EFFECTS OF GUILT AND SHAME

                             ABV-IIITM GWALIOR M.P.(7-April-2011)


                        If the person realizes that his behavior falls short of group expectation and personal standards, he will have  feelings of guilt and his reaction to these feelings will affect his self-concept. Before the age of 5 or 6 years, the child has few if any feeling of guilt, although he may become frightened when caught in wrong act and try rationalize his behavior or project the blame on someone else. The older child however, is deeply concerned about social disapproval when his behavior falls short of expectations. In self-protection, he tries to find a scapegoat to blame for his misbehavior. Rather than feeling guilt, he feels shame when caught in a act which he knows is wrong. Only after the person learns to feel personally responsible for controlling his behavior instead of relying on external pressures, such as disapproval, punishment, or threat of punishment, is he capable of experiencing true guilt.


                           Feelings of guilt may lead the person to change his attitude about the "wrongness" of certain behavior. If the person decide not to cheat when tempted to do so, he usually become more rigid in his attitude that cheating is wrong. If he decides that he will cheat, he is likely to become more tolerant toward cheating. this is a method he uses, unconsciously, to reduce the feelings of guilt which would otherwise follow his cheating


                                     Occasional feelings of mild guilt are not likely o have a permanent effect on the self-concept. they may make the person ashamed of himself and more realistic about the standard he sets for his behavior, frequent feelings of guilt, however, resulting from recurring failure to live up to one's standards, are damaging to the self-concept. They make the person loose confidence in his ability to achieve what he sets out to do, even though no one but himself may know of his failure.

               

EFFECTS OF HORIZONTAL MOBILITY

            ABV-IIITM GWALIOR M.P. (7-April-2011)

                    While horizontal mobility may mean a financial improvement for the family, an opportunity to bury the past, and a chance to gain a higher social status, it also means breaking old friendship and making new ones, adjusting to the mores and social life of a new group, and disrupting the schooling of children and adolescents. Until adjustments to the new environment are made, there is generally a period of loneliness and dissatisfaction and a longing to return to the old environment.

                    Studies of new children in neighborhoods have shown how difficult a situation they face. Many such children are teased, bullied, or ignored by those who make up the established groups. It is unusual for the members of the group to take the initiative, generally by winning the attention and interest of one child in the group, However, this is often interpreted as "pushiness" and it increases the group's tendency to ignore or reject him.

                    The difficulty of becoming accepted in a new group varies with age and environment. Adolescence and young adulthood are, on the whole, the most difficult  periods in life for horizontal mobility because, at those ages, cliques are already established and newcomers not only are unwelcome but are often regarded as potentially disturbing influences and threats to those in power.

                        In rural and suburban communities, there is more "neighborliness" than in urban centers, and acceptance in a new group is easier to achieve. Rural and suburban families usually have more in common than urban families. However, should the person move into a housing development in an urban center, assimilation into the group is relatively easy because of homogeneous nature of the environment.

                        In no case is acceptance into a new group achieved quickly. Nor is acceptance, once achieved, likely to be as complete as that which the person was accustomed to in his old group. AS a result, he will  experience the physiological damage that comes from social neglect or social rejection. This damage is greater for those who are used to high social acceptance or who anticipated higher acceptance in the new group than they are able to achieve.

                        Psychosocial isolation and loneliness lead to anxiety, dogmatism, and personality disorders of a minor or major degree. Anxiety depends mainly on the time when the environment is disrupted, While dogmatism is primarily a result of frequency of disruption. Most studies of mobility show that geographic mobility and various personality disorders go together. Thus it can be said that the "basic effects of geographic mobility are disruptive in nature".

EFFECTS OF MORALITY ON PERSONALITY

 Moral or immoral behavior has no effect on personality until the person is intellectually mature enough to understand the attitude of the social group toward his behavior. A baby doesn’t realize that an act is wrong unless he is punished for it. Even then, he may fail to understand why he was punished. Furthermore, he has no feeling of guilt from wrong doing because he has not yet learned a moral code by which to judge his behavior.

As time passes, the person gradually learns what society expects and how it judges him when his behavior falls short of expectations, AT the same time, he is learning to judge his own behavior in terms of a moral code he has developed through experience and moral teaching. If he feels that his behavior falls short of this code, he will have feelings of guilt. If his behavior comes up to expectations, both his own and the group’s he will be satisfied with himself.

