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....