One version, however, is familiar to students of adult personality
development. As we noted in the Chapter 1, Jung (1923/1971, 1933)proposed one of the first models of adult personality development aspart of his vast and intricate psychology . Instead of traits, he describedvarious functions or structures in the psyche that governed the flow ofbehavior and experience. The anima andanimus , for example, are parts
of the self corresponding to the feminine part of the man and the mas -
culine part of the woman, respectively . Thought and feeling, sensation
and intuition are functions of the mind for perceiving and evaluating re -
ality . The persona is the part of our personality we show to others; the
shadow , the part we conceal. All these and more form the self; and thegoal of adult life is the full development and expression—the individua -
tion—of the self.
For Jung, most of these functions and structures are opposites and
cannot operate simultaneously . We cannot at once be masculine andfeminine, intuitive and logical, courteous and contemptuous. If all theseare to be expressed, they will have to take turns. Jung proposed that thisbalancing process would take a lifetime; he hypothesized that the func-tions that dominated youth would be replaced by their opposites in oldage. The aggressive, forceful young man would become docile and pas-sive with age; the passive young woman would become aggressive.Gutmann (1970), you may recall, proposed this particular transforma-tion as a general rule.
It is somewhat hazardous to suppose that the functions hypothe-
sized by Jung correspond to anything as straightforward as traits, butthe notion of balancing might easily be applied to them. Instead of as -
serting, as the heterotypic continuity model does, that any trait may
give rise to any other trait, we might hypothesize that each trait willlead into its own opposite. We can then predict what an individual’spersonality will be like in old age by reversing the characteristics seen inyouth. Introvert will be extravert, open will be closed, agreeable will beantagonistic.
Finally , there is one more model, one more possible developmental
sequence: There may be no change at all. Depressed youth may becomedepressed elderly; talkative oldsters may once have been talkativeyoungsters. It may seem strange to speak of development when there isno change, so perhaps this should be distinguished as a personologicalrather than a developmental model. But it shares with developmentalschemes the central notion of continuity . Personality , according to thistheory , is not at the mercy of the immediate environment; indeed, itThe Course of Personality Development 105