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Objective: This study examined long-term developmental changes in mother-rated lower-order facets of children's Big Five dimensions.Method: Two independent community samples covering early childhood (2-4.5 years; N = 365, 39% girls) and middle childhood to the end of middle adolescence (6-17 years; N = 579, 50% girls) were used. All children had the Belgian nationality. Developmental changes were examined using cohort-sequential latent growth modeling on the 18 facets of the Hierarchical Personality Inventory for Children.Results: In early childhood, changes were mostly similar across child gender. Between 2 and 4.5 years, several facets showed mean-level stability; others changed in the direction of less Extraversion and Emotional Stability, and more Benevolence and Imagination. The lower-order facets of Conscientiousness showed opposite changes. Gender differences became more apparent from middle childhood onward for facets of all dimensions except Imagination, for which no gender differences were found. Between 6 and 17 years, same-dimension facets showed different shapes of growth. Facets that changed linearly changed mostly in the direction of less Extraversion, Benevolence, Conscientiousness, Emotional Stability, and Imagination. Changes in facets for which nonlinear growth was found generally moved in direction or magnitude during developmental transitions.Conclusion: This study provides comprehensive, fine-grained knowledge about personality development during the first two decades of life. [ABSTRACT FROM AUTHOR]

Boys and girls with sex-typical aspirations are significantly more likely to end up in sex-typical jobs as adults. Preference formation among children is therefore relevant for subsequent occupational outcomes. This study investigates the role of parental socialization and children's agency in the formation of sex-typed occupational preferences using data for British children aged 11 to 15. We anchor agency in observable psychological attributes associated with children's capacity to act in the face of constraints. We focus on two such attributes, motivation and self-esteem. Our findings identify two main sources of parental influence: (1) parental sex-typical behaviors, from which children learn which occupations are appropriate for each sex; and (2) parental socio-economic resources, which affect children's occupational ambition. We find, additionally, that girls with high motivation and both girls and boys with high self-esteem are less likely to aspire to sex-typical occupations, net of parental characteristics. Motivation and self-esteem help girls aim higher in the occupational ladder, which automatically reduces their levels of sex-typicality. For boys, however, self-esteem reduces sex-typicality at all levels of the aspired occupational distribution. This suggests that boys with high self-esteem are better equipped to contradict the existing social norms regarding sex-typical behavior. Implications are discussed. [ABSTRACT FROM PUBLISHER]

The parental rights and duties regarding the child's person are not left suspended: they do not only bear a general purpose (the best interests of the child) that set forth common features; they always have their own object. In this study, we only regard the education, as an inherent object of the characteristics of parental authority. [ABSTRACT FROM AUTHOR]

The aim of this study was to explore child and adolescent personality in the Russian culture, addressing gender and age differences, and to examine personality and family effects on children’s Internalizing and Externalizing problems. Parents of 1,640 Russian children aged 3—18 years completed the Inventory of Child Individual Differences measuring personality, the Strengths and Difficulties Questionnaire measuring problem behavior, and reported about family background. Girls scored higher than boys on the Conscientiousness domain and on the Intelligent and Considerate scales, but lower on Activity. In younger children, Extraversion was higher; in older children, Agreeableness, Conscientiousness and Shyness were higher; Distractibility was highest in early adolescence. The gender and age differences were small. Personality explained about 30% of variance in children’s Internalizing problems, and 50% in Externalizing problems; family factors contributed less than 4%. Internalizing Problems were linked to higher Neuroticism and lower Extraversion; Externalizing Problems were linked to higher Extraversion, lower Conscientiousness and Agreeableness. For both types of problems, harsh parenting was a risk factor, while SES and family cohesion were associated with lower problem levels. Models linking personality with children’s problem behavior were similar in preschool, middle childhood, early and late adolescence. [ABSTRACT FROM PUBLISHER]

Debate continues about whether personality, both normal and disordered, can change significantly or is mainly stable across the life span. One issue that receives little attention is the degree to which personality stability coefficients may be influenced by attenuation due to measurement error. The current meta-analysis examines the data from recent research on personality stability, reporting both uncorrected and corrected stability coefficients. Attenuation due to measurement error was found to cause a significant reduction in personality stability coefficients, raising the possibility that some studies may conflate personality change with measurement error. Overall, corrected stability coefficients suggested that the stability of personality across adulthood is high, with only modest change. By contrast, personality during childhood is significantly more changeable. Both normal personality and personality disorders were highly stable across the life span, and patients in therapy experienced no more personality change than did nonpatients. Cross-cultural comparisons suggested relatively similar levels of personality stability cross-culturally, although personality stability among people in South Pacific nations is slightly lower than among those in the United States, Canada, or European nations. [ABSTRACT FROM AUTHOR]