The influence of moral expectations on the self-concept will depend on a number of conditions: whether the person is forced, by fear of punishment, to conform or whether he wants to conform because of the personal benefit he will derive from doing so; the attitude of the person who requires him to conform and the method used to enforce conformity; and whether he feels secure in his moral beliefs and in his ability to translate these beliefs into actions,.

If a person feels unsure of his ability to make moral judgments that will win group approval or if he is uncertain of his ability to carry out decisions in ways that will be approved by a group, he will bolster himself up by rigid and authoritarian moral standards or he will learn on external standard of right and wrong rather than his own convictions. In any situation in which moral decision is made, such a person is likely to be plagued by uncertainty and doubt. By contrast, the person who learns a socially acceptable code of moral values and accepts this code as a guide to his behavior is more secure, more confident of his ability to live up to the code, and more likely to be a “ comfortable” and well-adjusted person.

EFFECTS OF ATTRACTIVENESS ON PERSONALITY

               Realization that appearance plays an important role in social judgments inevitably affects the self concept. If a person feels that his appearance is such that he will be judge positively, it will have a favorable effect on his personality. Few people, however, feel so. Most feel that their total appearance or some feature that mars their attractiveness is responsible for their not being as popular as they otherwise would be.

                   The more a person varies from the norm in physical attractiveness, the more he also varies in satisfaction and, thus, in the favorableness of his self-concept. Studies of the effect of acne illustrate how severely one unattractive feature can affect the self concept. College students with acne score significantly higher on a neuroticism scale than those who are free from his skin blemish. Those of higher neuroticism also tend to develop acne at an earlier age.

                   One study has shown that an unattractive appearance may lead to deviant behavior. Not only are criminals judged to be below the norm in personal attractiveness, but the seriousness of their crimes is positively related to the degree of their unattractiveness. Burglars, for example, who engage in “behind-the-back” stealing, are contact-shy because of their unattractiveness.

                    Differences in attractiveness have also been found in criminals who commit sex crimes. Those who engage in illicit sexual relationship with adults are more attractive than those who victimize children.

                   While physical unattractiveness does not, of course, necessarily lead to delinquent or criminal behavior, many unattractive people who are unable to improve their appearance enough to be reasonably acceptant of it do develop unfavorable self concepts and unsocial pattern of behavior. Whether these will lead to withdrawal or aggression will depend upon their environments, the pattern of their lives, the kinds of relationships they have with family members, and a host of other conditions. For example, a child who has been criticized by his parents and nagged to improve his looks, and who interprets all this to mean that his parents reject him, often becomes hypersensitive about his appearance

               At no time will an unfavorable self-concept be more damaging than in old age when physical attractiveness normally wanes and when other condition such as forced retirement, loss of community roles, and lowered income, intensify the belief of the person that he is being rejected because of his unattractiveness,. Unquestionably, part of the personality change that so often accompanies aging can be traced to this.

HOMEOSTASIS

“Homeostasis” is the maintenance of a stable internal environment through a relatively steady temperature, a normal blood sugar level, an even rate of oxygen utilization, and a proper water balance. When any one of these conditions is upset, disturbances in homeostasis occur.

DIRECT AND INDIRECT EFFECTS

Homeostasis or lack of it has a pronounced effect, both directly and indirectly, on personality. Any alteration n the physiological state of a person will be reflected to the behavioral changes which maybe temporary or persistent, slight or major, depending on how great and how permanent the physiological changes are.

              The direct effects of homeostasis are seen in the relaxed, poised, controlled, and socially acceptable behavior pattern of a person who is feeling well both physical and physiologically. Upsets in homeostasis are readily apparent in irritability following fatigue the temporary inability of a person to react normally after using alcohol and some of the narcotics.

             Indirectly, homeostasis or lack of it  may affect the personality through the way the person reacts to what he believes to be the attitudes and behavior of significant people in his life or to how close his body comes to his childhood ideal.

CONDITION CONTRIBUTING TO SOCIAL MOBILITY

             Horizontal mobility is usually the result of geographic mobility. It occurs when a person or family moves from one community, neighborhood, or group to another on the same level for personal or vocational reasons. It is less common in the lower then in the middle and upper social classes because lower-class people whose work is not highly specialized can usually find work in the area in which they live. People of the middle and upper social groups, who engage in more specialized work, move from place to take advantage of new opportunities.

           Among the lower social-class group, moves are generally from rural or from urban to urban areas, with living condition in the new environment similar to those in the old. In the middle-class groups, moves are almost always toward the larger urban centers or the suburbs surrounding them.

