Healthy Personality Development Research Articles

ADDRESSING PROSOCIAL DEFICITS: A COMPREHENSIVE INTERVENTION FOR CHILDREN IN A SOCIAL WELFARE HOME - A CASE STUDY AT UPT PSPA PEKANBARU, RIAU

This report presents an assessment and intervention plan aimed at addressing low prosocial behaviour among children residing at the Unit Pelaksana Teknis Panti Sosial Pengasuhan Anak (UPT PSPA), a social welfare home established in 2016 in Pekanbaru, Riau Province, Indonesia. The UPT PSPA serves as a haven for orphans, underprivileged children, and those facing various socio-economic challenges. Their honesty and empathy have become a constant concern, which may affect their daily behaviour as an individual and in a group. As a qualitative research method, the assessment phase involved a combination of interviews and participant observations conducted over the course of several weeks. The Respondents are all the Children (37 children) at UPT PSPA. Using the description analysis of the data results, the finding revealed a significant lack of prosocial behaviours, including honesty, empathy, and helping others, among the children. Instances of lying, bullying, and reluctance to assist peers were frequently observed. These behaviours prompted the need for intervention to foster prosocial behaviours and emotional intelligence. The intervention plan consisted of group counselling sessions and psychoeducation. The counselling sessions aimed to instil the values of honesty, gratitude, empathy, and mutual assistance in daily life. The psychoeducation component emphasized the importance of prosocial behaviour, including the use of “please”, “thank you”, and “I’m sorry” in interactions with others. Following the intervention, a post-assessment was conducted to evaluate changes in the children’s behaviours. While improvements were observed in some children, challenges remained, particularly with those who continued to engage in dishonesty due to fear of punishment or a desire for attention. In conclusion, this report highlights the importance of addressing prosocial behaviour deficits among children in social welfare homes. It underscores the need for ongoing efforts to nurture these behaviours, given their significance in promoting healthy social interactions and personal development. Future interventions will explore additional strategies to further enhance prosocial behaviours in the context.

DELINQUENCY PRONENESS, METACOGNITION, SOCIAL AND EMOTIONAL COMPETENCE AMONG SOCIALLY CHALLENGED ADOLESCENT STUDENTS

Background Socially challenged adolescents are a sensitive group of disturbed children whose opportunity for healthy personal development and full unfolding of their potentialities are hampered due to certain elements in his /her social environment. A problematic social environment can directly or indirectly affect the emotional, social, cognitive and behavioural development of an adolescent. As a repercussion the adolescents are facing mental health issues leading to suicidal attempts, major and minor crimes and substance abuse making them at risk. Statistical reports show that in adolescent's major and minor crimes, suicidal attempts and misconduct have risen by leaps and bounds in the last few years. Objective The aim of the study is to identify the relationship among Delinquency proneness, Metacognition, Social competence and Emotional competence in socially challenged adolescent students. Methods By using purposive sampling technique seventy five socially challenged adolescent students of age 14-16 were identified through the schools in Kerala with the help of Socially challenged Adolescent Scale (SCAS),a standardised tool developed by the researcher and Dr.R.Nithya . After the screening procedure with the help of the Socially challenged Adolescent Scale (SCAS) personal sheet and other four standardised tools including Delinquency Proneness Scale, Meta-Cognitive Skills Scale, Adolescents Social Competence Scale and Emotional Competence Scale were administered among Socially Challenged Adolescent students. Results Based on research objectives and hypotheses statistical technique such as correlation was used to find out if there is any significant relationship between the variables among Socially Challenged Adolescent students. The results showed that there exist a significant relationship between Deliquency proneness, Metacognition, Social competence and Emotional competence among the samples. Conclusion This study throws light on the emerging issues faced by adolescents thus giving insight to the society to give immediate, friendly and accessible supporting hand for the young generation.

Explicit and Implicit Measures of Identity Diffusion in Adolescent Girls With Borderline Personality Disorder.