The present study examined how changes in child Big Five personality characteristics and overreactive parenting during the transition from childhood to adolescence predict adolescent adjustment problems. The sample included 290 children, aged 8-9 years. At three moments, with 2-year intervals, mothers, fathers, and a teacher reported on the child's personality, and mothers and fathers reported on their parenting behavior. At the third measurement moment, mothers, fathers, and children reported on the child's adjustment problems. Rank-order stability of the personality dimensions and overreactive parenting were high. Univariate latent growth models revealed mean-level decreases for extraversion, conscientiousness, and imagination. Mean levels of benevolence, emotional stability, and overreactive parenting were stable. Multivariate latent growth models revealed that decreases in extraversion and emotional stability predicted internalizing problems, whereas decreases in benevolence, conscientiousness, and emotional stability predicted externalizing problems. Increases in overreactive parenting predicted externalizing, but not internalizing problems. The associations were similar for boys and girls. The results indicate that changes in child personality and overreactive parenting during the transition to adolescence are associated with adolescent adjustment problems. Overall, child personality was more important than overreactive parenting, and children were more likely to "act out" than to "withdraw" in reaction to overreactive parenting. [ABSTRACT FROM AUTHOR]

Abstract: Research on the structure of personality in middle childhood, while advancing, is still in the early stages of development. In this study, we employed a group of 1563 twins to elucidate the hierarchical structure of personality in middle childhood and provide connections to established personality traits in adult populations. Our results provide evidence for a higher-order structure of personality in middle childhood that maps on to recent findings in adult populations supporting hierarchical relationships among 2-, 3-, 4-, and 5-factor models of personality. In addition, primary higher-order personality traits rated by parents at age 11 showed substantial predictive validity for analogous traits rated by self at age 17. We discuss our results within the context of developing a convergent hierarchical taxonomy of personality in middle childhood and the importance of multi-informant investigations. [Copyright &y& Elsevier]

The article discusses the use of the Enneagram system and object relations theory to understand the development of personality type. The Enneagram system has nine personality patterns that are essential in the expression of self, while the object relations theory describes the way individuals experience social relationships. The integration of the two can help in understanding the psychological experiences of children and fosters growth. The benefits of such integration are also included.

The literature has frequently shown how mothers of children with blindness tend to be highly directive and overprotective with their children. This study investigated whether this maternal interactive style can have negative consequences on the psychological development of persons with acquired blindness, or whether it can be considered functional and appropriate to these individuals' needs during childhood. This aim was pursued by adopting attachment theory as a conceptual reference and administering the Adult Attachment Interview (AAI) to a sample of participants with early onset blindness. Results suggested that, as long as mothers are loving and are sensitive to their children's needs, their greater physical intervention and control of child exploration can play an important role in helping their severely sight-impaired children develop secure and well-balanced personalities. [ABSTRACT FROM AUTHOR]

Knowledge of how maltreatment and trauma aects personality functioning in abused children has been greatly enhanced by clinical theory and research in developmental psychology. Developmental research and theory has allowed the child abuse field to move beyond symptom-lists toward broader models of how trauma impacts major domains of personality functioning. However, these models continue to be based largely on discrete theories of development that parallel, if not confound, one another. This paper attempts to expand our understanding of the traumatized child by using the synthetic model of personality development expounded by Fred Pine that promotes a more holistic and comprehensive view of the abused child and, thus, enhances clinical theory and intervention. [ABSTRACT FROM AUTHOR]

Research on early childhood personality has been scarce. Self-reports of Big Five personality traits were measured longitudinally with the Berkeley Puppet Interview when children were 5, 6, and 7 years of age. For comparative purposes, Big Five self-reports were collected in a sample of college students. The children's self-reports showed levels of consistency and differentiation that approached those of the college age sample. Children's personality self-reports demonstrated significant correlations across the 1- and 2-year longitudinal intervals. Substantial and increasing convergence was found between children's self-reports of Extraversion, Agreeableness, and Conscientiousness and conceptually relevant behavior ratings provided by mothers, fathers, and teachers. Children's self-reports of Neuroticism were unrelated to adults' reports but did predict sadness and anxious behavior observed in the laboratory. The results provide the beginnings of an account of how the Big Five dimensions begin to be salient and emerge as coherent, stable, and valid self-perceptions in childhood. [ABSTRACT FROM AUTHOR]

