Introduction

Psychology II
Session 1

Raina Chhajer, Ph.D.

Assistant Professor of Psychology
[email protected]
 Agenda

• Revisit Psych I
• Goals of Psych II
– Individual Differences
– Health
– Well-being
• Set expectations
Let’s get started…
 Introduction to Psychology

• Scientific study of mental processes and

behavior, that includes:
– Perception
– Attention
– Emotions
– Motivation
– Learning
– Intelligence
– Personality etc.
 Psychology II

• Individual differences – personality,

intelligence, creativity
• Health risk behaviour
• Stress and Coping mechanisms
• Mental Health issues
• Key enablers of well-being
 Let me tell you a story!

How were these individuals different from each other?

 Individual Differences

• Individual Differences – people are different

from each other in many ways such as:
– Personal characteristics
– Likes, dislikes, interests, values
– Intellectual abilities
– Physical abilities
 Module 1: Individual Differences

In brief we’ll discuss

theories, methods of
assessment, and the
implications at work
• Personality
• Intelligence
• Creativity
 Time for Self-Reflection

• In your notebook, please scribble what comes

to your mind, when I say…
 Time for Self-Reflection

• In your notebook, please scribble what comes

to your mind, when I say…

Health
 Time for Self-Reflection

• In your notebook, please scribble what comes

to your mind, when I say…

Risk Behavior
 Time for Self-Reflection

• In your notebook, please scribble what comes

to your mind, when I say…

Stress
 Time for Self-Reflection

• In your notebook, please scribble what comes

to your mind, when I say…

Mental Health
 Time for Self-Reflection

• In your notebook, please scribble what comes

to your mind, when I say…

Coping
What do you observe?
 Module 2: Health Psychology

Introduction to health
psychology
• Health Risk Behaviors
• Stress & Coping
• Mental Health
 A day in your life

How do you describe a day well spent? Imagine your

optimum state of well-being.
 Let’s watch a video!

https://youtu.be/sKpBJjsZ7EE

What do you notice in this example?

Module 3: Enablers of well-being

Based on the foundations of

positive psychology we’ll discuss
theory, research and application
of
• Subjective well-being
• Positive emotions
• Strengths perspective
• Wellness practices
• Energy management
 Pedagogy

Teaching Others
90%
Average Retention • Readings
Rate Doing • Short Lectures
• Discussions
Discussion Groups
• Videos
Demonstration
• Exercises and
Audio-Visual activities
5% • Application
Reading
Lecture • Reflection

Source: The Learning Stairs; NTL Institute; Bethel, ME

 Course Requirement

• CP 10%
• Individual Assignment 30%
• Group Assignment 30%
• End Term 30%
 Personality

Psychology II
Session 2 & 3

Raina Chhajer, Ph.D.

Assistant Professor of Psychology
[email protected]
 Agenda

• Introduction to Personality
• Psychoanalytic Perspective
• Social Cognitive Perspective
• Humanistic Perspective
 Personality

• Personality is derived
from the Latin word
persona meaning the
mask used by actors on
stage
• The social masks people
wear as they assume
different roles
 Personality

• Defined as “the dynamic organization within

the individual of those psychophysical systems
that determine his unique adjustment to his
environment” – Gorden Allport

• “Personality is the total quality of the

individuals behavior” – RS Woodworth
 Personality

• “Personality is more or less stable and enduring

organization of the person’s characters,
temperament, intellect and physique which
determine his unique adjustment to the
environment” – Eysenck

• “Personality is that which permits a prediction of

what a person will do in a given situation” –
Cattel
 Personality

Personality refers to a person’s unique and

relatively stable qualities that characterise
behaviour patterns across different situations
and over a period of time
 Personality development

• Influence of biological factors

• Social learning/modelling
• Classical conditioning
• Family influences
• Environmental (cultural, economic)
 Assessment Methods

• Projective tests assume personality as

primarily unconscious and assess an individual
by how he or she responds to an ambiguous
stimulus
• Objective tests assume personality as
consciously accessible and measured by self-
report questionnaires
 Schools of Thought

Four major theoretical paradigms

• Psychodynamic (Freud & colleagues)
• Humanistic (Maslow & Rogers)
• Trait (Cattel, Myers-Briggs, Goldberg)
• Social-cognitive (Bandura, Rotter)
Let’s begin with Psychodynamic…

Sigmund Freud (1856-1939)

 Personality Theory

• Freud’s psychoanalytical perspective proposed

unconscious motives and conflicts influence
personality
• Unconscious large below the surface area which
contains thoughts, wishes, feelings and
memories, of which we are unaware
• Free Association – A method of exploring the
unconscious
Personality Structure
 Personality Structure

