Pediatricians and Parents: Remarks on Receiving the C. Anderson Aldrich Award

PEDIATRICS ◽  
1977 ◽  
Vol 60 (4) ◽  
pp. 633-637
Author(s):  
Harry H. Gordon

When John Bartram phoned to tell me of this greatly appreciated honor, he said I could speak to whatever topic I chose. Implicit in such trust was the assumption that I would be brief. Dr. Aldrich played a major role in bringing the practice of infant feeding from an era of pseudo-scientific misapplication of metabolic data into a psychologic era.1 He recognized that feeding was the the most important early transaction between mother and infant and that appropriate pediatric advice could promote healthy personality development. His wisdom was derived from a large experience with mothers and babies, and a grounding in the philosophic concepts of Ralph Waldo Emerson: "Respect the child. Be not too much his parent. . . . Respect the child, respect him to the end, but also respect yourself."2 I propose to address briefly the lack of respect by some pediatricians for the felt needs of mothers. Dr. Aldrich saw the mother and infant as a unit. He considered the term "self-demand" feeding too autocratic and substituted "self-regulation," recognizing that limits should be set which respected the mother and her other responsibilities as well as the infant. He preferred a schedule of feeding which was neither rigid, leading to anorexia, nor virtually nonexistent, leading to early obesity and what Spock termed chronic resistance to sleep, the latter a family affair with tensions for father as well as mother. His conceptualization led us to summarize our own laboratory observations under the title, "A Metabolic Basis for the Individualized Feeding of Young Infants," and to a later study of self-regulation of intake of food by prematurely born infants, a step toward flexible, sound advice to anxious mothers on discharge of their infants.3

2015 ◽  
Vol 5 (3) ◽  
pp. 73-76
Author(s):  
Lívia Hasajová

AbstractPersonality development is determined by several factors; we have focused on the effect of mathematical literacy. Gaining new knowledge and skills not only from mathematics is influenced by class climate and the environment in which the educational process takes place.


2013 ◽  
Vol 281 ◽  
pp. 696-699
Author(s):  
Xiao Hui Zhu

The aesthetic education and its application to engineering education and personality development are considered in this paper. First, we investigate main reasons causing the weakness of the aesthetic aspect in engineering education. Next, we analyze the important roles of aesthetic education to help cultivate the healthy personality. Finally, we propose concrete strategies of incorporating the aesthetics into the engineering education and the personality development for university students, which are expected to be helpful to improve the effectiveness of the higher education.


2012 ◽  
Vol 11 (2) ◽  
pp. 103-104 ◽  
Author(s):  
C. Robert Cloninger

2003 ◽  
Vol 15 (4) ◽  
pp. 1093-1106 ◽  
Author(s):  
MICHAEL I. POSNER ◽  
MARY K. ROTHBART ◽  
NATHALIE VIZUETA ◽  
KATHLEEN M. THOMAS ◽  
KENNETH N. LEVY ◽  
...  

Human variability in temperament allows a unique natural experiment where reactivity, self-regulation, and experience combine in complex ways to produce an individual personality. Personality disorders may result from changes in the way past memories filter new information in situations of emotional involvement with others. According to this view, disorders are specific to their initiating circumstances rather than a general difficulty that might extend to classes of information processing remote from triggers for the disorder. A different view suggests a more general deficit in attentional control mechanisms that might extend to a wide range of situations far from those related to the core abnormality. This paper outlines methods for examining these views and presents data from the study of borderline personality disorder, arguing in favor of high negative emotionality being combined with a deficit in an executive attentional control network. Because this attentional network has already been well described in terms of anatomy, the cognitive operations involved, development, chemical modulators, and effects of lesions and candidate genes, these findings may have implications for understanding the disorder and its treatment. We consider these implications in terms of a general approach to the study of personality development and its disorders.


