scholarly journals The Peculiarities of Character Development in Adolescents with Mental Retardation

2020 ◽  
pp. 164-173
Author(s):  
И.А. Конева ◽  
Н.В. Карпушкина ◽  
П.А. Егорова
Keyword(s):  
Mental Retardation ◽  
Personality Traits ◽  
Empirical Research ◽  
Character Development ◽  
Personality Development ◽  
The Self ◽  
Expert Assessment ◽  
Correctional Psychology ◽  
Mathematical Processing

Проблема, рассматриваемая в статье, является относительно новой в специальной психологии и психокоррекционной практике и актуальной с точки зрения социализации лиц с ограниченными возможностями здоровья (ОВЗ), в частности с умственной отсталостью. В статье проанализированы новые психологические исследования по вопросам личностного, характерологического развития подростков с интеллектуальной недостаточностью (умственной отсталостью, задержанным психическим развитием) и выделены особенности их личностного развития. Описан методологический аппарат проведенного авторами эмпирического исследования особенностей развития характера подростков с умственной отсталостью: его цель, гипотеза, использованные методики. Представлена специфика особенностей характера подростков с интеллектуальной недостаточностью в сравнении с подростками с нормальным психическим развитием, выявленные с помощью патохарактерологического диагностического опросника А. Е. Личко, авторской модификации Методики экспертных оценок и проективной рисуночной методики «Автопортрет». Доказано, что у подростков с умственной отсталостью в большей степени, чем у сверстников с нормальным психическим развитием, выражены эпилептоидный и истероидный типы акцентуации характера (это подтвердило исходную гипотезу исследования), повышены показатели импульсивности, агрессивности, гипертимности, слабо выражено сочувствие к другим людям и есть признаки тревожности и интровертированности. Достоверность сделанных в исследовании выводов подтверждена применением методов вторичной математической обработки результатов. Перспективы дальнейших исследований личности подростков с умственной отсталостью могут быть связаны с разработкой, организацией и проведением коррекционно-развивающей работы с ними в целях гармонизации их характерологического и в целом личностного развития. The article treats a relatively new issue of special psychology and correctional psychology. The relevance of the issue is accounted for by the necessity to ensure socialization of people with limited abilities, mental retardation in particular. The article investigates personality and character development in adolescents with mental retardation and singles out some peculiarities of personality development in adolescence. The article outlines the aim, the hypothesis and the methods employed in the empirical research conducted by the authors of the article and focusing on the investigation of character development in adolescents with mental retardation. The article describes character peculiarities of teenagers with mental retardation as compared to healthy adolescents. A. E. Lichko’s pathocharacterologic diagnostic questionnaire, the Method of expert assessment, and the Self-portrait sketch method are used to single out the peculiarities of character development in adolescents with mental retardation. The article maintains that teenagers with mental retardation are more likely to have epileptoid and hysteroid types of character accentuation than their healthy peers (which proves the hypothesis of the research), that they are more impulsive, aggressive and hyperthymic, they are less likely to feel sympathy towards other people, they are introverted and are more likely to experience anxiety. The method of mathematical processing is used to prove the reliability of the obtained results. The prospects for further research of personality traits of adolescents with mental retardation can be associated with the harmonization of adolescents’ character and personality development.

Models of Personality Development in Emerging Adulthood

2018 ◽  
Author(s):  
Michael W. Pratt ◽  
M. Kyle Matsuba
Keyword(s):  
Emerging Adulthood ◽  
Personality Traits ◽  
Life Story ◽  
Personality Development ◽  
Emerging Adult ◽  
Late Adolescence ◽  
The Self ◽  
Personal Goals ◽  
Integrative Framework ◽  
Over Time