• Id contains a reservoir of unconsious psychic

energy that strives to satisfy basic sexual and
aggressive drives (Pleasure Principle)
• Ego the largly consious, “executive” part of
personality that mediates among the demands of
id, superego, and reality (Reality Principle)
• Superego represents internalized ideals and
provides standards for judgement (Moral
Principle)
Id, Ego, Superego
 Personality Development

Fixation – unresolved pleasure seeking energies

Defense Mechanisms
Defense Mechanisms
 Projective Techniques

• Psychological X-ray
• Road into the unconscious, reveal hidden
conflicts
– Free association
– Dream interpretation
– Thematic Apperception Test
– Rorschach Inkblot Test
Rorschach Inkblot Test
Thematic Apperception Test
Evaluation of Psychodynamic Perspective

• Lacks scientific rigor

• Subjective interpretations
• Attribution to childhood
conflicts

• Yet movies, talk shows, many

therapists, general public love
them
 Social Cognitive Perspective

Personality is developed by the interaction

between people’s mental processes and their
social contexts
– Social - conditioning, modelling
– Cognitive - what we think

How we & our environment interact!!

Bandura’s Reciprocal Determinism
Social Cognitive Perspective
 Rotter’s Locus of control

Personal control – the extent to

which people perceive control over
their environment rather than
feeling helpless
Locus of control
• Internal locus of control
• External locus of control
 Rotter’s Locus of control

• External locus of control – the perception that

chance or outside forces beyond your personal
control determine your fate
• Internal locus of control – the perception that
you control your own fate
• Internals achieve more at work, act more
independently, enjoy better health, feel less
depressed as externals do
Let’s check out this experiment

https://www.youtube.com/watch?
v=gFmFOmprTt0
 Seligman’s Learned Helplessness

• When people experience no control over repeated bad

events, they often learn helplessness
• “I can’t do this”, “There is nothing I could do about
this”
• Attributional style – Optimism v/s Pessimism

https://www.youtube.com/watch?v=TU7RBqTndJ8
• Think of all the areas of your life where you have
learned helplessness
What makes these flowers bloom?
What makes these flowers bloom?
 Personality development

• Taking the flower metaphor

• For a person to “grow”, they need an
environment that provides
– Genuineness (openness and self-disclosure)
– Acceptance (unconditional positive regard)
– Empathy (being listened to and understood)
 Humanistic Perspective

Psychologists in humanistic paradigm believe

• Human beings have the capacity to
– Think consciously and rationally
– Control biological urges
– Achieve their full potential
• Human beings strive for self-actualization
Maslow’s Hierarchy of Needs
 Maslow’s Self-Actualizing Person

• Studied healthy, creative people

• Found certain characteristics
– Self-aware
– Self-accepting
– Open & spontaneous
– Loving and caring
– Not affected by other’s opinion
 Carl Roger’s Perspective

• Tendency to self-actualize – to fulfill one’s

potential and achieve the highest
• Self-actualization occurs in a state of
congruence
Ideal Self v/s Real Self
Ideal Self – who you would like to be
Real Self – who you actually are
Ideal Self v/s Real Self
 The Fully-Functioning Person

1. Open to experience: both positive and negative

emotions accepted. Negative feelings are not
denied, but worked through (rather than resorting
to ego defense mechanisms).
2. Existential living: in touch with different
experiences as they occur in life, avoiding
prejudging and preconceptions. Being able to live
and fully appreciate the present, not always looking
back to the past or forward to the future (i.e., living
for the moment).
 The Fully-Functioning Person

3. Trust feelings: feeling, instincts, and gut-

reactions are paid attention to and trusted.
People’s own decisions are the right ones, and we
should trust ourselves to make the right choices.
4. Creativity: creative thinking and risk-taking are
features of a person’s life. A person does not play
safe all the time. This involves the ability to adjust
and change and seek new experiences.
5. Fulfilled life: a person is happy and satisfied with
life, and always looking for new challenges and
experiences.
 Personality

Psychology II
Session 2 & 3

Raina Chhajer, Ph.D.