The present study is the first to examine both the implicit and explicit self-concept of identity diffusion in a sample of adolescent patients with borderline personality disorder (BPD). A clinical sample of adolescent girls with diagnosed BPD (N = 30; M age = 15.9 years) and a sample of girls with a healthy personality development (N = 33; M age = 16.6 years) completed an implicit association test (IAT) that was adjusted to identity diffusion, the core of BPD. Common domains of child and adolescent psychopathology and core components of BPD were assessed using self-reports on the Strengths and Difficulties Questionnaire (SDQ), the Borderline Personality Features Scale for Children—11 (BPFSC-11) and the Assessment of Identity Development in Adolescence (AIDA). BPD patients scored significantly higher on explicit measures of borderline pathology than girls with a healthy personality development. A crucial finding for this study was that girls with BPD had a significantly lower implicit preference for stability than their counterparts in the control group. Moreover, explicit measures of borderline personality pathology were significantly correlated with an implicit measure of identity diffusion, the core of BPD. However, when looking at the predictive ability of implicit and explicit measures, only explicit identity diffusion was significantly associated with borderline features. Our data suggests that adolescent girls with BPD differ from healthy individuals not only in their conscious representation but also in their implicit representation of the self with regard to BPD related characteristics, which further advances the need for the identification of at-risk adolescents.

WITHDRAWN: Assessing the risks of teenagers' socialization and exploring the healthy personality development under the backgrounds of internet society and time-space transformation.

Ahead of Print article withdrawn by publisher.

Reasonable or Unwarranted? Benevolent Gender Prejudice in Education in China

Benevolent gender prejudice, which is often implicit and might even seem goodwilled, has been attributed to perceived gender-based differences in rational thinking ability. Specifically, men have been perceived as having stronger rational thinking ability than women. Critical thinking, which is strongly associated with both creative thinking and creative research ability, is a significant aspect of rational thinking. Using the California Critical Thinking Disposition Inventory (CCTDI), the present study measured a random sample of 1075 male and female undergraduates in China. The results indicated that females’ critical thinking disposition was slightly higher than that of males. It follows, then, that benevolent gender prejudice in education is based on ill-founded judgments about gender difference. These findings provide support for eradicating stereotypes about the relationship between gender and rational thinking, which can help to reduce gender prejudice in education and thereby promote healthy personal and professional development.

MANAGEMENT OF SPORTS EDUCATION IN TIMES OF CORONAVIRUS CRISIS

This article analyzes the sport’s education management issue in the conditions of COVID-19, which takes place in difficult conditions of uncertainty and instability, which is cultivated by value-semantic sport functioning parameters in modern society, sports-oriented approach to learning, development of physical and spiritual sports personality foundations, a fundamentally new approach to the formation of a physically healthy personality. Four methodological levels are used: 1) philosophical: 2) general scientific; 3) specific scientific; 4) technological, which made it possible to penetrate an education management issues in the sport field in the conditions of COVID-19. The purpose of the study is to conceptualize the management of education in the sport field during the coronavirus crisis, which aims to find ways to optimize the humane potential of sports. Objectives of the research: 1) to analyze ways and directions of improving sports policy to address the sport problems and healthy sports personality development in times of coronavirus crisis; 2) to reveal the sports globalization essence as an opportunity for comprehensive regulation of global problems and to make partial changes in the education system in the context of the COVID-19 pandemic; 3) to find out the sports development directions as a sustainable development factor that promotes the development of a strong state and sports society; 4) to reveal national model formation of physical culture and sports movement as an important healthy lifestyle component. The research concluded that the COVID-19 pandemic has led to an increase in the place and role of sport in human life and society. Sport is becoming the largest indicator of self-organization in physical, social and spiritual health, allows you to directly restore the vital forces of human nature, contributes to the formation of the image and image of the athlete, shows the competitive advantages of sports organizations. Educational policy in the sport field during the COVID-19 pandemic comes to the fore, because the formation of a physically and spiritually healthy personality depends on the tasks in this area.

Family Background and the Development of Delinquent Behaviour among Adolescents

The study in a descriptive cross-sectional survey design examined the impact of family background and the development of delinquent behaviour among 120 students from Government Model School and Gaadi Comprehensive College, Makurdi. Participant's ages ranged from 14-23 years, mean age of 15.48 years and standard deviation of 2.51. A 17-item questionnaire Family Background and Delinquency Scale (FABDS) developed by the researchers were employed to assess family background and delinquency among adolescents. Thereafter, multi-statistical tool were used to test the hypotheses with an alpha level of <0.05. The first hypothesis was analyzed with Pearson correlation and linear regression and results showed a significant relationship between family background and delinquent behavior among adolescents, r (120) = 0.44, P<0.05; (β = 0.32; t = 5.39; P<0.05). The second hypothesis was analyzed with independent t-test and results indicates significant difference between participants from non-broken homes and those from broken homes on the development of delinquent behaviour, [t (118) = -5.45, P <0.05]. The third hypothesis was also retained as significant difference between participants from poor homes and those from rich homes on the development of delinquent behaviour was observed, [t (118) = -1.68, P<0.05]. Additional regression analysis revealed that demographic variables such as age, gender, school, father's occupation, and mother's occupation jointly predicted delinquent behaviour among adolescents F (5, 114) = 2.46; P<0.05). In line with findings, the study recommends among other things that further studies be conducted to come up with workshops and interventions to aid in fostering adolescent's healthy personality development.

