Personality Development In Children

This new text contains parts of Bornstein and Lamb’s Developmental Science, 6th edition, along with new introductory material, providing a cutting edge and comprehensive overview of social and personality development. Each of the world-renowned contributors masterfully introduces the history and systems, methodologies, and measurement and analytic techniques used to understand the area of human development under review. The relevance of the field is illustrated through engaging applications. Each chapter reflects the current state of knowledge and features an introduction, an overview of the field, a chapter summary, and numerous classical and contemporary references. As a whole, this highly anticipated text illuminates substantive phenomena in social and personality developmental science and its relevance to everyday life. Students and instructors will appreciate the book’s online resources. For each chapter, the website features: chapter outlines; a student reading guide; a glossary of key terms and concepts; and suggested readings with hotlinks to journal articles. Only instructors are granted access to the test bank with multiple-choice, short-answer, and essay questions; PowerPoints with all of the text’s figures and tables; and suggestions for classroom discussion/assignments. The book opens with an introduction to social and personality development as well as an overview of developmental science in general—its history and theory, the cultural orientation to thinking about human development, and the manner in which empirical research is designed, conducted, and analyzed. Part 2 examines personality and social development within the context of the various relationships and situations in which developing individuals function and by which they are shaped. The book concludes with an engaging look at applied developmental psychology in action through a current examination of children and the law. Ways in which developmental thinking and research affect and are affected by practice and social policy are emphasized. Intended for advanced undergraduate and/or graduate level courses on social and personality development taught in departments of psychology, human development, and education, researchers in these areas will also appreciate this book’s cutting-edge coverage.

Personality Development across the Lifespan examines the development of personality characteristics from childhood, adolescence, emerging adulthood, adulthood, and old age. It provides a comprehensive overview of theoretical perspectives, methods, and empirical findings of personality and developmental psychology, also detailing insights on how individuals differ from each other, how they change during life, and how these changes relate to biological and environmental factors, including major life events, social relationships, and health. The book begins with chapters on personality development in different life phases before moving on to theoretical perspectives, the development of specific personality characteristics, and personality development in relation to different contexts, like close others, health, and culture. Final sections cover methods in research on the topic and the future directions of research in personality development. Introduces and reviews the most important personality characteristics Examines personality in relation to different contexts and how it is related to important life outcomes Discusses patterns and sources of personality development

This volume reports on an unprecedented international collaboration of researchers studying the development of personality via reports from parents. Its methods and findings will be of interest to personality, clinical, and developmental psychologists.

This book presents penetrating observations by six authorities on the personality development of children for the enlightenment of parents, teachers, and others who have a vital interest in children. In the first paper, the late Harold E. Jones, a professor of psychology and the director of the Institute of Human Development at the University of California, examines the development of personality over a long period of time. He discusses the child-rearing practices used with a number of babies, then follows through with observations made several years later to see the effects of these practices. In another paper, John E. Anderson, a professor of psychology at the University of Minnesota and the former director of the Institute of Child Development and Welfare there, supports the theory that valid predictions of future personality adjustment can be made through an assessment of the present status of an individual. Anderson’s findings are based on the results of tests administered to children of Nobles County, Minnesota, during the period 1950–1957, and on teacher-community-pupil ratings of these children. Still other papers offer a variety of ideas. Dr. Milton J. E. Senn, Sterling Professor of Pediatrics and Psychiatry and the director of the Child Study Center at Yale University, suggests that there be greater harmony and more exchange of thought among people working toward a proper understanding of human nature. To a degree this entire book follows his suggestion. Among several noteworthy observations made by Stanford University Professor of Psychology Robert R. Sears is the point that the development of conscience depends largely upon whether a child is loved or rejected by his or her parents. John W. M. Whiting, professor of education and director of the Laboratory for Human Development at Harvard University, discusses, among other problems, the question of why children like to play grown-up roles and what happens when they are not permitted to do so. Orville Brim, a sociologist at the Russell Sage Foundation of New York City, explains personality in terms of demands, holding that one’s personality changes from situation to situation and from person to person.

This work explores the differences between temperamental traits and psychological disorders. What is the difference between a child who is temperamentally sad and one who has depression? Can a child be angry by temperament without being mentally ill? Here, the author discusses the factors that can propel children with particular temperamental tendencies towards or away from more problematic trajectories.