Assistant Professor of Psychology
[email protected]
 Agenda

• Trait Perspective
– Cattel (16PF)
– Myers Briggs (MBTI)
– Goldberg (Big 5)
• Person Job Fit
What makes them unique?
 Trait Based Perspective

Trait – A characteristic pattern of behavior or a

disposition to feel and act
• Relatively stable over time
• Differ among individuals
• Influence behavior
Often assessed by self-report questionnaires
Eysenck & Eysenck
 Allport’s Three Traits

• Cardinal Traits – dominate an individual’s

whole life, like narcissism, etc. (rare)
• Central Traits – general characteristics like
honesty, etc.
• Secondary Traits – appear only in certain
situations or circumstances
 Cattell’s 16PF

• Collected 4500 words

• Removed synonyms, 171 trait words
• Collected ratings on these words
• Used Factor Analysis to reduce
16 Personality Factor/Traits
 Myers Briggs Type Indicator

• Indictors or preperences
• What is a preference?
• Let’s say if I ask you to sign a doc which hand
you use is a preference, left or right
– Natural, easy, quick, efforless
– Unnatural, difficult, slower
 MBTI – 4 dimensions

• Extraversion and Introversion

• Sensing and INtution
• Thinking and Feeling
• Judging and Perceiving
E : I Where you prefer to get and focus your
‘energy’ or attention

Extraversion Introversion

Get energy from the Get energy from the

outer environment of inner environment of
people and experiences reflections and thoughts

Focus energy and Focus energy and

attention outwards in attention inwards in
action reflection
 Charateristics

Extraversion Introversion

Do-think-do v/s
Think-do-think
Action Reflection
Talk things through Think things through
Expressive Contained
Interaction Concentration
Breadth of interest Depth of interest
S : I The kind of information you prefer to
gather and trust

Sensing iNtuition
Prefer information coming Prefer information coming
from the five senses from association
Focus on what is real Focus on what might be
Value practical • Value imagination and
applications insight
 Characteristics

Sensing vs iNtuition
Facts vs Ideas
Specifics vs Big picture
Realistic vs Imaginative
Here and now vs Anticipating the future
Practical vs Theoretical
Observant vs Conceptual
 T : F What process you prefer to use
in coming to decisions

Thinking Feeling
Prefer to make decisions on the Prefer to make decisions
basis of logic and objectivity on the basis of values
and personal convictions

Quick to see errors and Quick to show appreciation

give a critique and find common ground

Step out of situations in Step into situations to

order to analyse weigh human values and
motives
dispassionately
 Characteristics

Thinking Feeling
Guided by cause-and-effect Guided by personal values
reasoning Understand others’ point of view
Logical analysis
v/s Seek harmony
Personal circumstances
Seek objective truth
Praise
Impersonal criteria Focus on relationship
Critique
Focus on task
J : P How you prefer to deal with the
world around you : your ‘lifestyle’

Judging Perceiving

Prefer to live life in a Prefer to live life in a

planned and organised spontaneous and adaptable
manner manner

Enjoy coming to closure • Enjoy keeping options open

and being decisive and being curious

Avoid stressful last-minute • Feel energised by last-minute

rushes pressures
 Characteristics

Judging vs Perceiving

Planned vs Emergent
Organised vs Flexible
Controlled vs Unconstrained
Structured vs Go with the flow
Scheduled vs Spontaneous
 MBTI Combinations

When we combine these preferences

E or I
S or N
T or F
J or P
There are 16 preference types (e.g. ESTP, INTJ, ENFP, etc.)

https://www.mbtionline.com/TaketheMBTI
 Goldberg’s Big 5

Five dimension personality

model:
• Openness to experience
• Conscientiousness
• Extraversion
• Agreeableness
• Neuroticism
 Openness to Experience

• Imaginative • Practical
• Independent • Conforming
• Interested in v/s • Interested in
variety
routine
• Aesthetics
• Down-to-earth
• Ideas
• Actions • Conventional
 Conscientiousness

• Organized • Disorganized
• Careful v/s • Careless
• Disciplined • Impulsive
• Order • Lazy
• Achievement • Quitting
Striving
 Agreeableness

• Soft-hearted • Ruthless
• Trusting v/s • Suspicious
• Helpful • Uncooperative
• Altruism
• Modest
• Compliance
 Neuroticism

• Calm • Anxious
• Secure v/s • Insecure
• Self-satisfied • Self-pitying
• Even-tempered • Impulsive
• Hardy • Angry hostility
 Extroversion

• Sociable • Retiring
• Fun-loving • Sober
• Affectionate v/s
• Reserved
• Gregarious
• Loner
• Assertive
• Quiet
• Excitement
seeking
 Big 5

• Performance - In a meta-analysis by Barrick & Mount

(1991) only conscientiousness showed significant
relationships with performance

• Job Satisfaction - In a meta-analysis by Judge, Heller,

and Mount (2002), they found moderate correlations
of Neuroticism, Extraversion, and Conscientiousness
with job satisfaction
 Person-Job Fit

In Groups
• Choose 3 job roles
• Which personality traits
might help perform
these jobs?
• Your goal is to achieve
optimum Person-Job Fit
 Intelligence

Psychology II
Session 4

Raina Chhajer, Ph.D.