The articles in this special issue illustrate four of the major questions currently being addressed in personality development research: What childhood traits are the antecedents of adult personality? How are children's personalities manifest in particular contexts? Do childhood personality traits predict the development of psychopathology? Are there distinctive personality types among children and adolescents? The articles not only yield new answers to these questions but also point to the need to understand more about the processes through which personality shapes the course of youths' lives. An important focus for future work in this area will be the exploration of how positive life outcomes can be achieved by youths with widely varied personalities. [ABSTRACT FROM AUTHOR]

Recent work on normal personality development in children and adolescents points to several conclusions that are relevant for understanding personality pathology. First, child temperament and adult personality traits share many features in common. Second, youths' individual differences can be described in terms of the Big Five personality traits observed in adults; an integrative taxonomy of individual differences in childhood and adolescence is articulated in this article. Third, personality is already moderately stable by the preschool years, but considerable personality change occurs well into the adult years. Taken together, these findings suggest that childhood personality functioning can and should be integrated into developmental research and applied work on personality disorders. [ABSTRACT FROM AUTHOR]

The results of a play programme designed to stimulate children's creative personality development are evaluated. Specifically, the study explores the programme's effect on 1) certain behaviours and traits characteristic of a creative personality, and 2) on classmates perception of who are creative individuals. A quasi-experimental pretest-intervention-posttest design with control group was used. The sample were 86 subjects aged 10 to 11 years, (54 experimental and 32 control). Prior to and after the programme two assessment instruments were administered. The programme involved a weekly two-hour intervention session throughout the school year. The programme's activities sought to stimulate verbal, graphic-figural, constructive and dramatic creativity. Anova results suggest a positive intervention effect, as experimental subjects significantly increased various creative personality behaviours and traits. In turn, this was accompanied by a rise in the number of classmates considered creative. The programme produced a significantly greater change in those experimental subjects who, before the intervention, had shown few behaviours characteristic of creative people. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

Discusses the results of a study on the personality and development in children. Types of personality in children; Relation between personality and behavior; Importance of the personality typology for understanding the life course of children.

Presents a study that investigated the precursors to personality types and behavior in children. Methodology; Analysis of the stability and transitions of personality types; Association of risk factors on personality transformation in early childhood.

Introduces a study on personality and development in children using a person-centered approach. Methods of person-centered research; Information on research on personality types in childhood; Controversies in the study of personality types.

Discusses the application of a person-centered approach to the study of personality development in children. Aims and features of the approach; Benefits of the approach; Details on the personality types in children.

Presents a list of books and periodical articles used in the study of personality and development in children. "Personality: A Psychological Interpretation," by G. Allport; "Socioeconomic Status and Child Development," by R.H. Bradley and R.E. Corwyn published in the 2002 issue of the "Annual Review of Psychology"; "The Psychology of Moral Development," by L. Kohlberg.

One of the world's richest collections of teacher descriptions of elementary-school children was obtained by John M. Digman from 1959 to 1967 in schools on two Hawaiian islands. In six phases of data collection, 88 teachers described 2,572 of their students, using one of five different sets of personality variables. The present report provides findings from new analyses of these important data, which have never before been analyzed in a comprehensive manner. When factors developed from carefully selected markers of the Big-Five factor structure were compared to those based on the total set of variables in each sample, the congruence between both types of factors was quite high. Attempts to extend the structure to 6 and 7 factors revealed no other broad factors beyond the Big Five in any of the 6 samples. These robust findings provide significant new evidence for the structure of teacher-based assessments of child personality attributes. [ABSTRACT FROM AUTHOR]

Highlights of our work over the last 30 years are reviewed; we begin with the infants whom we studied in the mid-1950s and conclude with impressions from a follow-up of their development 30 years later. The review begins with our first effort to propose a constructionist view of behavioral organization over the first 3 years of life, in terms of the negotiation by infant and caregiver of a sequence of adaptations in their interaction. This review includes a brief consideration of living systems and some of the principles that constrain the organization of behavior of the participants. Illustration of the way that these principles set up the ‘event-structure’ of a system is given. In its recurrence, this event-structure sets the stage for psychic organization. The application of this early formulation to the study of 25- to 30-year outcome in these same infants studies the hypothesis that the configuration of adaptive strategies that the subject constructs by 2 years of age will be recognizable in the strategies which that individual employs in self-recognition and in the later construction of his ecologic niche at age 25. The logic or rules for this construction are set up over the first 2 years, as the infant's adaptation to the event-structure of the system is achieved and regulates later constructions. The bias set depends on the red thread of the subject's early inner experience of state and emotion (or affect) in relation to the infant's competence as agent in regulating states. A basis for inference as to this red thread of inner experience has been summarized in five propositions of construction. These highlight the patterning of competence in self-regulation within the individual's unique system. continue [ABSTRACT FROM AUTHOR]