Psihološki i porodični faktori koji utiču na pojavu maloletničke delinkvencije

In this paper, the aggressiveness and delinquent behaviour of adolescents is placed in the context of developmental turbulence that can be temporary. In the case of a young person who violates legal norms, there may be potential for a healthy personality development, and antisocial behaviour can be greatly influenced by the developmental characteristics of adolescence: internal conflicts, reactivation of early developmental crises, intrapsychic difficulties related to separation from parents, identity crisis and forming the so-called negative identity. This paper explores the influence of the early child development on the formation of tendencies towards aggressive behaviour, as well as the influence of family factors on the occurrence of juvenile delinquency. Finally, the author concludes that in forming a healthy personality with prosocial values, the proper upbringing in the family is the most important. If the family has a healthy foundation for personality development, sources of socialization and other socialization agents can hardly disrupt the proper development of an adolescent, except when it comes to the inherent tendency towards the formation of psychopathic personality traits. Otherwise, the adolescent is very susceptible to accepting inadequate patterns and blindly following the peer group, where he tries to obtain the support and intimacy that he has not received in the family. The peer group can sometimes impose antisocial values and behaviours as desirable ones.

Pediatric face transplantation: a viable option?

Face transplantation is no longer a young field. Reported outcomes suggest that this life-enhancing transplantation is viable and ethically justified for appropriate patients. Given that pediatric hand transplantation has been performed with promising reported outcomes, it is time to consider how to properly expand the field of face transplantation into pediatric patients. Appropriate collaboration between adult and pediatric colleagues can mitigate risks associated with expanding surgical innovation between respective patient demographics. The reported outcomes of the first pediatric hand transplant question the appropriateness of increasing immunosuppression burden to a patient on an existing regimen for prior solid organ allotransplantion. Young donor allografts prove to be more resilient, however, implying that managing rejection episodes is key to long-term viability. Expanding face transplants into a younger population must consider the social functions of the face, and may facilitate healthy personal development given the cultural value appearance has in real life and in social media. We believe that pediatric face transplantation is not just a viable option, but an ethically reasonable one as long as the field proceeds with cautious optimism.

Социально-психологическое сопровождение студентов с инвалидностью и ограниченными возможностями здоровья

In this article we study the main goals, objectives, functions and mechanisms of social psychological support of students with disabilities and special needs in higher education. We describe the experience in providing such support at the Department of Distance Learning of the Moscow State University of Psychology and Education. We show that social psychological support of students with disabilities is a specially organized process involving the creation of an optimally accessible and nurturing environment which contributes to the development of general cultural, professional competencies as well as to healthy personality development in individuals. Macro social, psychological and pedagogical features of the environment play a key role in social psychological support. Psychological and educational support of students with disabilities involves several types of assistance, each with its own tasks and features, however only the optimal combination of these forms embodies social psychological support as a whole.

青少年创造性问题提出能力的个体差异：谈人格的预测效应

本文通过问卷法测查青少年创造性科学问题提出能力的表现，并探索个体差异背后的人格因素。结果表明青少年创造性科学问题提出能力的个体差异与人格特质的外倾性、尽责性和开放性存在显著正相关；人格特质的外倾性、尽责性和开放性的高中低分组在创造性科学问题提出能力的得分上存在显著性差异；开放性对青少年创造性问题提出能力的个体差异具有显著的预测作用。研究结果表明青少年人格和创造性科学问题提出能力之间存在关联，我们在教育过程中，除了重视智能培养外，也要关注学生的开放性特质的培养，这是青少年健全发展的客观需要，也是现代学校面向未来社会做出的必然选择。 With the method of questionnaire survey, this paper explores the personality factors behind individual differences on Adolescents’ Creative Scientific Problem Finding. The results showed that: there were significant differences on CSPF of different groups in Extraversion, Conscientiousness, Openness; Openness has a significant positive effect on Creative Scientific Problem Finding. The results show that the personality of adolescents’ is associated with Creative Scientific Problem Finding; in addition to emphasis on intelligent culture in education, we have to be concerned about personality education, which is the need of the healthy personality development of adolescents, but also is the inevitable choice of the modern school for future-oriented community.