Chapter 2 reviews research and theory on the life story and its development and relations to other aspects of personality. The authors introduce the integrative framework of McAdams and Pals, who described three levels in a broad model of personality: personality traits; personal goals, values, and projects; and the unique life story, which provides a degree of unity and purpose to the individual’s life. This narrative, which develops in late adolescence and emerging adulthood, as individuals become able to author their own stories, includes key scenes of emotional and personal importance to provide a sense of continuity, while remaining flexible and dynamic in incorporating changes in the self over time. The chapter ends with a description of Alison, an emerging adult from our Canadian Futures Study, who illustrates these levels and what they tell about personality development during this period.

scholarly journals Personality development from 12 to 18 years of age: changes in mean levels and structure of traits

2004 ◽  
Vol 18 (6) ◽  
pp. 445-462 ◽  
Author(s):  
Jüri Allik ◽  
Kaia Laidra ◽  
Anu Realo ◽  
Helle Pullmann
Keyword(s):  
Personality Traits ◽  
Personality Development ◽  
The Self ◽  
Age Changes ◽  
Cross Sectional ◽  
Adult Personality ◽  
12Th Grade ◽  
Self Reports ◽  
Change In The Mean ◽  
The Mean

The Estonian NEO‐FFI was administered to 2650 Estonian adolescents (1420 girls and 1230 boys) aged from 12 to 18 years and attending 6th, 8th, 10th, or 12th grade at secondary schools all over Estonia. Although the mean levels of personality traits of Estonian adolescents were quite similar to the respective scores of Estonian adults, there was a developmental gap in Agreeableness and Conscientiousness. Three of the five personality dispositions demonstrated a modest cross‐sectional change in the mean level of the trait scores: the level of Openness increased and the levels of Agreeableness and Conscientiousness decreased between 12 and 18 years of age. Although the five‐factor structure of personality was already recognizable in the sample of 12‐year‐old children, it demonstrated only an approximate congruence with the adult structure, suggesting that not all children of that age have developed abilities required for observing one's own personality dispositions and for giving reliable self‐reports on the basis of these observations. The self‐reported personality trait structure matures and becomes sufficiently differentiated around age 14–15 and grows to be practically indistinguishable from adult personality by the age of 16. Personality of adolescents becomes more differentiated with age: along with the growth of mental capacities the correlations among the personality traits and intelligence become smaller. Copyright © 2004 John Wiley & Sons, Ltd.

ЕМПІРИЧНЕ ДОСЛІДЖЕННЯ СТРАТЕГІЙ САМОСТВЕРДЖЕННЯ ТА ЇХ ВЗАЄМОЗВ’ЯЗОК ІЗ САМООЦІНКОЮ ДИТИНИ ДОШКІЛЬНОГО ВІКУ

1970 ◽  
Vol 8 (1) ◽  
pp. 156-163
Author(s):  
Вероніка Годонюк
Keyword(s):  
Preschool Children ◽  
Empirical Research ◽  
Self Esteem ◽  
Dominant Strategy ◽  
Preschool Age ◽  
The Self ◽  
Harmonious Development ◽  
Psychological Constructs ◽  
Mathematical Processing ◽  
Independent Person

