Names and Nicknames

Names have always been used as symbols to identity people and to indicate status in the group, family, connection, religious affiliation occupation and other personal details. This is true of primitive as well as civilized people.

It was Freud, however, who first emphasized that names are symbols self in that they are representations of the personality pattern of the bearer and as such, are used by others in making their judgment of him. Following this beginning, many studies have shown that names are not only a symbol but are also a determinant of his personality.

The symbolic role of names was stressed further by Freud in his explanation of the forgetting of names. Freud stated that the motivation for forgetting is to repress unpleasant association with the person who bear a for getter name. When the name touches off or is connected with some unpleasant association, the person may forget, distort, or repress the unpleasant association.

While Freud’s interpretation of forgetting is questioned by many psychologists today, it is a useful reminder of the symbolic value of names. If a person is known to others only by his name, they will judge him by it and endow him the pleasant and unpleasant qualities which they associate with his name, whether the qualities fit him or not. Thus, his name may be either an asset or a barrier to his socialization.

All port has referred to names as an “anchorage point or self hood” names are identity symbols. Murphy is justified in saying that on of the most important parts of a person is his name/p.

Body control

Good body control is a personal and social asset which contributes heavily to the person’s self-concept. The effect of body control on personality may be direct or indirect. The direct effect comes from determining what the person can do and how well he can do it. The direct effect is also evident in motivation. When a person is self-conscious about his poor body control, he may be so concerned about unfavorable social reactions that he will lack the motivation to do what he is capable of doing.

Indirectly, body control influences personality through the effect the person’s body control has on the attitudes of significant people in the social group. Because of the high social value placed on good body control, as shown in motor skills, strength, and speed, the person’s self-concept is damaged by poor control.

Awareness of social value of body control

Even before the young child discovers the social value of good body control, he derives satisfaction from being his own master and from being able to do what he sets out to do without help. In his early peer contacts, the child discovers that social acceptance depends largely on his ability to do what his age mates do and that leadership depends largely on superior play skills.

The schoolchild discovers that academic success is greatly influenced by the ability to do things which require skilled movements and that the confidence these build up encourages him to tackle new tasks. By adolescence, he is well aware that great prestige is attached to physical competence. Boys who excel in sports and girls who excel in social dancing are in the limelight of peer attention. Good body control is the key to social success.

In adult life, gracefulness and poise add to social success, while motor skills add to vocational success. At the basis of much of the feeling of inadequacy and self-consciousness noted among older people is the loss of body control which results from changes in the neuromuscular system and in the bones and joints-changes which are a natural accompaniment of the aging process.

Effects of body control on personality

At all ages, good body control enhances the self-concept in two ways. First, it fosters the development of self-confidence, which is expressed in a calm assurance, poise, and a willingness to try new things in the belief that they can be mastered. In time, self-confidence become generalized and spreads to situations where motor control is not involved. Second and more important, good body control encourage a feeling of security in social situations. This frees the person to turn his attention away from self and toward other, thus enabling him to make good social adjustments. He does not have to worry about how his body will function in social situations, whether he will be clumsy and do embarrassing things. The role of motor not control in the development of the self-concept has been stressed.

The psychological damage of awkwardness comes from different experiences at different ages. A young child must depend on others to do things for him he would like to do for himself. This dependency is a source of constant irritation and frustration.

The older child who is unable to keep up with his age-mates is embarrassed and ashamed. As such upsetting experiences accumulate, he develops a generalized feeling of inadequacy and inferiority, and his self-concept is damaged by feelings of shame. In time, he is likely to develop an inferiority complex.

Children who fall below their age-mates in play skills experience social rejection or voluntarily withdraw from the play group to avoid the embarrassment that comes from being considered awkward and clumsy. They are thus not only deprived of opportunities to improve their body control but also confirmed in their belief that they are inferior.

Not realizing that rapid physical growth can disrupt patterns of coordination established when the body was smaller, the young adolescent will wonder if something is wrong with him when he spills or breaks things, trips over rugs, and stumbles over his own feet. Ridicule and criticism from others add to his embarrassment and increase his feelings of inadequacy.

Temporary loss of body control during periods of rapid growth has a far less damaging effect on personality than permanent loss of control. However, if temporary awkwardness goes on too long, as in the slow mature at puberty, if can lead to a habitual concept of oneself as an awkward person even after the awkwardness has passed.

Decline in body control is one of the chief causes of the unfavorable self-concept that characterizes many elderly people. Feelings of inadequacy and inferiority arise when they compare themselves with younger people of with their own younger selves, and so they tend to shun motor activities and become dependent on others. As in young children, dependency in old age leads to frustration and unhappiness.

