Personality configuration as a socialization process

Personality is not predetermined but is being developed throughout our learning history based on our experiences during the development and socialization process. Socialization is the process of learning that allows the child from an early age, to incorporate behaviors, beliefs, norms, values, strengthened by the cultural group to which he belongs, to become a full part. Genetic load and organic characteristics (possible physical malformations or sensory deficits, certain physical features, problems in the functioning of an organ, congenital or hereditary diseases) also play an important role in personality configuration, for the learning of our behaviors is given under biological and situational conditions of departure, which will influence how these learnings are developed: which behaviors will be most easily emitted by the person and which will or will not be reinforced by the environment. Behavior that is repeatedly satisfactory (those that receive environmental approval or report positive consequences) will be consolidated more easily and will therefore become more likely to conform to our repertoire than others. 

The role of genetics

According to what we have been dealing with, there would be a set of disposable variables (inborn or acquired biological characteristics) that, in combination with learning experiences during socialization, influence the formation of what we call "Personality" (our behavioral trends). We are not born determined to be or behave in a specific way, but are the result of our learning experiences. They have something to say about the genetic burden, but it acts only as a modulating factor in the experience, without predetermining the outcome of the genetic burden. The main role in the personality configuration is played by the vital experience that we have gained through socialization actors, with three main roles: the family, the school and the peer group.

Every individual is part of a society that has characteristic ways of thinking, feeling, acting and driving. Since we arrived in the world, people must learn the values, standards of conduct, beliefs, ideals, interests… of our particular culture, by learning the specific ways to meet our needs that will be strengthened by each culture and social group and that will enable us to adapt to it. The three socialization actors mentioned above (family, school and peer group) are helping this process, since a child has come into the world in the development of habits, the way of perceiving and interpreting the world around him, the absorption of knowledge through direct or indirect experience, the incorporation of norms and standards of conduct/attitudes. 

Personality, insofar as it is constructed from learning experiences, is also modifiable through alternative learning experiences. The greatest or lesser difficulty in changing behavioral habits or trends depends on their degree of consolidation, which in turn depends on how repeated and strengthened such behavior has been. The fact that a pattern of behavior is relatively stable as a result of being advantageous (being reinforced) in various situations in our life history does not mean that it is decisive for our conduct in other situations. All it means is that when a conduct has been strengthened, the likelihood of it being used or broadcast under the same or similar circumstances increase. This explains that we are more easily resorting to behaviors that are already in our repertoire rather than testing other behaviors or interpretations, thinking about situations that are new to us. In this way, the old habits of conduct are most likely to continue to consolidate, thus consolidating what we call Personality. However, if we wanted to test other ways of acting or reacting, or other ways of thinking about situations, we could do so without having to "tie" ourselves to our past learning history. For example: What makes a man a sociable person is a series of needs that he has to meet. Some of these are material needs, such as procuring food, clothing, shelter, etc., for which other people must be involved. And if this happens throughout man's entire life, much more accused in his early years, in which the child is absolutely helpless. But there is another kind of need: spiritual needs. Man needs to communicate to others his joys or sorrows, to make someone participate in his successes or failures, to express his feelings and desires through the word, to give useless and unnecessary gifts to man if he is not sociable. 

All individuals entering a society must do so freely and with the intention of being useful to it. They will therefore be obliged to contribute to the smooth functioning of their forces, by collaborating, contributing ideas and willingly submitting themselves to the authority that leads them, faithfully complying with the rules that are dictated. Participation in social life requires determined action by each member for the benefit of the entire community. Those individuals who, belonging to a society, do not participate in it, contribute what is required of them, are deprived of their duty, attacking the purposes of society and harming themselves and all other components. A well-organized society must have an authority to direct, govern and monitor compliance by all its members. The person holding authority must be elected by the community components. This will make it a depositary of the confidence of the other members and, as a consequence, must be considered even more obliged, if appropriate, to serve the common purposes of society.