У   статті   здійснено   аналіз   самоствердження   дитини   дошкільного   віку,   наведено   дані  порівняльного   емпіричного   дослідження   стратегій   самоствердження   дітей   молодшого  і   старшого  дошкільного   віку   на   основі   авторської   методики   «Моя   стратегія   самоствердження»,   методу  спостереження і математичної обробки даних; здійснено аналіз показників самооцінки дошкільників за  методикою   А.   В.   Захарова,   простежено   взаємозв’язок   між   стратегіями   самоствердження   та  самооцінкою  досліджуваних  дітей.  Саме  в  період  дошкільного  дитинства,  коли  починає  формуватися  внутрішнє  «Я»  дитини,  дуже  важливо  дослідити  особливості  вибору  нею  тієї  чи  іншої  стратегії  самоствердження  з  метою  подальшої  корекції  її  деструктивних  проявів  у  поведінці  та  сприяння  гармонійному розвитку її особистості в цілому. Аналіз результатів проведеного емпіричного дослідження  засвідчив, що між молодшими і старшими дошкільниками не існує значущих відмінностей у прояві тих чи  інших    стратегій    самоствердження    –    інертної,    конструктивної,    деструктивно-домінантної    чи  деструктивно-адаптаційної. Водночас було встановлено, що конструктивній стратегії самоствердження  відповідає адекватна самооцінка дитини, деструктивно-домінантній – завищена, інертній стратегії –  занижена  самооцінка,  а  деструктивно-домінантній  стратегії  –   сильно  занижена  самооцінка. Вчасне  запобігання утворенню негативних психологічних конструктів дає можливість виховати у майбутньому  здорову, щасливу та незалежну особистість The article analyzes the self-affirmation of a child of preschool age, presents the data of comparative  empirical research of self-affirmation strategies of children of junior and senior preschool age based on author’s  method “My self-affirmation strategy”, the method of observation and mathematical processing of data; we have  made the analysis of self-esteem indicators of preschool children based on  A. V. Zakharov’s method, the mutual  connection between self-affirmation strategies and self-esteem of children under investigation was traced. Exactly in  the period of preschool childhood when the internal "Me" of a child begins to be formed it is very important to study  the particularities of his/her choosing a certain self-affirmation strategy with the aim of further correction of his/her  destructive manifestations in the behaviour and promotion of harmonious development of his/her personality as a  whole.  The  analysis  of the  results  of  the  conducted  empirical  research  showed  that  there  are  no  significant  differences between the children of  junior and senior preschool age in the manifestation of certain strategies of self- affirmation such as inert, constructive, destructive-dominant or destructive-adaptive ones. Simultaneously it was  established  that  the  constructive  self-affirmation  strategy  meets  the  adequate  child’s  self-esteem,  destructive- dominant strategy meets the overestimated one, inert strategy meets the understated one and destructive-dominant  strategy meets a very understated self-esteem. To prevent the formation of negative psychological constructs in time  makes it possible to educate a healthy, happy and independent person in the future. 

Self–Other Knowledge Asymmetry (SOKA) Model

2020 ◽  
Author(s):  
Kathryn L. Bollich-Ziegler
Keyword(s):  
Personality Traits ◽  
The Self ◽  
Multiple Perspectives ◽  
Self Perception ◽  
Self And Other ◽  
Self Perceptions ◽  
Self Reports ◽  
Knowledge Asymmetry ◽  
Blind Spots

Despite the strong intuition that people know themselves well, much research in self-perception demonstrates the biases present when evaluating one’s own personality traits. What specifically are these blind spots in self-perceptions? Are self-perceptions always disconnected from reality? And under what circumstances might other people actually be more accurate about the self? The self–other knowledge asymmetry (SOKA) model suggests that because individuals and others differ in their susceptibility to biases or motivations and in the information they have access to, self- and other-knowledge will vary by trait. The present chapter outlines when and why other-perceptions are sometimes more accurate than self-perceptions, as well as when self-reports can be most trusted. Also discussed are next steps in the study of self- and other-knowledge, including practical, methodological, and interdisciplinary considerations and extensions. In sum, this chapter illustrates the importance of taking multiple perspectives in order to accurately understand a person.

Psychographic segmentation of the self-employed: An exploratory study

2010 ◽  
Vol 13 (2) ◽  
pp. 47-56 ◽  
Author(s):  
Matthew G. Kenney ◽  
Art Weinstein
Keyword(s):  
Small Business ◽  
Personality Traits ◽  
Exploratory Study ◽  
Nominal Group Technique ◽  
The Self ◽  
Nominal Group ◽  
Academic Literature ◽  
Self Employment ◽  
Group Technique