Assistant Professor of Psychology
[email protected]
 Agenda

• Theories & Assessment of Intelligence

• Emotional Intelligence
• Giftedness v/s Mentally Challenged
• TEDx – S. B. Kaufman
How many animals do you see?
 Intelligence

“The ability to judge well, to understand well,

and to reason well” Binet and Simon

“The aggregate or global capacity of the

individual to act purposefully, to think rationally,
and to deal effectively with the environment”
Wechsler
 Intelligence

“The ability or skill to solve problems or to

fashion products which are valued within one or
more cultural settings” Gardner

“Intelligence comprises the mental abilities

necessary for adaptation to, as well as shaping
and selection of, any environmental context”
Sternberg
 Elements of Intelligence

• Direction – ability to set a goal and work towards

it
• Comprehension – ability to have a basic
understanding of exactly what the problem is
• Self evaluation – person’s belief of whether he/
she could solve the problem correctly
• Adaptability – ability to make the necessary
adjustments to solve a problem
 Classical Approaches

• Spearman’s two factor theory

– General (g)
– Specific (s)
• Thurstone’s theory of primary mental abilities
– Seven Major Independent factors
– Verbal comprehension, Verbal Fluency, Inductive
Reasoning, Spatial Visualization, Number,
Memory, Perceptual Speed
Gardner’s Theory of Multiple
Intelligence
 Gardner’s Theory of Multiple
Intelligence

• Linguistic – ability to learn languages; writers,

poets, lawyers
• Logical mathematical – ability to analyze
problems logically, solving mathematical
problems etc.
• Spatial – skill at recognizing and using
patterns; architects, urban planners,
geographers etc.
 Gardner’s Theory of Multiple
Intelligence

• Musical – abilities in composing and

performing music
• Bodily-kinesthetic – abilities to coordinate
bodily movements; athletes, dancers, etc.
• Naturalistic – ability to recognize, categorize,
and draw upon certain features of the
environment
 Gardner’s Theory of Multiple
Intelligence

• Interpersonal – ability to understand the

intentions, motivations, and desires of other
people; educators, salespeople, political
leaders, etc.
• Intrapersonal – capacity to understand oneself
i.e. one's thoughts, feelings, fears, desires,
motivations and use this knowledge toward
successful outcomes; writers, artists
 Sternberg’s
Triarchic Theory of Intelligence

• Practical Intelligence (Contextual)

• Creative Intelligence (Experiential)
• Analytical Intelligence (Componential)
– Meta components
– Performance components
– Knowledge-acquisition components
 Sternberg’s
Triarchic Theory of Intelligence

• Analytical Intelligence (Componential) – ability

to solve academic problems, such as analogies
and puzzles
– Metacomponents (control, monitor, and evaluate
cognitive processing)
– Performance components (Execute strategies
assembled by metacomponents)
– Knowledge-acquisition components (Encode,
combine and compare information)
 Sternberg’s
Triarchic Theory of Intelligence

• Practical Intelligence (Contextual) – ability to

understand and effectively deal with everyday
tasks, street smart
• Creative Intelligence (Experiential) – ability to
connect their internal world to their external
reality; use prior knowledge in new or
innovative ways in different circumstances,
such as finding a new approach to a problem
Emotional Intelligence
 Emotional Intelligence

• Salovey and Mayer, defines EI as “the ability

to monitor one’s own and others’ feelings and
emotions, to discriminate among them and to
use this information to guide one’s thinking
and actions”
• Goleman – “ability to recognize, understand
and manage our own emotions as well as the
emotions of others”
 Emotional Intelligence

• Self-awareness – the ability to understand

one’s emotions and recognize their impact
• Self-management – involves controlling one’s
emotions and impulses
• Social awareness – the ability to sense,
understand, and react to others’ emotions
• Relationship management – the ability to
inspire, influence and develop others
Goleman’s EI Framework
How shall we develop EI?
 Assessment of Intelligence

• Binet – Mental Age i.e. an individual’s level of

mental development relative to the
environment in which he/she lives
• William Stern – Intelligence Quotient (IQ)
IQ = MA/CA*100
MA = Mental Age; CA = Chronological Age
e.g. 8/6*100=133
 Assessment of Intelligence

Stanford-Binet Test (3 different age levels)

1. Verbal reasoning
2. Quantitative reasoning
3. Abstract-visual reasoning
4. Short-term memory
 Assessment of Intelligence