Using a cohort-longitudinal design, children's use of the defenses of denial, projection, and identification was assessed at four points over a 2-year time span, covering the age period from 6 years, 6 months to 9 years, 5 months. The results showed a clear decrease in the use of denial from early to middle childhood, a sharp increase in the use of projection, and an increase in the use of identification. These findings, predicted by a theory of defense mechanism development, are consistent with cross-sectional results reported previously. [ABSTRACT FROM AUTHOR]

The article cites a study that seeks to explore social deprivation and performance at school in Great Britain. The study discusses an alternative approach of identifying children on the basis of three broad categories of social handicap. For the purpose of this study, an index has been devised and its validity has been tested by correlating degree of handicap with a series of psychological tests and behavior ratings. The study led to the conclusion that a measure of social handicap is not a direct measure of the cultural environment that are considered to have impacts on intellectual and personality development. The study concludes that some school had some adjustment problems although maladjustment of personality may be present only in a minority.

Extending work on childhood gender differences by J. Block (‘Assimilation, Accommodation and the Dynamics of Personality Development,’ Child Development, 1982, 53, 281-295) and J. H. Block (‘Differential Premises Arising from Differential Socialization of the Sexes: Some Conjunctures,‘ Child Development, 1983, 54, 1335-1354), the present research investigated assimilative and accommodative discourse devices in the speech of 24 preschool children (12 boys and 12 girls) and 24 middle-childhood youngsters (12 boys and 12 girls) in each of grades 3 and 6. Boys' discourse, regardless of age, contained more accommodative devices. Girls' discourse, regardless of age, contained more assimilative devices. Age effects were apparent; older children, regardless of gender, used more discourse devices of both kinds than younger children. [ABSTRACT FROM AUTHOR]

The present study is aimed to explore about the personality differences between boys and girls. The areas of children's personality questionnaire are 14 dimensions. Here we are watching Comparison of Boys and Girls on Measure of children's Personality questionnaire. Sample of the Study: The sample consists of 120 students (60 male and 60 female) younger and older children various school of Kumoun region for the present investigation. Simple statistical techniques are employed for the analysis of data collected for the study. We can say that there is significant difference in personality of boys and girls. In CPQ A we got the higher score of girls in comparison of boys. CPQ B we got the higher score of girls in comparison of boys. CPQ D we got the higher score of boys in comparison of girls. CPQ E we got the higher score of boys in comparison of girls. CPQ F we got the higher score of boys in comparison of girls. CPQ G we got the higher score of girls in comparison of boys. CPQ H we got the higher score of boys in comparison of girls. CPQ I we got the higher score of boys in comparison of girls. CPQ O we got the higher score of boys in comparison of girls. CPQ Q3 we got the higher score of girls in comparison of boys. CPQ Q4 we got the higher score of boys in comparison of girls. [ABSTRACT FROM AUTHOR]

The article presents a study in which forty-six children and adolescents, and their parents were studied by means of a specially devised rating scale in the rating of which Rorschach protocols were used as the sole source of information about their personality structures. The data obtained from the rating scales were analyzed by means of analysis of variance techniques in order to test the hypothesis that the individual family members are homogeneous on the several variables studied. A second hypothesis derived from the data concerned the question of whether or not the early socialization conditioning and inherited characteristics of children of pathological parents bad a cumulative conditioning effect upon the nature of personality development in the children.

It is contended that the Rorschach method is successful in analyzing the personality of children, that it permits an understanding of their "private worlds" and offers an insight into the underlying mechanisms of personality. In child deviates, it suggests therapeutic approaches; it gauges the effectiveness of treatment and the extent of recovery. In short, it works. Despite the subjectivity of the scoring, the sparsity of the norms, the reliance on clinical validation, the interpretation in terms of results from adult or psychiatric material, the method, from the pragmatic point of view, is valid for use with normal children. Because of such clinical and pragmatic evidence, it is justifiable perhaps to apply the Rorschach method in the clinical field, for there all methods and procedures available to the clinician, including the interview and personal and subjective judgments, are put to service. There can be no doubt that the Rorschach method in individual diagnosis of children can yield important information. But if the method is to be used as an instrument of research in studies of children, it must be established scientifically as a valid instrument. Thus the problem of the extent to which Rorschach results are valid for the normal child is of importance. In the present state of development, many results are inconclusive and invalid, and conclusions for younger children, especially, are of doubtful value. Results cannot be accepted as anything but tentative where the number of cases is small, the technique is not described, sexes are not differentiated, groups are casually compared, controls are not used, and standards of scoring and norms which are based on adult or psychiatric groups are applied. To be serviceable as an instrument of research, results must meet scientific requirements. Thus it may be said that studies based on the Rorschach method in the field of the normal child have been valuable in suggesting promising hypotheses and in pointing the... [ABSTRACT FROM AUTHOR]

