A Study of Disturbed and Non Disturbed Adolescents: The Toronto Adolescent Longitudinal Study. I

1986 ◽  
Vol 31 (6) ◽  
pp. 532-535 ◽  
Author(s):  
H. Golombek ◽  
P. Marton ◽  
B. Stein ◽  
M. Korenblum
Keyword(s):  
Longitudinal Study ◽  
Clinical Sample ◽  
Personality Development ◽  
Full Range ◽  
Psychosocial Characteristics ◽  
Personality Functioning ◽  
Regular Classrooms ◽  
Complete Study ◽  
And Behavior ◽  
Full Day

The Toronto Adolescent Longitudinal Study was undertaken to examine personality development in a non-clinical sample of children from ages 10 through 19. Fifty-nine boys and girls, selected to represent the full range of behavior presentation in regular classrooms, have participated throughout the complete study. Each year the students and at least one parent participated in a full day evaluation during which a comprehensive battery of measures was administered to assess their psychosocial characteristics. Some exemplary results are presented regarding the personality functioning and associated characteristics of the group at age 13. Our results lead us to conclude that adolescence should not be considered as a homogeneous developmental stage. Young adolescents can be differentiated along a dimension of competence in personality functioning which is associated with differences in their clinical presentation, self concept and behavior patterns.

Adolescent Personality Development: Three Phases, Three Courses and Varying Turmoil. Findings from the Toronto Adolescent Longitudinal Study

1989 ◽  
Vol 34 (6) ◽  
pp. 500-505 ◽  
Author(s):  
H. Golombek ◽  
P. Marton ◽  
B.A. Stein ◽  
M. Korenblum
Keyword(s):  
Longitudinal Study ◽  
Clinical Sample ◽  
Personality Development ◽  
Three Phases ◽  
Adolescent Personality

The Toronto Adolescent Longitudinal Study was launched in 1977 to examine personality development in a non-clinical sample of children from ages ten through 19 over an eight year period. Following a description of their conceptualized model of personality and of the nature of the study, the authors summarize their findings which suggest new perspectives in three areas of adolescent personality development: 1) the subphases of adolescence, 2) the routes of passage through which adolescents proceed, and 3) adolescent turmoil.

scholarly journals Conspiracy Theories and Their Societal Effects During the COVID-19 Pandemic

2021 ◽  
pp. 194855062110002
Author(s):  
Lotte Pummerer ◽  
Robert Böhm ◽  
Lau Lilleholt ◽  
Kevin Winter ◽  
Ingo Zettler ◽  
...  
Keyword(s):  
Longitudinal Study ◽  
Random Sample ◽  
Social Engagement ◽  
Risk Groups ◽  
Conspiracy Theory ◽  
Sample Survey ◽  
Institutional Trust ◽  
Conspiracy Theories ◽  
The Media ◽  
And Behavior

During COVID-19, conspiracy theories were intensely discussed in the media. Generally, both believing in conspiracy theories (i.e., explanations for events based on powerholders’ secret arrangements) and being confronted with a conspiracy theory have been found to predict cognition and behavior with negative societal effects, such as low institutional trust. Accordingly, believing in conspiracy theories around COVID-19 should reduce institutional trust, support of governmental regulations and their adoption, and social engagement (e.g., helping members of risk groups). We tested these predictions in a national random sample survey, an experiment, and a longitudinal study ( N total = 1,213; all studies were preregistered). Indeed, believing in and being confronted with a COVID-19 conspiracy theory decreased institutional trust, support of governmental regulations, adoption of physical distancing, and—to some extent—social engagement. Findings underscore the severe societal effects of conspiracy theories in the context of COVID-19.

scholarly journals Assessment of the Therapeutic Evolution of Psychiatric Patients through Rorschach Psychodiagnosis

2021 ◽  
Vol 37 ◽  
Author(s):  
Patrícia Costa ◽  
Sónia Remondes-Costa ◽  
Cláudia Milheiro
Keyword(s):  
Clinical Sample ◽  
Psychiatric Patients ◽  
Patient Evaluation ◽  
Day Hospital ◽  
Rorschach Test ◽  
Intervention Model ◽  
Exclusion Criteria ◽  
Personality Functioning ◽  
The North ◽  
Psychotherapeutic Interventions

Abstract The present work aims to constitute an important contribution to the scientific proof of the effectiveness of psychiatric and psychotherapeutic interventions, through the Rorschach test. A clinical sample of 10 psychiatric patients, admitted and followed at the Day Hospital of a psychiatric hospital in the North of Portugal, where the psychoanalytic orientation intervention model is followed. The data were collected in two moments: upon admission, a sociodemographic and clinical questionnaire and Rorschach's projective proof were applied; after three months of treatment, Rorschach was re-applied, followed by a survey of exclusion criteria and patient evaluation on the therapeutic program.The comparative analysis of the data showed a slight therapeutic evolution and personality functioning.