Egész(séges) életem

We present a health education and skill development program for two groups (N=30) of 7-14 years old children in this paper. The target group of our program were children in the family care system. In their case, primer prevention regarding a healthy lifestyle is an important goal. Their families often have difficult life circumstances thus the “social culture” of their (Wessely 2003) may endanger their healthy personality development. The program aimed the development of their physical, psychic and mental health, focusing on the holistic understanding of the concept of health according to the bio-psychosocial health paradigm. As a result of the program, we experienced positive outcomes among the children like higher level cooperation skills, more cognitive knowledge about health, development of their communication, improved self expression and expression of emotions. In the group of adolescent children we experienced the improvement of tolerance, empathy, adaptation and problem solving skills. We consider their wish for further education, the forming of their future plans and life goals as a great result.

O protagonismo juvenil como processo educativo e direito humano positivado no ordenamento jurídico brasileiro.

Este artigo traz uma reflexão doutrinária e jurídica sobre protagonismo juvenil, compreendido como uma forma de atuação e participação dos jovens na sociedade, que possibilita um desenvolvimento pessoal e social saudável, despertando neles autonomia e segurança para enfrentar situações do mundo adulto, ao mesmo tempo em que os conscientizam enquanto integrantes de uma comunidade sendo também responsáveis pelas demandas relacionadas ao bem-estar coletivo. Será apresentado um conceito do termo protagonismo juvenil, suas etapas, as falsas formas de sua ocorrência e o tratamento jurídico destinado a este instituto, na legislação internacional e nacional, demonstrando a importância da efetivação deste direito humano.

Problems and Countermeasures of Healthy Personality Cultivation of Infants and Young Children in China

Infancy and early childhood (birth to 6 years old) is a critical period of personality formation. The perfection of personality during this period exerts inestimable profound influence on life-long personality development of the individual. The paper reviews current development and characteristics of personality of infants and young children in China, analyzes factors influencing personality formation and development, and problems in healthy personality development during this period, and in the end proposes some ways and methods to develop healthy personality during infancy and early childhood.

The Need of Holistic Interventions in Schools: The Promotion of Healthy and Sustainable Personal Development among Children

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.

Mathematical Literacy as an Essential Criterion of Healthy Personality Development and of Effective Education with an Emphasis on Class Climate

Abstract Personality development is determined by several factors; we have focused on the effect of mathematical literacy. Gaining new knowledge and skills not only from mathematics is influenced by class climate and the environment in which the educational process takes place.

Assessment and Treatment of Identity Pathology During Adolescence

Abstract Personality disorders can be seen as patterns of maladaptive personality traits that have their onset during childhood or adolescence and that have an impact on the individual throughout the life span. Identity disturbance is seen as the central construct for detecting severe personality pathology—and, most notably, borderline personality disorder—in adults and adolescents. Therefore, in the revision of the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition, the construct of “identity” has been integrated as a core diagnostic criterion for personality disorders. One of the most central tasks of normal adolescent development is the consolidation of identity. Crises in the development of identity usually resolve into a normal and consolidated identity with flexible and adaptive functioning. By contrast, identity diffusion is viewed as a lack of integration of the concept of the self and significant others; it is also seen as the basis for subsequent personality pathology, including that of borderline personality disorder, which leads to a broad spectrum of maladaptive and dysfunctional behaviors. To measure identity pathology and its improvement with treatment, we developed a self-report questionnaire entitled Assessment of Identity Development in Adolescence to establish a reliable, valid, and time-efficient inventory to represent a dimensional concept of healthy and impaired personality development. The reliability of this self-report questionnaire is excellent, and the total score differentiated significantly between controls and patients with personality disorders. Adolescent Identity Treatment is a treatment model that focuses on identity pathology as the core characteristic of personality disorders. This model integrates specific techniques for the treatment of adolescent personality pathology on the background of object-relation theories and modified elements of Transference-Focused Psychotherapy. Moreover, psychoeducation, behavior-oriented home plans, and family work support the therapeutic process of the adolescent.

On the Roles of Aesthetics in Engineering Education and Healthy Personality Development

The aesthetic education and its application to engineering education and personality development are considered in this paper. First, we investigate main reasons causing the weakness of the aesthetic aspect in engineering education. Next, we analyze the important roles of aesthetic education to help cultivate the healthy personality. Finally, we propose concrete strategies of incorporating the aesthetics into the engineering education and the personality development for university students, which are expected to be helpful to improve the effectiveness of the higher education.