Since loss of motor control increases with advancing age, the damaging effect of awkwardness on the self-concept intensifies. Most elderly people are ashamed of their awkwardness, especially in situations where they must be with younger people who are likely to be critical of them or overprotective.

Left-handedness is often detrimental to good personal and social adjustment. Since manual dexterity affects the person’s educational and vocational success, it influences his self-concept. When the cultural group tends to favor the use of the right and to regard the left-handed person as “different,” the left-handed person’s mirror image, or social self-concept, is certain to be unfavorable.

Psychological pain-killers

The attention value of using such techniques as drinking smoking, and taking drugs to defy authority and their value as a means of inflating the ego lead some people to reply upon them to ease the psychological pain that comes from self-dissatisfaction and self-rejection. People discover, often by trial and error, that psychological pain can be eased by any technique that helps them to forget their troubles temporarily. This they may discover very early, even before they recognize the attention value of defying authority.

As psychological pains increase, may people follow the same path that they use easing physical pain; they increase the frequency of use and the intensity of the pain-killer. Just as some people become addicted to the use of aspirin or codeine, so some become addicted to the use of psychological pain-killers.

Today it is recognized that a person who has become addicted to any technique to deaden the psychological pain of self-rejection is suffering from personality sickness. Instead of condemning him for weakness of will power, as was formerly done, most people approve the new trend, which involves finding out what is responsible for the personality sickness so that its cause can be eliminated and the use of pain-killers made unnecessary.

In many cases, the infrequent and moderate use of psychological pain-killers cannot correctly be regarded as a danger signal of personality sickness. The motivation for their use may be social doing what everyone dose or merely the desire to attract attention.

On the other hand, their user may be regarded as a danger signal under three conditions: first, if they are used more often in solitude than in social settings; second, if they are used so frequently and with such intensity that they attract negative attention only pity or contempt; and third, if they are used much more often by those who are not well liked or who are socially inadequate than by those who are popular and who make good social adjustments. “Addictions,” write Stewart and Liv-son, “are not isolated habits but expressions of pervasive personality tendencies”.

Studies of people of different ages who are addicted to psychological pain-killers reveal that certain personality traits are characteristic among them. They are usually less popular and more rebellious, withdrawn, irresponsible, and easily dominated by parents or spouses than non-addicts. In describing the personality characteristics of the young male narcotic addict, Gilbert and Lombardi write.

He appears to be the kind of irresponsible, undependable, egocentric individual who has a disregard for social mores, acts on impulse, and demands immediate gratification of his wants. He is impatient and will act out aggressively against authority or others who thwart his desires. This acting out may then be followed by feelings of guilt and depression which can only be alleviated by more drugs..... Thus, the use of drugs may seem to him to be the only realistic solution to his problems at least it offers him a temporary relief from the pain of living.

Morality

Every cultural group has its own mores or standards of approved behavior. Certain acts are “right” because they further the welfare of the members of the group, they further are “wrong” because they are detrimental to the welfare of the group. The most important mores are incorporate into laws with specific penalties for breaking them. Other persists as customs, which are as binding as laws, but without specific penalties.

The individual’s intellectual capacities affect his response to the group’s moral standards. The moral behavior of the individual, in turn, is closely related to his adjustment to life, to the judgments others make of him, and to his judgments of himself. In general, the more closely his behavior conforms to the moral standards of the group with which he is identified, the more favorable will be the effects on his personal and social adjustments.

If a child violates the mores of the group, he is excused on the ground the he is too young to understand or to know the mores. However, by the tine he reaches adolescence, he is considered capable of understanding and abiding by the mores, and if he fails to do so he will earn an unfavorable reputation among the group members, make himself vulnerable to punishment or threats of punishment, and develop feelings of guilt. Conformity to the group’s mores, on the other hand, will lead to group approval and personal satisfaction.

The person learns, from his personal experiences, that it is to his advantage to conform standards of behavior set by the group, even though he may not at all times agree with the standards.

Intelligent individuals know that right conduct is simply intelligent conduct- the conduct that gets the best results... They tend to choose the right conduct simply because they see it as the course of action that produces the best consequences. An intelligent child or adult discovers he can get what he wants in life more easily and surely by honesty than by deception.

Development of moral codes No one is born knowing what the cultural group considers right or wrong. This he must learn. Even more important, if he wishes to win group approval, he must be motivated to choose, from different potentials for action, that which will satisfy his own need and at the same time conform to group standards.

Learning what the group approves of is a long and difficult process-a process that depends on the maturation of intellectual capacities, especially the capacities for remembering, associating what one learns with previously learned facts, and weighing the merits against the demerits of the different choices.