Are Today’s Students With Disabilities More Likely to Attend Full-Day Kindergarten or Part-Day Kindergarten? Analysis of Two Cohorts of Students and Their Teachers

2018 ◽  
Vol 85 (1) ◽  
pp. 28-45
Author(s):  
Michael Gottfried
Keyword(s):  
Special Education ◽  
Early Childhood ◽  
Longitudinal Study ◽  
Education Policy ◽  
Students With Disabilities ◽  
Full Day Kindergarten ◽  
Policy Analysts ◽  
Nationally Representative ◽  
Education Coursework ◽  
Full Day

Some education policy analysts have called for increased participation of young children in full-day kindergarten programs as opposed to part-day kindergarten. However, little is known about whether students with disabilities are increasingly attending these programs and what their teachers are like. This study addresses this gap by examining whether the full-day kindergarten-going patterns have changed within two nationally representative cohorts of kindergartners (Early Childhood Longitudinal Study–Kindergarten classes of 1998 and 2010). The findings suggest that a greater percentage of students with disabilities are enrolled in full-day kindergarten programs in 2010 (approximately 80%) than in 1998 (approximately 55%). Comparing full-day kindergarten enrollees between the two cohorts, there were no differences in teachers’ years of experience or degrees, though full-day kindergarten enrollees in 2010 had teachers with less early education and special education coursework. However, full-day kindergarten enrollees in 2010 were more likely to be in classrooms with a special education teacher’s aide. Implications are discussed.

scholarly journals Memory and Personality Development in Adulthood: Evidence From Four Longitudinal Studies

2020 ◽  
Vol 76 (1) ◽  
pp. 88-97
Author(s):  
Yannick Stephan ◽  
Angelina R Sutin ◽  
Martina Luchetti ◽  
Antonio Terracciano
Keyword(s):  
Longitudinal Study ◽  
Personality Traits ◽  
Memory Performance ◽  
Meta Analysis ◽  
Personality Development ◽  
The United States ◽  
Personality Change ◽  
Delayed Recall ◽  
Lower Baseline ◽  
Wisconsin Longitudinal Study

Abstract Objectives Personality traits have been related to concurrent memory performance. Most studies, however, have focused on personality as a predictor of memory; comparatively less is known about whether memory is related to personality development across adulthood. Using 4 samples, the present study tests whether memory level and change are related to personality change in adulthood. Method Participants were drawn from 2 waves of the Wisconsin Longitudinal Study Graduates (WLSG; N = 3,232, mean age = 64.28, SD = 0.65) and Wisconsin Longitudinal Study Siblings (WLSS; N = 1,570, mean age = 63.52, SD = 6.69) samples, the Midlife in the United States (MIDUS; N = 1,901, mean age = 55.43, SD = 10.98), and the Health and Retirement Study (HRS; N = 6,038, mean age = 65.47, SD = 8.28). Immediate and delayed recall and the 5 major personality traits were assessed at baseline and follow-up. Results There was heterogeneity in the associations across samples. A meta-analysis of latent change in the four samples indicated that lower baseline memory performance was related to an increase in neuroticism (B = −0.002; 95% CI = −0.004, −0.0008) and a decrease in agreeableness (B = 0.004; 95% CI = 0.002, 0.007) and conscientiousness (B = 0.005; 95% CI = 0.0008, 0.010). In addition, declines in memory were related to steeper declines in extraversion (B = 0.06; 95% CI = 0.003, 0.11), openness (B = 0.04; 95% CI = 0.007, 0.069), and conscientiousness (B = 0.05; 95% CI = 0.019, 0.09). Discussion The present study indicates that poor memory and declines in memory over time are related to maladaptive personality change. These associations, however, were small and inconsistent across samples.

IES Arrow-Dot Longitudinal Study of Personality Development in Preschool Children

1975 ◽  
Vol 40 (1) ◽  
pp. 209-210 ◽  
Author(s):  
Lois S. Goldberg
Keyword(s):  
Longitudinal Study ◽  
Preschool Children ◽  
Personality Development ◽  
Significant Rise ◽  
Developmental Patterns ◽  
Developmental Trends ◽  
School Year ◽  
Personality Integration ◽  
Effective Use

Preschool children were administered the IES Arrow-Dot at the beginning and end of the school year and scores compared with those based on a prior study in a Montessori preschool. Developmental trends of declining Impulsivity and rising Ego scores were corroborated. Superego development remained almost stable in contrast to a significant rise for the Montessori sample. Results support effective use of the test with preschoolers to assess baselines and developmental patterns of personality integration.

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