Although it is well established in the academic literature that entrepreneurs share common traits, there has been limited research dedicated to evaluating psychographic profiles of the self-employed. Using the Nominal Group Technique, the authors gleaned insight from a panel of experts in an effort to segment the self-employed based on personality traits and the benefits they receive from an entrepreneurial career. The findings show that self-employed individuals can be classified into four distinct segments: Exemplars, Generals, Moms and Dads, and Altruists. Each group derives different benefits from self-employment. Understanding these benefits can greatly assist entrepreneurship educators and marketers of small business oriented products and services.

scholarly journals Film as medium for meaning making: A practical theological reflection

2017 ◽  
Vol 73 (4) ◽  
Author(s):  
Anita L. Cloete
Keyword(s):  
Popular Culture ◽  
Everyday Life ◽  
Empirical Research ◽  
Religious Identity ◽  
Practical Theology ◽  
Meaning Making ◽  
Specific Form ◽  
Theological Reflection ◽  
The Self ◽  
Practical Theological

The reflection on film will be situated within the framework of popular culture and livedreligion as recognised themes within the discipline of practical theology. It is argued that theperspective of viewers is of importance within the process of meaning-making. By focusing onthe experience and meaning-making through the act of film-watching the emphasis is not somuch on the message that the producer wishes to convey but rather on the experience that iscreated within the viewer. Experience is not viewed as only emotional, but rather that, at least,both the cognitive and emotional are key in the act of watching a film. It is therefore arguedthat this experience that is seldom reflected on by viewers could serve as a fruitful platform formeaning-making by the viewer. In a context where there seems to be a decline in institutionalisedforms of religion, it is important to investigate emerging forms of religion. Furthermore, theturn to the self also makes people’s experiences and practices in everyday life valuableresources for theological reflection. This reflection could provide a theoretical framework forespecially empirical research on how film as specific form of media serves as a religiousresource and plays a role in the construction of meaning and religious identity.

Promoting Multicultural Personality Development: A Strengths-Based, Positive Psychology Worldview for Schools

2008 ◽  
Vol 12 (2) ◽  
pp. 2156759X0801200
Author(s):  
Joseph G. Ponterotto ◽  
David E. Mendelowitz ◽  
Ernest A. Collabolletta
Keyword(s):  
United States ◽  
Positive Psychology ◽  
Personality Traits ◽  
School Counseling ◽  
School Counselors ◽  
Culturally Diverse ◽  
Personality Development ◽  
The United States ◽  
Multicultural Personality ◽  
Personality Research

This article extends the relevance of multicultural development to the Strengths-Based School Counseling (SBSC; Galassi & Akos, 2007) perspective. A relatively new construct for school counselors, the “multicultural personality” (MP), is introduced and defined. The MP is conceptualized as a cluster of narrow personality traits that can be subsumed under broader models of personality. Research has found that MP development is correlated with coping, adapting, and thriving in increasingly culturally diverse environments such as the United States. Suggestions for integrating MP development across the guiding principles of SBSC are presented.

scholarly journals Die meting van die gelyktydige hantering van teenstrydige en dubbelsinnige inligting as kritieke eienskap in 'n verskeidenheid van Beroepe

1983 ◽  
Author(s):  
W. S. De Villiers ◽  
I. Van W Raubenheimer
Keyword(s):  
Personality Traits ◽  
Empirical Research ◽  
Ambiguous Information

Since very little is known about how to deal with conflicting and ambiguous information as a work attribute an attempt was made to define this particular construct and subject it to empirical research. An instrument (the in basket exercise) was developed to measure employees' efficiency in dealing with conflicting and ambiguous information. This instrument together with instruments for measuring a number of related traits were administered to 468 subjects. It was determined that the capacity to deal with conflicting and ambiguous information has a certain relationship with intelligence and sensory cognitive judgement. No relationship could be found with certain personality traits. In all probability a separate construct is indicated by this research.OpsommingMin informasie bestaan omtrent die hantering van teenstrydige en dubbelsinnige inligting as kritieke vermoë in vele werksituasies. Met hierdie ondersoek is daar gepoog om die konstruk te omlyn en aan 'n empiriese verifiering te onderwerp. ‘n Meetinstrument (posmandjie) is ontwikkel om die hantering van teenstrydige en dubbelsinnige inligting te meet en is saam met ander meetinstrumente ter omlyning van die genoemde konstruk aan twee groepe proefpersone geadministreer. Daar is vasgestel dat hierdie vermoë verband hou met intellektuele vermoëns en sensories kognitiewe oordeel en nie met sekere persoonlikheids- en ander determinante van mens like gedrag nie en dat dit na alle waarskynlikheid dui op die bestaan van 'n afsonderlike werksvermoë of konstruk.