2017 ◽  
Vol 22 (1) ◽  
pp. 71-80 ◽  
Author(s):  
B.B. Aismontas ◽  
M.A. Odintsova

In this article we study the main goals, objectives, functions and mechanisms of social psychological support of students with disabilities and special needs in higher education. We describe the experience in providing such support at the Department of Distance Learning of the Moscow State University of Psychology and Education. We show that social psychological support of students with disabilities is a specially organized process involving the creation of an optimally accessible and nurturing environment which contributes to the development of general cultural, professional competencies as well as to healthy personality development in individuals. Macro social, psychological and pedagogical features of the environment play a key role in social psychological support. Psychological and educational support of students with disabilities involves several types of assistance, each with its own tasks and features, however only the optimal combination of these forms embodies social psychological support as a whole.


2014 ◽  
Author(s):  
Marie Hennecke ◽  
Wiebke Bleidorn ◽  
Jaap J. A. Denissen ◽  
Dustin Wood

PEDIATRICS ◽  
1953 ◽  
Vol 11 (6) ◽  
pp. 659-659

This is the official report which in its own words "summarizes for a nation wide audience" the important findings of the studies of the Midcentury White House Conference on Children and Youth. The members of the committee which prepared this report were drawn from the fields of education, health, law, philosophy, psychology, religion, social work and the social sciences. This volume is a valuable and rich addition to the pediatrician's library. It gives in comprehensive and practical form the facts and opinions which represent our present knowledge in relation to healthy personality development, and yet it is not guilty of oversimplifying a complex subject.


2021 ◽  
Author(s):  
Yuzhan Hang ◽  
Christopher J. Soto ◽  
Billy Lee ◽  
René Mõttus

Rationale: Personality traits change in both mean levels and variance from childhood through mid-adolescence, but the mechanisms underlying these developmental trends remain unknown. We tested the possible roles of social pressure and self-regulation. Methods: The Common-Language California Child Q-Set was used to measure youths’ mean-level personality, social expectations for youths’ behavior from multiple perspectives (parents, teachers, peers) and the self-regulatory requirements for achieving the desired trait levels. Results: There were consistent expectations for youths’ traits, regardless of who described the expectations or whether these pertained to children or adolescents. Mean trait levels were moderately commensurate with social expectations, but age differences in the means did not follow these expectations. Traits with strong expectations showed more pronounced individual differences and increased even more in variance with age. In contrast, traits’ self-regulation requirements did not predict their developmental trends. Implications: Strong social expectations may contribute to the development of individual differences.


2019 ◽  
Vol 10 (1) ◽  
pp. 20
Author(s):  
Olga P. Bartosh ◽  
Tatiana P. Bartosh

At various stages of the development and education of children, there are psychoemotional difficulties that create prerequisites for impairment of the development of the child’s personality. The timely detection of difficulties in schoolchildren and therapeutic efforts are important for the formation of a psychologically healthy personality. The study of the effectiveness of various remedial techniques for childhood anxiety has therefore become theoretically and practically significant. The purpose of our study is to determine the effectiveness of various types of such therapeutic efforts: social and psychological training, a method of biological feedback, and Sandplay for the indicators of childhood anxiety among younger schoolchildren. The study was conducted in the school of Magadan, northeast of Russia (9–10-year-old students, n = 43). We used a standardized method of Multidimensional Assessment of Child Anxiety which included 10 scales. The following therapeutic efforts were used: sociopsychological training (SPT), biofeedback method (BFB), individual and group Sandplay. Students of group I (n = 12) participated only in the SPT. Students of group II (n = 11) participated in the SPT and underwent a course of training in self-regulation using the BFB method. In therapy work with the students of group III (n = 20), the SPT, BFB, individual and group Sandplay were used. In group I, after the therapy sessions, a significant decrease in anxiety was observed in 3 of 10 scales (2, 6, 7; p < 0.05). In group II, it was seen in 5 scales (1, 3, 6, 7, 8; p < 0.05). In group III, significant improvements took place in 7 scales (1, 2, 5, 6, 7, 9, 10; p < 0.01–p < 0.05). The present study has shown the different efficacy of applying the remedial techniques separately and in combination. The use of the therapy methods, in the complex, enhances the impact on the types of child anxiety.


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