Wechsler Scales (1 overall IQ + 11 subscales)

• Wechsler Adult Intelligence Scale
• Wechsler Intelligence Scale for Children (6 to
16 age)
• Wechsler Preschool and Primary Scale of
Intelligence (4 to 6 ½ age)
Distribution of IQ Scores
Distribution of IQ Scores
 Intelligence Tests

1. Individual Tests
2. Group Tests
3. Verbal Tests
4. Non-verbal Tests
5. Performance Tests
6. Combination
 Giftedness

Giftedness is defined as a superior ability in any

worthwhile like of human endeavor including
moral, physical, emotional, social intellectual, or
aesthetic life of the humanity.
• High Intelligence
• High Motivation
• High Creativity
 Giftedness

Few characteristics of gifted children:

• Higher order in thinking process, problem solving,
and decision-making
• Transferring skills to novel problem solving
• Independent thinking and non-conformism
• High in self-efficacy and internal locus of control
• Intrinsic motivation to achieve mastery
 Mentally Challenged

Intelligence test performance two or more

standard deviation below the mean,
accompanied by limitations in adaptive
functioning such as failure to cope with the
common tasks of daily living appropriate to
one’s age and situation
 Mentally Challenged

Levels of Mental Retardation

• Mild (IQ range = 50-70)
• Moderate (IQ range = 35-49)
• Severe (IQ range = 20-34)
• Profound (IQ below 20)
Mentally Challenged
 Let’s hear Kaufman’s views

https://www.youtube.com/watch?v=ih5caeD06ms
 Creativity

Psychology II
Session 5

Raina Chhajer, Ph.D.

Assistant Professor of Psychology
[email protected]
 Agenda

• Introduction
• Convergent &
Divergent Thinking
• The Creative Process
• An activity
 Creativity

Ability to generate, create, or

discover new ideas,
solutions, and possibilities
• Originality (uniqueness)
• Functionality (usefulness)
• Surprise (nonobvious)
 Convergent Thinking

The capacity to narrow in

on the single “correct”
answer or solution to a
given question or problem
• E.g., giving the right
response on an
intelligence test
 Divergent Thinking

The capacity for exploring

multiple potential answers
or solutions to a given
question or problem
• E.g., coming up with
many different uses for a
common object
 Divergent Thinking

4 Components:
• Fluency: quantity of solutions generated
• Originality: the unique and unexpected
• Flexibility: the variety of solutions generated
• Elaboration: relevant, supportive details
In Creativity
The Creative Process
 Stage 1: Preparation

Preparation: becoming immersed, being

sensitive to a gap, a need, an experience that
stimulates us to act and pull together resources
• Your brain might be using attention,
reasoning, and planning to gather information
at this stage
 Stage 2: Incubation

Incubation: This is an important stage where

you let it go and it’s really very important to let
your mind wander for greater creativity
• Want to climb unto a bathtub
• Go for a walk
• Stop consciously
 Stage 3: Illumination

Illumination: This is when the idea that was

incubating moves from the subconscious to the
conscious mind
• The ‘aha’ or ‘eureka’ moment
• You're like ‘Oh my God! That's the idea!’
 Stage 4: Verification

Verification: This is where the analytical,

convergent thought processes jump into action
• Is the idea valid, accurate, of valuable?
• Build upon, add content
• Package in the right manner or consumable
Wallas’s Stages of Creative Process
 Assessing Creative Ability

• The candle problem

• Alternative uses test
• Remote association test
• Incomplete figure test,
etc.
 The Candle Problem

How to fix and light a

candle on the wall in a
way so the candle wax
won't drip onto the table
below
The Candle Problem
 Guilford’s Alternative Uses Test

• Hold papers together,

Cufflinks, Bookmark, etc.
• Divergent Thinking
– Fluency
– Originality
– Flexibility
– Elaboration
Torrance’s Incomplete Figure Test
Torrance’s Incomplete Figure Test
 Blocks in creative thinking

• Believing you aren’t creative

• Making assumptions
• Following the rules too strictly
• Being serious
• Avoiding risks or being wrong is bad
• Always staying with your routines/habits
• Thinking there is only one solution
What does is take to be creative?
Capture your new ideas – Journaling
Seek out challenging tasks
Broaden your knowledge
Surround yourself with interesting
things and people
Don’t rush to solutions
Collaborate-in writing
Let the sunshine in!
Get Happy!
Paint, Dance, Play – Have Fun
 IDEO: A creative workplace

https://www.youtube.com/watch?v=VCOUtptWnC8
Design Thinking