Healthy personality development and well-being

Healthy personality development and well-being

Reviving Plain Old Therapy

Back to table of contents Previous article Next article From the ExpertsFull AccessReviving Plain Old TherapyJon G. Allen, Ph.D.Jon G. AllenSearch for more papers by this author, Ph.D.Published Online:18 May 2012https://doi.org/10.1176/pn.47.10.psychnews_47_10_3-a We are blessed with a spate of evidence-based therapies for specific psychiatric disorders and cursed with all their acronyms—CBT, DBT, TFP, ERP, SIT, IPT, EMDR, and MBSR, to name a few. We cannot rely solely on these specialized treatments: there are so many that therapists cannot possibly learn them all, many patients present with multiple disorders, and many therapists treat a wide variety of patients. We need generalists alongside specialists. I learned this lesson the hard way four decades ago as a novice therapist assigned in a training clinic to conduct systematic desensitization for a patient with a public-speaking phobia. All went well until he was adequately desensitized and then merely wanted to talk with me.A half-century ago, Jerome Frank famously claimed that therapies were effective more by virtue of what they had in common than their differences. In the decades since, psychotherapy researchers have been hard pressed to demonstrate differences in effectiveness among therapy brands. Supporting Frank’s claim, extensive subsequent research attests to the pervasive importance of the therapeutic relationship, and some research suggests that differences among therapists can outweigh differences among therapies.While specialists continue researching disorder-specific treatments, we generalists also must continue to improve our practice of what I have come to call Plain Old Therapy in protest of ever-proliferating brands. Peter Fonagy, Ph.D., and I made the bold claim that mentalizing—cultivating awareness of mental states such as thoughts and feelings in self and others—is the most fundamental common factor in the conduct of psychotherapy, regardless of the therapist’s methods. Thus, in teaching therapists, we begin with the proposition that they already are engaged in mentalizing, with John Oldham, M.D.’s caveat: if they are doing their job. To the extent that mentalizing is intrinsic to psychotherapy, we also assert that focusing on mentalizing is the least novel approach to psychotherapy imaginable.Lacking novelty, this focus would be banal without developmental research linking parents’ mentalizing to their children’s secure attachment. Children seek comfort and derive a feeling of security from parents who mentalize. And securely attached children, having been mentalized, become better at understanding mental states—for example, better able to articulate their feelings and more empathic with their peers. The developmental benefits of this mentalizing process are evident in extensive research showing that secure attachment is conducive to effective emotion regulation and healthy personality development across the lifespan. Conversely, trauma such as abuse and neglect in early attachment relationships is associated with impaired parental mentalizing and profoundly insecure attachment in the child, which also compromises the child’s subsequent development of mentalizing. From this developmental perspective, the crux of trauma is feeling psychologically alone in emotional pain. This adverse developmental experience is a nonspecific risk factor for later psychopathology.Anthony Bateman, M.A., F.R.C.Psych., and Fonagy developed mentalization-based treatment for borderline personality disorder, to which developmental adversity makes a substantial contribution. Yet this treatment approach is now finding wider applications, and I believe that its generic form—Plain Old Therapy—boils down to promoting mentalizing in the context of secure attachment. I once remarked in a trauma-education group, “The mind can be a scary place.” A patient quipped, “Yes, and you wouldn’t want to go in there alone!” From this perspective, Plain Old Therapy has broad applicability.I do not believe that a good relationship is sufficient for change. Like our specialist colleagues, we generalists must develop a clear formulation of key problems and goals as a focus for treatment. Moreover, when patients need specialized treatments, generalists must refer them; we should not employ Plain Old Therapy in the treatment of obsessive-compulsive disorder for patients who can benefit from exposure and response prevention. Yet, as I learned from my first patient, specialists also must be competent practitioners of Plain Old Therapy; their methods must be superimposed upon it. Informed by mentalizing, contemporary attachment research promises to clarify the processes by which venerably therapeutic aspects of the patient-therapist relationship exert their influence in Plain Old Therapy. Jon G. Allen, Ph.D., is a senior staff psychologist at the Menninger Clinic and a professor of psychiatry in the Menninger Department of Psychiatry and Behavioral Sciences at the Baylor College of Medicine. He is senior author of Mentalizing in Clinical Practice (American Psychiatric Publishing). APA members may purchase the book at a discount at www.appi.org/SearchCenter/Pages/SearchDetail.aspx?ItemId=62306. ISSUES NewArchived