow person One way to divide Erikson's stages is into two groups of four -- the first four have to do with figuring out the world, the last four with figuring out yourself Adolescence: 12 --> 18 - Ego Identity Vs Role Confusion - -young adults attempt to develop identity and ideas about strengths, weaknesses, goals, occupations, sexual identity, and gender roles. Teens "try on" different identities, going through an identity crisis, and use their friends to reflect back to them. Marcia offers four resolutions: Identity Achievement (crises and commitment), Moratorium (crises and commitment later), Foreclosure (commitment without crises), and Identity Diffusion (no crises, no commitment) -if they resolve this crisis, they develop fidelity, "the ability to sustain loyalties freely pledged in spite of the inevitable contradictions of value systems" (can be friends with very different people) -if they fail to resolve the crisis, they develop identity diffusion; their sense of self is unstable and threatened; too little identity and they may join cults or hate groups, too much identity and they may show fanaticism Young Adulthood: 18 --> 35 - Intimacy vs Isolation - -intimacy is the ability to be close, loving, and vulnerable with romances and friends. It is based in part upon identity development, in that you have to know yourself to share it. The virtue gained here is love. Failure to develop intimacy can lead to promiscuity (getting too close too quick and not sustaining it), or exclusion (rejecting relationships and those who have them) Middle Adulthood: 35 --> 55 - Generactivity vs Stagnation - -if you have a strong sense of creativity, success, and of having "made a mark" you develop generativity, and are concerned with the next generation; the virtue is called care, and represents connection to generations to come, and a love given without expectations of a specific return -adults that do not feel this develop a sense of stagnation, are self-absorbed, feel little connection to others, and generally offer little to society; too much stagnation can lead to rejectivity and a failure to feel any sense of meaning (the unresolved mid-life crises), and too much generativity leads to overextension (someone who has no time for themselves because they are so busy) Late Adulthood: 55 --> - death Integrity Vs Despair - -this entails facing the ending of life, and accepting successes and failures, ageing, and loss. People develop ego integrity and accept their lives if they succeed, and develop a sense of wisdom a "detached concern with life itself in the face of death itself"-those who do not feel a sense of despair and dread their death; it's too late to change their lives (Ebenezer Scrooge just managed to avoid it) Too much wisdom leads topresumption, too much despair to a disdain for life