Personality Development Research Papers - Academia.edu (original) (raw)

... This gap between what we know should be provided and what is provided is the result of a poorly structured health care financing system ... applied in a host of other settings where children are served, including schools, health... more

... This gap between what we know should be provided and what is provided is the result of a poorly structured health care financing system ... applied in a host of other settings where children are served, including schools, health clin-ics, child welfare agencies, and juvenile courts. ...

Anxiety disorders are common in adolescents (ages 12 to 18) and contribute to a range of impairments. There has been speculation that adolescents with anxiety are at risk for being treatment nonresponders. In this review, the authors... more

Anxiety disorders are common in adolescents (ages 12 to 18) and contribute to a range of impairments. There has been speculation that adolescents with anxiety are at risk for being treatment nonresponders. In this review, the authors examine the efficacy of cognitive-behavioral therapy (CBT) for adolescents with anxiety. Outcomes from mixed child and adolescent samples and from adolescent-only samples indicate that approximately two-thirds of youths respond favorably to CBT. CBT produces moderate to large effects and shows superiority over control/comparison conditions. The literature does not support differential outcomes by age: adolescents do not consistently manifest poorer outcomes relative to children. Although extinction paradigms find prolonged fear extinction in adolescent samples, basic research does not fully align with the processes and goals of real-life exposure. Furthermore, CBT is flexible and allows for tailored application in adolescents, and it may be delivered in...

This paper was presented at the 4th International Conference on Critical Education (p. 310-317 of the proceedings). Two major figures of the early 20th century psychology, C.R. Rogers and L.S. Vygotsky are being studied in parallel in... more

This paper was presented at the 4th International Conference on Critical Education (p. 310-317 of the proceedings).
Two major figures of the early 20th century psychology, C.R. Rogers and L.S. Vygotsky are being studied in parallel in this paper. The two psychologists were interested, among others, in pedagogy; and, although both endeavoured to reform traditional education of the previous centuries, they moved toward totally opposite directions. C.R. Rogers stated that the development of personality occurs due to the self-actualising tendency, which is inherent in every person and suppressed by social norms. On the other hand, L.S. Vygotsky viewed personality development as the outcome of social interaction. Thus, the educational models that can be created on the basis of these two theories of personality development are themselves differentiated and apply to different educational contexts.

This milestone text provides a comprehensive and state-of-the art overview of perfectionism theory, research, and treatment from the past 25 years, with contributions from the leading researchers in the field. The book examines new... more

This milestone text provides a comprehensive and state-of-the art overview of perfectionism theory, research, and treatment from the past 25 years, with contributions from the leading researchers in the field. The book examines new theories and perspectives including the social disconnection model of perfectionism and the 2 × 2 model of perfectionism. It also reviews empirical findings, with a special focus on stress, vulnerability, and resilience, and examines perfectionism in specific populations. Finally, it considers how perfectionism relates to physical health and psychophysiological processes and introduces new approaches to effective prevention and treatment. By increasing our understanding of perfectionism as a complex personality disposition and providing a framework for future explorations, this landmark publication aims to promote further research in this field. It will be invaluable reading for academics, students, and professionals in personality psychology, clinical and counselling psychology, applied psychology and related disciplines.

BackgroundPrevious studies on self-esteem have focused exclusively on its psychosocial determinants. The goal of the present study is to clarify genetic v. environmental determinants of self-esteem.MethodParticipants were Caucasian women... more

BackgroundPrevious studies on self-esteem have focused exclusively on its psychosocial determinants. The goal of the present study is to clarify genetic v. environmental determinants of self-esteem.MethodParticipants were Caucasian women sampled from the Virginia Twin Register: 363 pairs of MZ and 238 pairs of DZ twins were available from the first wave of the study, and 430 pairs of MZ and 308 pairs of DZ twins from the second. Self-esteem was assessed with the Rosenberg's Self-Esteem Scale.ResultsUsing univariate twin analyses of self-esteem and a repeated measurement twin model, we found that self-esteem is a moderately heritable trait (heritability = 52% in the repeated measurement model); environmental influences are also very important, and are probably mostly not shared by members of a twin pair.ConclusionsAetiological models of self-esteem which examine only psychosocial factors are incomplete; genetic factors need to be integrated.

