Personality and Individual Differences

Personality and Individual Differences
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Personality and Individual Differences
Trust and Recommendations on Measuring and Applying It in Education Psychology Context
Trust can be defined as the dependence on or sureness in the reliability of something or someone. Technically, trust is the sensation of being certain regarding something; the sureness goes beyond the extremities eve where disapproval is eminent (Komodromos et al., 2019). Psychologists argue that trust may be subdivided into segments like honesty, competence, and benevolence. Besides, trustworthiness is the behaviours or traits of an individual that instigate constructive prospects in another individual. Fortunately, trust is an essential aspect of educational psychology. It can also be measured in several ways, depending on the context. For instance, in educational psychology, trust can be based on psychological safety.
Moreover, psychological safety is a significant aspect of measuring trust since one can express their thoughts in some level of confidence (Mitchell et al., 2018). It can be an open and honest discussion concerning whatever is possible, and that is impossible. It can also be discovered in joint meetings to assume a challenging course in an educational project, for example, or measure it through a decision-making process that may involve a tremendous fault. Overall, such engagements and practices are essential for transformation; thus, mistakes are never part of the deal, but trust can help achieve expectations. Unfortunately, it is not easily realised in school settings, though educators need it to depend on each other while undertaking an instructional strategy to accomplish academic goals.
Thus, one recommendation in applying or building trust in educational psychology is to enthusiastically listen to learners and colleagues at school (Davidson & Case, 2018). When individuals are given an unwavering listening ear to realise their desires, faults, and inspirations, they tend to trust their audience. Consequently, they will be willing to reveal their deep heartfelt thoughts and even their extremes of suffering. Such a scenario is immensely vital in creating change. Again, a teacher can be the learners' advocate in times of need. Learners sometimes run out of defence, and such cases position them in need of favour to survive a situation. It does not require a teacher to release a student away from facing the consequence of their mistakes. Instead, an educator can have a discourse with the learner regarding their emotions and convey the acquired information to the most suitable staff member who helps with the situation.
Nonetheless, revealing one's personality is another crucial aspect of building and applying trustworthiness. An educator does not need to reach the extremes but talking about one's pet is worth developing trust. A teacher can also notify learners when they are sad about certain unfortunate events.
Criticisms of the Trait Approach to the Study of Personality
Regarding Freud's psychoanalytic concept, personality advances via a succession of phases, and a specific internal cognitive dispute characterises every stage. Besides, Freud's psychosocial concept of personality contends that human behaviour is the consequence of the interface amongst three segments of the mental aspect: the superego, ID, and ego (Hossain, 2017). Freud also argues that personality emphasises how disputes amongst the mind design personality and behaviour sections are majorly unconscious. Based on Freud’s concept, personality grows or stems from the childhood stage to adulthood stage. It advances during infancy and is unsympathetically moulded through a sequence of five psycho-sensual phases of development, which he categorised as the psychosexual philosophy of growth. At each step of growth, a child is placed into a conflict amid social projections and biological drives; successful research of such internal disputes will result in remembrance of every stage of development, and finally to an utterly mature personality.
Moreover, Freud supposed that the superego, id, and ego are always in an endless skirmish. An adult's personality and behaviour are built on the consequences of such interior struggles independent of the childhood stage of development. He alleged that an individual with a firm/ the most dominant ego has a robust and comprehensive personality and that inequities in such a system may result in neurosis. It is an idea that we presently visualise as depression and anxiety; it can be alongside other morbid behaviours. However, the views of Freud have been severally challenged with criticism. Partly, it can be attributed to his singular emphasis on sexuality as the key propeller of human personality growth (Willmott et al., 2018).
Though Freud’s psychoanalytic concepts bear several benefits that have assisted in expanding our mental comprehension of personality, they have never been boundless. For instance, they provide a narrow focus. In Freud's special attention on the construction of the human cognisance, he settled slightly to almost negligible concentrate on the effect of atmosphere, culture, or sociology. Freud's philosophies were exceptionally concentrated on pathology and widely neglected "ordinary," robust functioning (Niaz et al., 2019). Freud has similarly disapproved of his narrow-minded opinion on human sexuality to the segregation of other vital aspects.
Again, Freud has left a loophole that leads to his criticism since he left none of the scientific foundations in his arguments about personality. For example, several opposers can easily dispute that his reasonings based on nature do not hold a firm ground by failing to provide a comprehensive experimental statistic (Barry, 2020). As scholars started to assume a substantial course by applying empirical action on Freud's ideologies, they realised that many were weak and lacked support. Besides, they can quickly verify a theory if it can strongly justify disapproval by offering a far-fetched empirical shred of evidence. However, most of Freud's concepts are never verifiable; thus, it leaves them vulnerable for criticism.
Additionally, Freud's concepts of personality face massive discrimination in the present time. For instance, recent critics and feminists have been laid focus. Similarly, they have explicitly been imperative of Freud's theories, pinpointing that the norms and strategies of the psychoanalytical model are intensely overriding one gender, which is female (patriarchal). They have also been criticising feminists, and they tend to be anti-woman (misogynistic) (Chodorow, 2018). A psychologist, Karen Horney, who attempted to follow the footsteps of Freud, realised the main flow of Freud's strategy as bearing solid pieces of evidence on masculine narcissism. Besides, a feminist, Betty Friedan, categorised Freud's concept of personality as “penis envy.” The main idea was purely based on clarifying that Freud’s concept was typically gender bias of the Victorian regime. She similarly demonstrated how the notion played a focal role in disapproving alternate ideas of femininity in previous times.
Thus, Freud's concept of personality should have surgically handled various concerns to hold firm ground in present issues. Besides, global problems are emerging, and gender equality is critical for creating a just environment for females and their fellow feminists. A theory should be firm in the essence that it offers ...