Whose “Storm and Stress” Is It? Parent and Child Reports of Personality Development in the Transition to Early Adolescence

2016 ◽  
Vol 85 (3) ◽  
pp. 376-387 ◽  
Author(s):  
Richard Göllner ◽  
Brent W. Roberts ◽  
Rodica I. Damian ◽  
Oliver Lüdtke ◽  
Kathrin Jonkmann ◽  
...  
Keyword(s):  
Early Adolescence ◽  
Personality Development ◽  
Child Reports ◽  
Storm And Stress

scholarly journals The effect of extracurricular activities on the adaptation of schoolchildren in a general education institution

2021 ◽  
Author(s):  
И.А. Корецкая ◽  
П.В. Мамчур
Keyword(s):  
General Education ◽  
Extracurricular Activities ◽  
Early Adolescence ◽  
Personality Development ◽  
Educational Institution ◽  
Education Institution ◽  
Teaching Staff ◽  
Main Research ◽  
Study Participants ◽  
Additional Education

Одной из обязательных частей процесса адаптации личности в социуме считается адаптация обучающихся в образовательном учреждении. Наиболее сложным периодом школьной адаптации можно считать переход ребёнка из начального школьного звена в среднее, который характеризуется новыми условиями, формами обучения и сменой преподавательского состава. Именно в пятом классе к школьнику впервые предъявляется множество различных требований. Кроме того, этот период совпадает с началом раннего подросткового возраста у школьников, считающегося наиболее сложным периодом развития личности. Целью нашего исследования было рассмотреть специфику дополнительного образования как одного из факторов, оказывающего влияние на формирование социально-психологической адаптивности у школьников, и выявить особенности обучения детей младшего подросткового возраста, посещающих внешкольные занятия. В качестве основных методик исследования применялись: «Шкала личностной тревожности» А.М. Прихожан, методика социализированности личности учащегося М.И. Рожкова, «Рисунок социальной сети». Выбор данных методик был обусловлен возрастными особенностями участников исследования и позволил сделать подробный и комплексный анализ их уровня адаптации. Результаты исследования позволили создать рекомендации для психолого-педагогической коррекционной работы, направленные на преодоление адаптационных и коммуникативных сложностей у школьников. One of the mandatory parts of the process of adaptation of a person in society is the adaptation of students in an educational institution. One of the most difficult periods of school adaptation can be considered the transition of a child from primary school to secondary, which is characterized by new conditions, forms of education and a change in teaching staff. It is in the fifth grade that a student is first presented with many different requirements. In addition, this period coincides with the onset of early adolescence in schoolchildren, which is considered the most difficult period in personality development. The aim of the study was to consider the specifics of additional education as one of the factors influencing the formation of socio-psychological adaptability in schoolchildren, and to identify the peculiarities of teaching children of early adolescence who attend extracurricular activities. The main research methods used were: “Scale of personal anxiety” by A.M. Prihozhan, the method of socialization of the student's personality M.I. Rozhkova, "Drawing of a Social Network." The choice of these methods was due to the age characteristics of the study participants and made it possible to make a detailed and comprehensive analysis of their level of adaptation. The results of the study made it possible to create recommendations for psychological and pedagogical correctional work aimed at overcoming adaptive and communicative difficulties in schoolchildren.

scholarly journals Are All Kids Alike? The Magnitude of Individual Differences in Personality Characteristics Tends to Increase from Early Childhood to Early Adolescence

2017 ◽  
Vol 31 (4) ◽  
pp. 313-328 ◽  
Author(s):  
René Mõttus ◽  
Christopher J. Soto ◽  
Helena R. Slobodskaya ◽  
Mitja Back
Keyword(s):  
Early Childhood ◽  
Individual Differences ◽  
Personality Traits ◽  
Age Differences ◽  
Early Adolescence ◽  
Personality Development ◽  
General Pattern ◽  
Childhood And Adolescence ◽  
Personality Psychology ◽  
The Usa

Do individual differences in personality traits become more or less pronounced over childhood and adolescence? The present research examined age differences in the variance of a range of personality traits, using parent reports of two large samples of children from predominantly the USA and Russia, respectively. Results indicate (i) that individual differences in most traits tend to increase with age from early childhood into early adolescence and then plateau, (ii) that this general pattern of greater personality variance at older childhood age is consistent across the two countries, and (iii) that this pattern is not an artefact of age differences in means or floor/ceiling effects. These findings are consistent with several (noncontradictory) developmental mechanisms, including youths’ expanding behavioural capacities and person–environment transactions (corresponsive principle). However, these mechanisms may predominantly characterize periods before adolescence, or they may be offset by countervailing processes, such as socialization pressure towards a mature personality profile, in late adolescence and adulthood. Finally, the findings also suggest that interpreting age trajectories in mean trait scores as pertaining to age differences in a typical person may sometimes be misleading. Investigating variance should become an integral part of studying personality development. Copyright © 2017 European Association of Personality Psychology

scholarly journals Influence of self-assessment on experience Feelings of lonely in early youth

