Abstract
It is our opinion that interventions at school should target the development of, besides empathy per se, character development. Here we first present a biopsychosociospiritual model of human personality, secondly, two interventions that are relatively common in Sweden for the development of children’s social and emotional skills and then detail a non-published study in which differences in character point to areas of development for interventions at schools.
Highlights
Children need adults’ support and influence to learn to describe and put words to their feelings and to develop empathy [1,2]
As all schools in Sweden, this third school followed the guidelines from the curriculum established by the Swedish National Agency for Education
It is plausible to expect that children who participate in interventions that aim to develop empathy, collaboration, and self-awareness should show differences in character when compared to those children who are being educated under the common curriculum
Summary
The Need of Holistic Interventions in Schools: The Promotion of Healthy and Sustainable Personal Development among Children. Character accounts for emotional regulation, that is, it stands for individuals’ sense of autonomy, responsibility, self-control, self-acceptance, helpfulness, cooperation, tolerance towards others, and a sense of belonging and meaningfulness greater than the self [6,7,8] This system of self-government is organized around goals and values with regard to the self (i.e., self-directedness), others (i.e., cooperativeness), and something bigger than the self (i.e., self-transcendence). Cloninger’s model is a holistic model of personality that takes into account the body (i.e., temperament), the mind (i.e., selfdirectedness and cooperativeness), and the psyche or soul aspect of personality (i.e., self-transcendence; see Figure 1). Both personality domains seem to be influenced. Many psychiatric problems manifest between 9-12 years of age
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