Moral development is the process in which the child acquires the values esteemed by his community....acquires a sense of right and wrong in terms of these values, and ... learns to regulate his personal desires and compulsions so that, when a situational conflict arises, he does what he ought to do rather than what he wants to do.... Moral development is the process by which a community seeks to transfer the egocentricity of the baby into the social behavior of the mature adult.

A moral code is based on moral concepts which have been learned gradually over a long period. The fundamental concepts are broadened and reinforced by learning from teachers, from adults in authority, and from peers.

Because of his intellectual immaturity, the young child cannot understand why certain things are right and others wrong. He learns to act as he is expected to without knowing why. Gradually, with increasing mental ability, he can see common features in apparently dissimilar situations. Then he can apply what he has learned in one situation to another situation. Specific moral concepts gradually become more general, more abstract, and more extensive.

As the individual grows older and as his social contacts broaden, he learns new moral concepts and generalizes old moral concepts to apply to new situations. By adulthood, he can apply moral concepts to an increasing range of conflicting life situations. In addition, he can ascribe different degrees of rightness or wrongness to acts, judging some as less wrong and some as more wrong. By this time, the person’s moral code, based on concepts learned in childhood and adolescence, is well formed. Any change in it is likely to be merely a shift in emphasis rather than the development of new concepts. When a shift occurs, it is largely in the direction of more conventional morality. This is especially true in the areas of areas of morality that relate to sex behavior.

INFLUENCE OF INTELLIGENCE ON DEVELOPMENT OF MORAL CODES The person’s ability to develop a moral code to guide his behavior is greatly influenced by his intellectual capacities, though other factors may aid or the development. The brighter factors may son, the more able he is t understand the moral concepts he learns, to perceive the situations in which they apply, and to profit from experience. The short attention span which is characteristic of people of low intelligence is related to impulsive behavior. Poor reasoning power results in lack of foresight and planning which, if combined with impulsiveness, often leads to behavior that violates the moral standards of the group. At every age, those of high IQ tend to be more mature in their moral judgments and behavior than those of the lower intellectual levels.

Immoral behavior is by no means found only in persons of low intelligence. On the other hand, socially unapproved methods of meeting life’s problems are more common in them. Deceit, for example, offers a means of solving difficulties which a person of limited intellectual capacity is more likely to use than a person of higher intelligence. The latter can adjust to his difficulties without being deceitful, although there is no guarantee that he will have the motivation to do so. He may find if easier to cheat than to be honest. And since he is clever, he will be able to cheat without detection more than those who are less clever.

Effects of age of achievement on personality

One of the most damaging aspects of failure is not achieving success and social recognition when the person hoped and expected to do so. The dissatisfaction the person experiences intensified by the realization that others with whom he has competed many have achieved success and social recognition earlier than he.

Many people have unrealistic aspirations about when they will reach goals which they are perfectly capable of reaching—but at somewhat later time. The athlete who hopes to win an Olympics gold medal when he is 16 might more realistically set his goal for the age of 19. So long as the person realizes that reaching the goal he has set will take time and effort and that social recognition of his achievement is usually later than the achievement itself, he will not think of himself as a failure. Many people however are unrealistic about the time, effort and planning needed to win success and recognition and that is why even successful achievement coming later than the person hoped can be damaging to the self concept.

By contrast, one of the greatest sources of satisfaction is achieving success and social recognition earlier than anticipated and earlier than one’s competitors. Under such conditions the effect on the self-concept is favorable. It may be so favorable as to lead to delusions of grandeur and a superiority complex--- a situation that will, in time, counteract favorable social judgments, prove damaging to the self- concept and put the person in a position where he will try to justify his delusions.

Effects of being well dressed

Studies reveal that people who are judged by others as being among the “best dressed of their group feel considerably better about themselves” than those who are grouped as less well dressed. The best dressed are friendlier, more vivacious, and more talkative, they have a more active social life; and they are more popular and more likely to be selected as leaders. Knowing that they make a good impression on others, they are less self- conscious, less self-centered, and less anxious. Since they feel at ease, they behave in a natural, friendly way. As a result, they enjoy greater social acceptance than those whose behavior is judged less favorable.

By adolescence, boys and girls recognize the value of clothing in making a good impression. As a result, they become extremely clothes-conscious and are willing to sacrifice other pleasure to buy the kind of clothes they want. They not only want to create the impression that they are well dresses, but they also want their clothes to tell others what “type” of person they are and what group they belong to.