Chapter 7 of the book "Monographs of the Society for Research in Child Development" is presented. It presents the methodological aspects of a longitudinal study of personality and behavior development in a normal group of children in the U.S. It reveals that the relationship of a child to himself is based on clinical judgments from summarized findings by age as well as by environmental changes. Teachers' judgments of first grade children shows little difference in social adjustment.

Deals with the development of children's personality in school situations. Outcome of the controversy between proponents of child-centered and subject-centered schools; Difficulties faced by experimentation in modifying personality; Problems met in personality development.

The article comments on the article entitled "Personality Development in Deaf Children," by Doreen Liudsay Portner that appeared in the January 1977 issue of the journal "Social Work." Personality development in and the delivery of appropriate social services and mental health programs to deaf are controversial issues that have been debated and researched for a number of years. There are many well-adjusted deaf children and adults. Their adjustment is not related solely to the onset of hearing or deaf parents. This suggests that bearing loss per se and personality disorder are not directly correlated. There are both verbal and visual language centers in the brain. Speech is the verbal form of language, and in most of the literature cited Potter the term speech was listed instead of Language because it was written with the hearing person in mind. In other words the term language may be inserted for speech without losing the meaning. Deaf people are capable of language. However, the rest of the world is not geared to interact with deaf people in their natural visual language.

The article focuses on personality development in deaf children. It makes a differentiation between the concepts of speech and language. Language is defined as an expression by gesture, voice, or picture, or as any form of intercommunicative behavior, oral or written, characteristic of an individual or society. Speech is any communication through a system of conventional vocal symbols. Speech among the children is a learned behavior from association with others who have a specific speech pattern. The article presents a review of the studies in field of speech development among children. It depicts the importance of hearing in the development of speech among children. In the article, the author works with 5-year-old children who were entering the California School for the Deaf, a residential school in Berkeley, California. It defines deafness as absence of usable hearing. It gives details of kind of deafness. The article points out that the sign language of the deaf is different from spoken language. It is symbolic, but the symbols represent concrete actions or objects that can be perceived visually or kinesthetically. The article emphasizes that the social worker should be aware of using speech as an effective tool. It is also helpful to know how speech develops and how it influences other aspects of personality development and social relationships.

The article discusses the role of teachers as a social engineer in the personality development and the socialization of children who are the misfit. Most handicap children are unable to adjust with their classmates and have problems in health and family. The problem of social acceptance in children start in the first grade which can be solved by the help of the teacher and classmates.

The article presents some guidelines for teachers and school administrators aimed at making them more child conscious and less curriculum-minded. These guidelines are intended to prevent behavior and personality difficulties of school children and to capitalize each person's constructive potentialities. These are also expected to effectively sensitize teachers in particular and also others who make themselves partly responsible for personality development in the direction of social maturity.

The article offers the seven additional suggestions for teachers to give the highest service to their pupils in the U.S. It includes the practice of drill procedures as a way to develop the mind and personality of children, the use of democratic organizations which stimulates leadership among children involving election and the function of officers and committees, and learn to understand and appreciate children's ideas as part of their conduct and character formation.

Presents an abstract of the study "Personality and Development in Childhood: A Person-Centered Approach," by Daniel Hart, Robert Atkins and Suzanne Fegley published in the 2003 issue of the "Monographs of the Society for Research in Child Development."

The article presents the 34th spring conference of the Woods Schools in cooperation with the Technical Planning Project of the American Association on Mental Deficiency and Other Private and Governmental Agencies that will be held on May 1 to 3, 1959 in Philadelphia, Pennsylvania. It includes fundamental issues in research strategy, principles and philosophy. The diverse aspects of measurement problems as matching, cooperative utilization of data, analyses of populations in institutions for the mentally retarded and the study of personality development in pre-adolescent mentally retarded children. Also included are some concepts of medical, psychological and sociological variables in the etiology of mental retardation.

The article focuses on the psychological growth and personality development of children. There is less difference in the maturity of thought and character among children. A child has a tendency to inherit impulses and tastes. Adequate attention is important to rectify the impudence, surliness, timidity and coarseness in children.