            In upward mobility, the person has a strong motivation to improve his status. This motivation is intensified by prodding from his family and fiends and from the realization that, in a democracy, improvement is possible. To achieve a higher status, person must not only be motivated but must posses certain personality characteristic, the two most important of which is aggression and a sense of identity. If he is to win acceptance from and make a favorable impression on those who have more power and status than he, his aggression must be in right amount ad proper direction> He must behave in such a way that he will not be regarded as a “pusher”.

          Achieving a sense of identity with those with whom the person wants to be associated is far from easy. The upwardly mobile person may be in a group but not of it. Without an opportunity to associate with the people in the group that he wants to be identified with, he is deprived of opportunities to learn their interests, patterns of behavior, and values.

       The more intelligent the person, the more likely he is to be given an opportunity to be upwardly mobile. Very bright boys for example can achieve academic success which enables them to achieve vocational success. And with vocational success they have opportunities to associate with members of the higher social groups.

      The personality syndrome of the downwardly mobile person is characterized by such traits as generally poor motivation, dissatisfaction, lack of drive and energy, greater concern for security or just getting by than for achievement, and orientation toward the present, with refusal to sacrifice for the future. Downwardly mobile person have not internalized the cultural values and standards of behavior of the lager group; as a result, they are at the mercy of their impulses. Because they are dissatisfied with themselves, they create unfavorable impression on others and have difficulty making friends.

EFFECTS OF SOCIAL MOBILITY ON PERSONALITY :

Social mobility in any form leaves its mark on the personality of the mobile person. The mark varies in severity and persistence according to the kind of mobility, but it is practically always disturbing. As Bossard has commented, “Mobility has its advantages, but I wouldn’t wish them on anyone”.

CONFERENCE OF RESEARCH SCHOLARS

A two day national conference of research scholars on management was held on 26-27 March 2011. The inaugural ceremony included key note speaker Prof. Kripashankar, V.C. goutam Buddha Technical University and Director S.G. Deshmukh. The introduction to the conference was given by Dr. Padmanav Acharya, organizing secretary of NCRSM-2011. The two day conference included prominent speakers in plenary sessions such as Prof. S.S. Yadav and Prof.  Ravi Shankar from IIT Delhi, Prof. M.K.Tiwari from IIT Kharagpur and Prof. V.S.R. Krishnaiar from IIPA, New Delhi. Participants delegate from all parts of the country presented their research papers in the conference which includes a health proportion from top institution like IITs, IIMs and NITs. Conference had also including presentation on EBSCO/SCOPUS and CMII database. Finally a panel discussion on expectation from management researchers was held which was followed with valedictory session where Dr. Manoj Dash gave a summary report and Dr. Manoj Patwardhan gave the vote of thanks to the gathering. A total of six, best paper award were distributed by Director S.G. Deshmukh in the valedictory ceremony.

EFFECTS OF DEVIANT INTELLIGENCE ON PERSONALITY

    Deviant intelligence inevitably leaves its mark on the personality pattern. As has been stressed above, this is not because of deviant intelligence per se but rather is not because of the attitudes of the social group toward the deviant. And. As noted, the attitudes of the social group are influenced by the way the person behaves.

        The effect on the self-concept is greatly by how the person with deviant intelligence believes others feel about  his being different and how they treat him while he is still young  and in the process of developing a concept of himself as a person. If they think of him as “different” he will think of himself in that way too, This make it difficult for him to behave normally and to express his feelings toward people in a friendly way. His behavior thus reinforces the unfavorable social attitudes.

Personality is the sum total of ways in which an individual reacts and interacts with others. Or Personality is generally defined as the deeply ingrained and relatively enduring patterns of thought, feeling and behavior. In fact, when one refers to personality, it generally implies to all what is unique about an individual, the characteristics that makes one stand out in a crowd.

Personalities is the sum total of individual’s Psychological traits, characteristics, motives, habits, attitudes, beliefs and outlooks.

Personality Determinants:

Heredity: Heredity refers to those factors that were determined at conception. Physical structure, facial attractiveness, gender, temperament, muscle composition and reflexes, energy level, and biological rhythms are characteristics that are generally considered to be either completely or substantially influenced by who your parents were, that is by their biological, physiological and inherent psychological make up.

Environment: The environmental factors that exert pressures on our personality formation are the culture in which we are raised, our early conditioning, the norms among our family, friends and social groups, and other influences that we experience. The environment to which we are exposed plays a substantial role in shaping our personalities.

