REPRESENTATIONS OF PSYCHOLOGY STUDENTS ABOUT INFLUENCE OF FOREIGN AND RUSSIAN CARTOONS ON CHILD PERSONALITY DEVELOPMENT

2017 ◽  
Author(s):  
Galina Kozhukhar
Keyword(s):  
Personality Development ◽  
Psychology Students ◽  
Child Personality

The Limits of the Self in Plotinus

Antichthon ◽  
1985 ◽  
Vol 19 ◽  
pp. 96-101
Author(s):  
Annick Charles-Saget
Keyword(s):  
Personality Development ◽  
The Self ◽  
Contemporary Philosophy ◽  
Place Of Birth ◽  
Mirror Stage ◽  
Child Personality ◽  
The Subject ◽  
Partial State ◽  
Opening Up ◽  
As If

Psychoanalysis is born of the fact that the notion of the self appears unable to take account of the whole of psychological life. Rejecting the limits of the self is recognizing the fact that it is invaded by forces which are completely other than it; it also involves both an analysis of why these are not understood, and a recognition that it is possible for the self to be obliterated. Plotinus asks: “But we . . . who are we?” (6.4.[22].14, 16). Does it involve flagrant anachronism to establish a link between the contemporary philosophy of the limits of the self and the Plotinian opening up to what is activity beyond the self? That this is not merely an arbitrary comparison may be demonstrated firstly on negative grounds, in that psychoanalysis rejects the cogito, exactly in the manner of Plotinus; the subject is born neither of itself nor of thought. However psychoanalysis, while accepting the partial state of the self, affirms the constitutive value of narcissism. The child’s identification with his image, called the mirror stage by Lacan(Écrto 1.89ff.: 1966 edn.), is the crucial stage in the building of the self. If this identification fails, or the image of the self is rejected, serious personality destructuring results. We are not here in the business of confusing philosophy with psychology, or child personality development with the progress of the spirit, but Plotinus’ reticence about images throughout the Enneads does bear a connection with Porphyry’s anecdotes in theLtfe of Plotinus: “Plotinus was ashamed of being in a body”; Plotinus refused to divulge any details of his family, or his place of birth; Plotinus was opposed to a portrait being made of him (Vita Plotini 1). This concurrence of life and writing cannot be neglected: Plotinus refused to allow Porphyry to write his biography, as if to assert the paradox of such an undertaking: an effort to paint the portrait of one who rejected all portraits.

scholarly journals Longitudinal Associations Between Parenting and Child Big Five Personality Traits

2021 ◽  
Vol 7 (1) ◽  
Author(s):  
Mona Ayoub ◽  
Bo Zhang ◽  
Richard Göllner ◽  
Olivia E. Atherton ◽  
Ulrich Trautwein ◽  
...  
Keyword(s):  
Personality Traits ◽  
Big Five ◽  
Growth Models ◽  
Personality Development ◽  
Big Five Personality Traits ◽  
Childhood And Adolescence ◽  
Big Five Personality ◽  
Small Contribution ◽  
Child Personality ◽  
Parenting Dimensions

The goal of this research was to explore the relationships between four parenting dimensions (academic involvement, structure, cultural stimulation, and goals) and child personality development. Many theories, such as social learning, attachment theory, and the psychological resources principle assume that parenting practices influence child personality development. Most of past research on the associations between parenting and child Big Five traits specifically has used cross-sectional data. The few longitudinal studies that examined these associations found small relations between parenting and child personality. We extended this research by examining the long-term relations between four underexplored parenting dimensions and child Big Five personality traits using bivariate latent growth models in a large longitudinal dataset (N = 3,880). Results from growth models revealed a preponderance of null relations between these parenting measures and child personality, especially between changes in parenting and changes in child personality. In general, the observed associations between parenting and child Big Five personality were comparable in magnitude to the association between factors such as SES and birth order, and child personality—that is, small. The small associations between environmental factors and personality suggest that personality development in childhood and adolescence may be driven by multiple factors, each of which makes a small contribution.

Doctoral Training of Psychology Students in France

2003 ◽  
Vol 8 (1) ◽  
pp. 3-8 ◽  
Author(s):  
Christine Roland-Lévy
Keyword(s):  
Doctoral Programs ◽  
Psychology Students ◽  
Doctoral Training ◽  
University System ◽  
The Third ◽  
Conducting Research ◽  
The University ◽  
Psychology Doctoral ◽  
Phd Programs ◽  
Phd Program

Abstract: The aim of doctoral programs in psychology is to help students become competent psychologists, capable of conducting research and of finding suitable employment. Starting with a brief description of the basic organization of the French university system, this paper presents an overview of how the psychology doctoral training is organized in France. Since October 2000, the requisites and the training of PhD students are the same in all French universities, but what now differs is the openness to other disciplines according to the size and location of the university. Three main groups of doctoral programs are distinguished in this paper. The first group refers to small universities in which the Doctoral Schools are constructed around multidisciplinary seminars that combine various themes, sometimes rather distant from psychology. The second group covers larger universities, with a PhD program that includes psychology as well as other social sciences. The third group contains a few major universities that have doctoral programs that are clearly centered on psychology (clinical, social, and/or cognitive psychology). These descriptions are followed by comments on how PhD programs are presently structured and organized. In the third section, I suggest some concrete ways of improving this doctoral training in order to give French psychologists a more European dimension.

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.

A Multimedia Situational Test With a Constructed-Response Format

2011 ◽  
Vol 10 (2) ◽  
pp. 78-88 ◽  
Author(s):  
Janneke K. Oostrom ◽  
Marise Ph. Born ◽  
Alec W. Serlie ◽  
Henk T. van der Molen
Keyword(s):  
Cognitive Ability ◽  
Computer Technology ◽  
Psychology Students ◽  
Learning Activities ◽  
Ability Test ◽  
Constructed Response ◽  
Job Experience ◽  
Relationship Of ◽  
The Relationship ◽  
Situational Test

Advances in computer technology have created opportunities for the development of a multimedia situational test in which responses are filmed with a webcam. This paper examined the relationship of a so-called webcam test with personality, cognitive ability, job experience, and academic performance. Data were collected among 153 psychology students. In line with our expectations, scores on the webcam test, intended to measure interpersonally oriented leadership, were related to extraversion, conscientiousness, emotional stability, and job experience. Furthermore, the webcam tests significantly predicted students’ learning activities during group meetings over and above a cognitive ability test and a personality questionnaire. Overall, this study demonstrates that webcam tests can be a valid complement to traditional predictors in selection contexts.

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