2021 ◽  
Author(s):  
И.А. Синкевич ◽  
Т.В. Тучкова
Keyword(s):  
High School Students ◽  
Early Adolescence ◽  
Personal Development ◽  
Negative Impact ◽  
Personality Development ◽  
Stable State ◽  
Self Esteem ◽  
School Students ◽  
Self Assessment ◽  
The Individual

Актуальность статьи обусловлена необходимостью изучения чувства одиночества в период ранней юности, так как оно является одним из наиболее распространённых явлений в психическом развитии юношества и может оказывать негативное влияние на личность, став устойчивым состоянием, которое будет препятствовать личностному развитию. Проведенный анализ литературных источников, посвященных вопросу изучения чувства одиночества, позволил авторам всесторонне рассмотреть его и раскрыть специфику переживания чувства одиночества в ранней юности. Раскрыта психологическая сущность феномена одиночества, многоаспектность его проявлений. Установлен характер взаимосвязи чувства одиночества и самооценки личности. Выявлены причины возникновения чувства одиночества в ранней юности, особенности его влияния на развитие личности. Представлены результаты эмпирического исследования влияния самооценки на переживание чувства одиночества старшеклассниками. Статья предназначена для работников системы образования, практических психологов, исследователей. The relevance of the article is due to the need to study the feeling of loneliness in early adolescence, since it is one of the most common phenomena in the mental development of adolescence and can have a negative impact on the personality, becoming a stable state that will hinder personal development. The analysis of literary sources devoted to the study of the feeling of loneliness allowed the authors to comprehensively consider it and reveal the specifics of experiencing a feeling of loneliness in early youth. The psychological essence of the phenomenon of loneliness, the multidimensionality of its manifestations are revealed. The nature of the relationship between feelings of loneliness and self-esteem of the individual has been established. The reasons for the emergence of a feeling of loneliness in early adolescence, the peculiarities of its influence on personality development are revealed. The article presents the results of an empirical study of the influence of self-esteem on the feeling of loneliness in high school students. The article is intended for educators, practical psychologists, and researchers.

scholarly journals Validating the Supervision Partnership as a Phase of Attachment

2021 ◽  
pp. 027243162110367
Author(s):  
Amanda J. Koehn ◽  
Kathryn A. Kerns
Keyword(s):  
Decision Making ◽  
Early Adolescence ◽  
Middle Childhood ◽  
Discriminant Validity ◽  
Mutual Recognition ◽  
Friendship Quality ◽  
Willingness To Communicate ◽  
Component Model ◽  
Child Reports ◽  
Three Components

The goal of this study was to expand current attachment models by validating a three-component model of the supervision partnership conceptualization of attachment (accessibility and availability of attachment figures, willingness to communicate, and mutual recognition of other’s rights in decision-making). The model was tested by examining associations with parenting, friendship quality, other attachment measures, temperament, and IQ. In a sample of 92 10- to 14-year-olds, the three components of the supervision partnership were significantly related to each other, other attachment measures and child reports of parenting and friendship, and demonstrated some discriminant validity with temperament and IQ. This study provides support for the supervision partnership as a phase of attachment in late middle childhood and early adolescence.

Rorschach Assessment of Complex Trauma in Youth

2020 ◽  
Vol 41 (1) ◽  
pp. 19-41
Author(s):  
David Ephraim
Keyword(s):  
Psychological Assessment ◽  
Complex Trauma ◽  
Personality Development ◽  
Traumatic Events ◽  
History Of ◽  
The Way

Abstract. A history of complex trauma or exposure to multiple traumatic events of an interpersonal nature, such as abuse, neglect, and/or major attachment disruptions, is unfortunately common in youth referred for psychological assessment. The way these adolescents approach the Rorschach task and thematic contents they provide often reflect how such experiences have deeply affected their personality development. This article proposes a shift in perspective in the interpretation of protocols of adolescents who suffered complex trauma with reference to two aspects: (a) the diagnostic relevance of avoidant or emotionally constricted Rorschach protocols that may otherwise appear of little use, and (b) the importance of danger-related thematic contents reflecting the youth’s sense of threat, harm, and vulnerability. Regarding this last aspect, the article reintroduces the Preoccupation with Danger Index ( DI). Two cases are presented to illustrate the approach.

Positive Adult Personality Development

2005 ◽  
Vol 10 (4) ◽  
pp. 320-329 ◽  
Author(s):  
Ursula M. Staudinger ◽  
Ute Kunzmann
Keyword(s):  
Young Adulthood ◽  
Personality Development ◽  
Cross Cultural ◽  
Personality Change ◽  
Developmental Tasks ◽  
Adult Personality ◽  
Heated Debate

Abstract. Does personality stay stable after young adulthood or is there continued change throughout middle and later adulthood? For decades, this question has caused heated debate. Over the last couple of years, a consensus has emerged based on recent cross-cultural as well as longitudinal evidence. This consensus confirms that indeed there is personality change in middle and later adulthood. Many authors have labeled this change personality maturation or growth. In somewhat simplified terms the observed pattern is as follows: neuroticism declines, conscientiousness and agreeableness increase. At the same time it has been argued that this pattern of personality change is the result of coping with the developmental tasks of adulthood and, thus, increased adjustment. We would like to examine this practice of equating developmental adjustment with growth and ask how to define personality growth. To answer this question, we consult theories of personality development as well as lifespan theory.

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