Situation: A third factor, the situation, influences the effects of heredity and environment on personality. An individual’s personality although generally stable and consistent, does change in different situations. The varying demand of different situation calls forth different aspects of one’s personality. We should not therefore look upon personality patterns in isolation.

EVIDENCE OF EFFECTS ON PERSONALITY

                   There is ample evidence that good health has a favorable effect on personality while poor health, whether physical or psychosomatic in origin and whether real or imaginary, has a damaging effect. Many personality changes result from poor health condition and persist even after the illness has been cured or its severity lessened. This is especially true during childhood, when personality is in its formative stage. In fact, many personality disturbances in adolescents and adults trace their origin to illness during the early childhood years.

                  Regardless of the nature of illness or the age of person experiencing it, any illness reduces the scope of person’s world. It encourages him to be egocentric and selfish, it causes frustration which may make the person aggressive and cantankerous or withdrawn, it leads the heightened emotionally, and it makes the person feel martyred. In older people, illness often encourages regression to an earlier period of their lives when they were healthier and happier.

              

                 Even tiredness, caused by poor health, overexertion, frustration, or boredom with one’s role in life, lead to personality changes which often become persistent if the conditions responsible for the tiredness persist. Constant tiredness may turn a happy, well-adjusted person into an unhappy, poorly adjusted one.

                A number of studies show how marked an effect certain illness have on personality. Persons suffering from diabetes experience tension and anxiety which cause frustration when they try to conform to the demands of their social environments. As a result of frustration, they become aggressive, often turning their aggressions outward on others.

             Some of the predisposition to irritability and crabbiness in old age may be traced to changes in the blood sugar level caused by the body’s inability to withdraw glucose from the bloodstream and store it in tissues which have been damaged by the aging process.

              Since illness in old age has such damaging effects on personality, it has been suggested that one of the best preparations for old age is health measures designed to prevent chronic and progressive diseases which impair the efficiency and happiness of the elderly and, as such, contribute to unfavorable personality changes. This suggestion could well be applied to all ages. Preventing illness and keeping the person in a state of good health would do much to ensure the development of a wholesome personality, good personal and social adjustments, and happiness.

                  

EFFECTS OF POVERTY

The effects of poverty may also be causes, as listed above, thus creating a "poverty cycle" operating across multiple levels, individual, local, national and global.

Health

Hunger, disease, and less education describe a person in poverty. One third of deaths - some 18 million people a year or 50,000 per day - are due to poverty-related causes: in total 270 million people, most of them women and children, have died as a result of poverty since 1990. Those living in poverty suffer disproportionately from hunger or even starvation and disease.Those living in poverty suffer lower life expectancy. According to the World Health Organization, hunger and malnutrition are the single gravest threats to the world's public health and malnutrition is by far the biggest contributor to child mortality, present in half of all cases

Every year nearly 11 million children living in poverty die before their fifth birthday. 1.02 billion people go to bed hungry every night. Poverty increases the risk of homelessness There are over 100 million street children worldwide Increased risk of drug abuse may also be associated with poverty

According to the Global Hunger Index, South Asia has the highest child malnutrition rate of the world's regions Nearly half of all Indian children are undernourished,one of the highest rates in the world and nearly double the rate of Sub-Saharan Africa.Every year, more than half a million women die in pregnancy or childbirth. Almost 90% of maternal deaths occur in Asia and sub-Saharan Africa, compared to less than 1% in the developed world

Women who have born children into poverty may not be able to nourish the children efficiently and provide adequate care in infancy. The children may also suffer from disease that has been passed down to the child through birth. Asthma and rickets are common problems children acquire when born into poverty.^{[citation needed]}

Education

Great Depression: man lying down on pier, New York City docks, 1935.

Research has found that there is a high risk of educational underachievement for children who are from low-income housing circumstances. This often is a process that begins in primary school for some less fortunate children. In the US educational system, these children are at a higher risk than other children for retention in their grade, special placements during the school's hours and even not completing their high school education. There are indeed many explanations for why students tend to drop out of school. For children with low resources, the risk factors are similar to excuses such as juvenile delinquency rates, higher levels of teenage pregnancy, and the economic dependency upon their low income parent or parents.

Families and society who submit low levels of investment in the education and development of less fortunate children end up with less favorable results for the children who see a life of parental employment reduction and low wages. Higher rates of early childbearing with all the connected risks to family, health and well-being are majorly important issues to address since education from preschool to high school are both identifiably meaningful in a life.