Effects of being poorly dressed
Being poorly or inappropriately dresses can make a person feel uncomfortable and self- conscious. His un-easiness and lack of confidence adversely affect the judgments of others as well as his level of social acceptance. Feeling inadequate and inferior, he is likely to develop a self- rejecting attitude and to be shy, to be self-effecting and uncooperative. He develops a defensive, non participatory attitude toward social activities, claiming that they bore him. He develops a strong almost fearful distaste of prominence and leadership roles and withdraws from any situation in which he might have to be in the spot light.

Worrying a bout the impression he is making on others causes the poorly dressed person to become tongue-tied. He then gives the impression of being dull or bored. This accentuates his lack of social acceptance and intensifies his desire to be inconspicuous and to withdraw from the social situation as soon as possible. Occasionally a poorly dressed person will talk in a nervous and compulsive way to distract attention from his clothes, or he will apologize for his own appearance and criticize that of others.

Only a person who is well know for achievement, his wealth, or his social position can afford to be poorly dressed if he wants to be favorably judged. Even the most eminent person, however can not count on being favorably judged is others do not know of his achievements or recognize the symbols of his position.

Being poorly dressed over a long period is likely inferiority complex. Should economic adversity or some other condition force a person to adopt a style of dress much below what he has been used to, it will lead to feelings of martyrdom in addition to feelings of inferiority? These feelings are responsible for some of the unfavorable attitudes toward self that are so prevalent among elderly people.

Fear of being unfavorably judged by others leads many adolescents and adults to use questionable devices to obtain the clothing they feel is essential to social approval. Many cases of shoplifting and petty thievery, especially among girls, have been attributed to the desire to obtain clothes, costume jewelry, and other aids to personal adornment which they or their parents can not afford. Adults seeking advancement in the business world often borrow or spend beyond their means to buy expensive clothes.

Effects of Clothing on Personality

Clothing symbolizes important characteristics of the wearer and influences the judgments others make of him. It influences the concept of self because the person tends to think of himself as other think of him. How greatly clothing will affect personality will depend on how will it symbolizes characteristics that the group regard as significant at that time. It will also depend on how well clothing meets the personal needs of wearer at the some time. When a person has a particularly strong craving for social acceptance, for example, his clothing may contribute to the poise and self-confidence he needs to make favorable impression.

CATHARSIS

Emotional Catharsis-
Most people learn to repress the over expressions of emotions that would lead to unfavorable social judgments. But as has been stressed above, the physical and mental preparation for emotional expression persists. Unless the bodily changes and mental states that accompany this preparation for action are made use of, they will play have with the person’s physical and psychological will being.
Just as pent-up body wastes are harmful, so are pent-up preparations for action that accompany the emotions. Consequently, to restore homeostasis the body and mind must be purged. This purging is known as “emotional catharsis” the freeing of the body and the mind of the preparations for action that normally accompany the arousal of an emotion.

AGE OF ACHIEVEMENT

Most people set dates for achieving thing that are important to them at that time. The preschooler sets a time for being able to ride a bicycle, for crossing the streets alone, or for being able to swim. The adult sets a time when he expects to be the foreman or manager in his work or have a specified sum of money saved.

Teacher Attitudes and Behavior

The Teacher’s influence on the young person’s personality development is second to that of the parents because the personality pattern is already partially formed when the child enters school and because the child spends less time at school and has a less intimates relationship with the teacher. However the teacher’s influence is second only to that of parents.
The influence of the teacher’s attitudes and behavior on the student’s personality pattern cones from two major sources the kind of relationship that exists between the teacher and students and the effect of the teacher on the emotional climate of the school. The emotional climate of the school.

Enterprise Integration Laboratory

The program Inauguration ceremony has been held on in ABV IIITM is 15-10-2010 in D-Block Room no. 114. Personalities who were present during the Inauguration of Enterprise Integration Laboratory. Honorable Mr. M.N. Buch, chairman, BOG, Prof. Devi Singh Director IIM Lucknow, Prof. Rajan Saxena Former Director IIM Indore, Mr. Anil Kumar Additional Secretary MHRD, Prof. S.G.Deshmukh Director IIIM Gwalior, Dr. Deleep Kumar, Registrar IIITM Gwalior, Dr. P. Acharya faculty-in-charge, Prof. Raju Ganesh Sunder, T&P.

INFOTSAV

ABV IIITM Organized three days infotsav program on 29-10-2010, first day participant students from various places presented their program in Technofest. Presentations were like Robotics, Workshop on Automobile, Science Exhibition and other interesting events.
During in program Mr. M.N. Buch Chairman of IIITM Gwalior, Mr. Majoomdar General Manager J.K. Tyre, Mr. paramjeet Singh Sahai C E O, E P A infrastructure, Mr. Jatin Chaudhary Point-10 solution and Smt. Suchi Garg Manager of Pvt. Limited Project were present there.