From a sample of 1,956 adolescent delinquents referred to us by the court for physical, psychological, psychiatric, educational, and social examinations, 71 delinquents convicted of homicide were matched with 71 nonviolent delinquents by... more

From a sample of 1,956 adolescent delinquents referred to us by the court for physical, psychological, psychiatric, educational, and social examinations, 71 delinquents convicted of homicide were matched with 71 nonviolent delinquents by age, race, sex, and socioeconomic status (SES). These two groups were compared on the basis of these evaluations by stepwise discriminant analysis, matched pairs, two-tailed t-tests, and nonparametric tests. Adolescents who kill have a tetrad of symptoms: (1) criminally violent family members; (2) gang membership; (3) severe educational difficulties; and (4) alcohol abuse.

During the last quarter century, developmental psychopathology has become increasingly inclusive and now spans disciplines ranging from psychiatric genetics to primary prevention. As a result, developmental psychopathologists have... more

During the last quarter century, developmental psychopathology has become increasingly inclusive and now spans disciplines ranging from psychiatric genetics to primary prevention. As a result, developmental psychopathologists have extended traditional diathesis–stress and transactional models to include causal processes at and across all relevant levels of analysis. Such research is embodied in what is known as the multiple levels of analysis perspective. We describe how multiple levels of analysis research has informed our current thinking about antisocial and borderline personality development among trait impulsive and therefore vulnerable individuals. Our approach extends the multiple levels of analysis perspective beyond simple Biology × Environment interactions by evaluating impulsivity across physiological systems (genetic, autonomic, hormonal, neural), psychological constructs (social, affective, motivational), developmental epochs (preschool, middle childhood, adolescence, a...

Knowing that our MBTI test personality type results will see us through college and well beyond, we can now step into the world of the eight letters of MBTI Type and what MBTI Types and pairs correlate to what specific areas of studies,... more

Knowing that our MBTI test personality type results will see us through college and well beyond, we can now step into the world of the eight letters of MBTI Type and what MBTI Types and pairs correlate to what specific areas of studies, and eventually majors. An MBTI “pair” refers to taking half or two letters out of your 4-letter MBTI Type and studying them uniquely from your entire Type. This manner of study has been met with great success and validity.

There are six Strong Interest Inventory test General Occupational Themes (GOT’s), and these Themes play a precise and significant role in differentiating and interpreting Strong Interest Inventory results and scores. General Occupational... more

There are six Strong Interest Inventory test General Occupational Themes (GOT’s), and these Themes play a precise and significant role in differentiating and interpreting Strong Interest Inventory results and scores. General Occupational Themes consist of six categories

This study was designed to identify African American early adolescents’ subjective meanings of African American women’s sexuality through an examination of Stephens and Phillips’ (2003) sexual images—the Diva, Gold Digger, Freak, Dyke,... more

This study was designed to identify African American early adolescents’ subjective meanings of African American women’s sexuality through an examination of Stephens and Phillips’ (2003) sexual images—the Diva, Gold Digger, Freak, Dyke, Gangster Bitch, Sister Savior, Earth Mother, and Baby Mama. These eight sexual images both inform and reflect beliefs about African American women’s physical attractiveness. Interpersonal relationship decision making processes also were influenced by these conceptual frameworks of African American women’s sexuality. Findings from this study are important given the tendency of previous researchers to ignore race and intraethnic variations in studies of beliefs about attitudes toward sexuality.

Youths with a homosexual orientation face different developmental challenges during adolescence than those faced by heterosexual youths or individuals who recognize their homosexual orientation later in life. We discuss the impact of... more

Youths with a homosexual orientation face different developmental challenges during adolescence than those faced by heterosexual youths or individuals who recognize their homosexual orientation later in life. We discuss the impact of "coming out," or defining a homosexual orientation, on the development and identity formation of youths who come out during adolescence. The process of coming out is presented as entailing four broad dimensions: recognizing oneself as lesbian or gay; exploring one's sexual orientation through the gay and lesbian community; disclosing one's sexual orientation to others; and becoming more comfortable with one's sexual orientation. Some of the major challenges faced by these youths are described, and future directions for research efforts are discussed.