Poverty often drastically affects children's success in school. A child's "home activities, preferences, mannerisms" must align with the world and in the cases that they do not these students are at a disadvantage in the school and most importantly the classroom.^,Therefore, it is safe to state that children who live at or below the poverty level will have far less success educationally than children who live above the poverty line. Poor children have a great deal less healthcare and this ultimately results in many absences from the academic year. Additionally, poor children are much more likely to suffer from hunger, fatigue, irritability, headaches, ear infections, flu, and colds. These illnesses could potentially restrict a child or student's focus and concentration.

 

Housing

Street child in Bangladesh

Slum-dwellers, who make up a third of the world's urban population, live in a poverty no better, if not worse, than rural people, who are the traditional focus of the poverty in the developing world,

Most of the children living in institutions around the world have a surviving parent or close relative, and they most commonly entered orphanages because of poverty. Experts and child advocates maintain that orphanages are expensive and often harm children's development by separating them from their families It is speculated that, flush with money, orphanages are increasing and push for children to join even though demographic data show that even the poorest extended families usually take in children whose parents have died.

Violence

The most common form of human trafficking is for prostitution, which is largely fueled by poverty.In Zimbabwe, a number of girls are turning to prostitution for food to survive because of the increasing poverty.

CHANGES IN DOMINANT EMOTIONS

       Since emotional predominance is largely fostered by physical, environmental, and psychological factors, and is not the result of inheritance, changes in disposition” may occur at any age. They are most frequent during the early years of life, before emotional patterns have habitual.

       The three most common causes of changes in the dominant emotions are environmental changes, physical changes, and changes in intellectual capacities. With environmental changes, the different treatment the person receives may readily bring about a revision in his self-concept, in his reactions to others, and in his outlook on life. These will undoubtedly influence the pattern of his emotional expression.

     A child who has been accustomed to having the mother’s undivided attention may bitterly resent her preoccupation with a new sibling. He shows his resentments at the changed treatment he receives by frequent and intense outburst of anger and jealously; he this changes from a happy, calm child into a tense and irascible one.

      The happy carefree adolescent may turn into a bored, unhappy, resentful, and dour adult. If a man feels that he has been deposed in his wife’s affection by her preoccupation with household duties and the care of children, he will suffer from resentment and frustration and a feeling of martyrdom and jealously of all which will change his disposition. Changes in a woman’s disposition may occur if her as mother and wife provides little personal satisfaction.

     Physical changes, especially when they are pronounced and when they coincide with environmental changes and changes in social expectations, bring about radical changes in temperament, either temporary or permanent, depending on how the person adjusts to them. The moodiness may persist and he may become an anxious, gloomy, guilt-ridden adult.

     While changes in temperament during old age may result, in part, from the general physical decline that accompanies aging, negative social attitudes toward the aging account for some of the changes. The tendency toward the apathy, loss of enthusiasm, emotional unresponsiveness, and irascibility come partly from the person’s realization of changed social attitudes towards him and toward his usefulness to society.

      With changes in intellectual capacities come changes in interests and increased social and self insight. The happy-go-lucky schoolchild may readily develop into an anxious one if his parents pressure him to achieve academic success or if peers begin to regard him as the class clown. Cole and hall write: “ It my suddenly strike a third-grade child that schoolwork is competitive, and this new idea may generate in him a feeling of shame because he has thus far puttered happily about at the bottom of the class.

     

DIVORCED FAMILIES

               Divorce normally eliminates some of the friction so damaging to the home climate. But unless the family lives in a community where divorce is common, such a rupture in the family pattern is likely to stigmatize all family members in the eyes of the social group.

             

               In most cases of divorce, the care of the children is awarded to the mother, and the damaging effects of living in solo home are compounded by the social stigma of being different and disgraced. Furthermore are usually given visiting privileges by the court when the divorce is granted, children experienced divided loyalties to their parents and develop the feeling of insecurity. They have three or four parents to adjust to, and they feel quite different from peers who have only two parents.

               Divorce often means downwards social mobility for all family members because the income of the family must be divided to support two households. To avoid this or to minimize this impact, many divorced women work outside the home, turn the care of younger children over to a relative or servant, and expect the older children to assume heavier home responsibilities than their peers are expected to assume.

              Variations ion the way family member adjust to divorce are greatly influenced by how much divorce upsets the accustomed patterns of family life, how the children adjust to a stepparents if their natural parents remarry, how old children are when the divorce occurs, how common divorce and stepparents are among families they are associated with, and many other conditions.