scholarly journals An interdisciplinary perspective on the value of envy

2021 ◽  
Author(s):  
Jens Lange ◽  
Sara Protasi
Keyword(s):  
Empirical Evidence ◽  
Empirical Research ◽  
Interdisciplinary Collaboration ◽  
The Self ◽  
Instrumental Value ◽  
The Public ◽  
Multiple Components ◽  
Interdisciplinary Perspective ◽  
Theoretical Investigations ◽  
The Way

The public and scholars alike largely consider envy to be reprehensible. This judgment of the value of envy commonly results either from a limited understanding of the nature of envy or from a limited understanding of how to determine the value of phenomena. Overcoming this state requires an interdisciplinary collaboration of psychologists and philosophers. That is, broad empirical evidence regarding the nature of envy generated in psychological studies must inform judgments about the value of envy according to sophisticated philosophical standards. We conducted such a collaboration. Empirical research indicates that envy is constituted by multiple components which in turn predict diverse outcomes that may be functional for the self and society. Accordingly, the value of envy is similarly nuanced. Sometimes, envy may have instrumental value in promoting prudentially and morally good outcomes. Sometimes, envy may be non-instrumentally prudentially and morally good. Sometimes, envy may be bad. This nuanced perspective on the value of envy has implications for recommendations on how to deal with envy and paves the way toward future empirical and theoretical investigations on the nature and the value of envy.

scholarly journals DISTINCTIVE CHARACTERISTICS OF AGGRESSION IN ADOLESCENTS WITH MILD MENTAL RETARDATION

2021 ◽  
Vol 15 (2) ◽  
pp. 247-258
Author(s):  
L. A. Samoylyuk ◽  
◽  
K. G. Logunova ◽  
Keyword(s):  
Mental Retardation ◽  
Aggressive Behavior ◽  
Behavioral Pattern ◽  
Self Control ◽  
Character Trait ◽  
Expert Assessment ◽  
Specific Situation ◽  
Mild Mental Retardation ◽  
Organic Brain Syndrome ◽  
Organic Brain

Introduction. This paper presents the results of a comparative analysis of aggressive behavior in adolescents suffering from mild mental retardation given its nature of origin, which could either be a character trait and/or a behavioral pattern, or result from organic brain syndrome. Materials and Methods. The methods used in the study are the method of expert assessment (pedagogic assessment of disordered behavior with the Teacher questionnaire for identifying children with disordered behavior (E. L. Indenbaum); monitoring; psychological diagnostic method (the projective technique Children’s Apperceptive Test (S. Bellak) (Fig.7); analysis of medical history and documents regarding the micro-social environment of the adolescent development; and the mathematical statistics method. Results. Aggressive behavior in adolescents with organic brain syndrome is characterized by a severe disorder of emotional self-control, inadequate responses to an irritator of a certain degree, affective rigidity, and a long time necessary to return to a normal state. Distinctive characteristics of aggressive behavior in adolescents with aggression as an inherent character trait suggest that aggression occurs based on a specific situation and could be self-regulated or managed by exterior regulation. Conclusion. The findings indicate that adolescents with mild mental retardation show aggression differently depending on the nature of its origin. Keyword: aggressive behavior, aggression, adolescents with mental retardation, aggression as a character trait, aggression as a result of organic brain syndrome

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