             That divorce is damaging to the personalities of many children is evidences by a higher incidence of problem behavior and juvenile delinquency among children of divorce parents. It is also evidenced by their poorer personal and social adjustments, during both childhood and adulthood, in their schoolwork, their vocations, and their marriages. 

                  Among parents, there are also marked differences in the   personality effects of divorce. Some find divorce to be a happy solution to an unpleasant experience, and their personality improved after the friction that led up to the divorce ends. If they remarry and find happiness in their remarriages, this also favors personality improvement. When, on the other hand, divorce lead to a radically changed pattern of life, to loneliness, and to social stigma in a group where divorce is frowned upon, the effect on personality will be damaging.

          

EFFECTS OF DEVIANT FAMILY PATTERNS

             

               In a culture where being different is widely regarded as being inferior, it is not surprising that people feel ashamed and embarrassed if their family patterns differ from those of the people with whom they associate. Among adults, such feelings are a carry-over from their childhood experiences.

           

               No family pattern is “deviant” unless it differs from other families in the group with which the person is identified in some conspicuous way. Divorce and remarriage may be considered deviant in one social group while, in other, they are so common as to be regarded as normal. Similarly’ in one group the majority of mother work outside the home, while in another only one or two mothers do.

               Being different affects people of all age levels, though the effects are greatest in late childhood and early adolescence. A brief discussion of a few deviant family patterns will illustrate what the effects are.

 Solo families- 

                                

                  When one parent is absent, due to death, divorce, desertion, separation, or some other cause, the home becomes a “solo” home, with one parent, usually the mother, playing the role of both parents.

             The solo home may be a source of embarrassment to all family members or it may be a source of pride. If the father’s absence is due to divorce or desertion, it will usually be a source of embarrassment. If he is serving his country overseas in the armed force or is engaged in the occupation that requires frequent and long absences from home, his absence will probably be a source of pride. Members of social group judge the solo home by the same standards as family members, and so their judgments reinforce those of family members.

               Since the child personality pattern is largely molded during the early years of life, the parent’s absence at this time leaves its mark on the child’s personality. When the father is away from home, then the mother tends to be more indulgent and less demanding in her child training. This encourages the child to be dependent and less mature than his age-mates conditions that jeopardize his social relationships and lead to unfavorable social judgments.

               Lacking a source of masculine identification, boys are more likely to be psychologically damaged by the father’s absence from the home than are girls. By comparison with boys from homes where the father is present, boys from solo homes are usually more dependent and less sex appropriate in their behavior. Their poorer personal and social adjustments often lead to aggressive behavior and to poor school work. As a result, they are unfavorably judged by others.

                The personality effect of a solo home is not limited to children. It is felt by parents as well as other family members. The father will have feelings of guilt about neglecting his children, even if supports them. He will be lonely and will envy fathers who can share their children’s lives. And he may be ashamed if he feels that he is unfavorably judged by outsiders.

                 Many wives resent the extra burden of work and responsibility placed on them in a solo home. They are lonely and often try to compensate for their loneliness by attaching themselves emotionally to their elder sons, whom they come to regard as surrogate husbands. Even more common, they are almost always anxious about their ability to play both the mother and father roles successfully. They try to overcome these unfavorable effects, in many cases, by remarriage.

Awareness Of Social Status

                                A B V IIITM GWALIOR ( 30-march-2011)

            " sociempathic ability," the ability to perceive one's own and others' sociometric status, is at the basis of the influence that social acceptance has on personality. It determines the quality of the person's  behavior, his adjustment to social situations, and his social effectiveness.

              Up to the age of 4 or 5 years, the child is not clearly aware of how others feel about him. consequently , he is relatively uninfluenced by the degree of  social acceptance he enjoys . After that age , he gradually becomes aware of how people feel about others and also about him.This awareness he show by such comments as " She doesn't  like me so i don't like her ." In addition , the child begins to recognizes levels of preference . He recognizes that some children are liked better then others, some are disliked, and some are ignores. similarly he realizes that some people like him, some dislike him, and some ignore him.

              Each year as his social horizons broaden and as his opportunities for social contact increases , the young person's sociempathic  ability improves. the accuracy of this ability helps to determine how much and what type of influence the group will  have on him. If he believes, even incorrectly  , that everyone likes him, he will develop a pattern of behavior quite different from that which he would develop  if he believed everyone disliked him.