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PubMed2006

The impact of ADHD and autism spectrum disorders on temperament, character, and personality development.

OBJECTIVE: The authors describe personality development and disorders in relation to symptoms of attention deficit hyperactivity disorder (ADHD) and autism spectrum disorders. METHOD: Consecutive adults referred for neuropsychiatric investigation (N=240) were assessed for current and lifetime ADHD and autism spectrum disorders and completed the Temperament and Character Inventory. In a subgroup of subjects (N=174), presence of axis II personality disorders was also assessed with the Structured Clinical Interview for DSM-IV Personality Disorders (SCID-II). RESULTS: Patients with ADHD reported high novelty seeking and high harm avoidance. Patients with autism spectrum disorders reported low novelty seeking, low reward dependence, and high harm avoidance. Character scores (self-directedness and cooperativeness) were extremely low among subjects with neuropsychiatric disorders, indicating a high overall prevalence of personality disorders, which was confirmed with the SCID-II. Cluster B personality disorders were more common in subjects with ADHD, while cluster A and C disorders were more common in those with autism spectrum disorders. The overlap between DSM-IV personality disorder categories was high, and they seem less clinically useful in this context. CONCLUSIONS: ADHD and autism spectrum disorders are associated with specific temperament configurations and an increased risk of personality disorders and deficits in character maturation.

Adult↗
PubMed1997

Values of hypercompetitive and personal development competitive individuals.

The value systems of hypercompetitive and personal development competitive individuals were examined in a sample of university undergraduates. As expected, people higher in hypercompetitiveness and in personal development competitiveness were both more likely to endorse values related to self-contained individualism such as achievement, hedonism, and a striving for an exciting and challenging life, but only hypercompetitives endorsed the value of power and control over others. Moreover, the data indicated that people higher in personal development competitiveness were more prone to endorse values related to ensembled individualism. In particular, they strongly endorsed values associated with social concern, that is, with caring about the well-being of others and with treating them with respect and as equals, whereas hypercompetitives expressed a lack of such concern. Discussion centered on the socialization process and how it can foster the development of different competitive orientations.

Achievement↗
PubMed1987

[Evaluation of the classification of pathological personality development of exogenous organic origin by the main component method].

The author has tested the developed classification of the pathological personality development of the exogenic-organic genesis using the method of main components. On the basis of the mathematical processing of clinical symptomatology in 348 patients with various types of the pathological development (asthenic, hysteriform, hypochondriac, explosive) the author has defined three main components: "excitability", "inhibition" and "hypochondriac anger". An analysis of the distributional pattern of types of the pathological personality development in orthogonal planes of three main components has made it possible to establish the adequacy of the proposed classification of the internal structure of the disease and identify the variants appearing as "unifying" and "distinguishing" borderlines between individual types.

Borderline Personality Disorder↗
PubMed1997

Predicting women's well-being in midlife: the importance of personality development and social role involvements.

Theories of adult development suggest that both personality and social roles are sources of adult well-being, but most research has examined only social roles. An integrated model was used, including personality, number of roles, and role quality, to predict well-being in 2 longitudinal studies of college-educated women. Results for both samples indicated that role quality and personality development were important components of the path to well-being, whereas number of roles, occupied was important mainly in early adulthood. Moreover, the results provided support for E. Erikson's (1968) notion of the importance of the sequencing of personality development for later well-being. Path analyses indicated that engagement in multiple roles during early adulthood facilitated the development of identity, which predicted generativity and role quality, which in turn predicted well-being.

Adaptation, Psychological↗
PubMed1990

Letters from V: adolescent personality development in sociohistorical context.

Systematic content analysis of personal documents is used to assess the course of personality development in one adolescent female exposed to traumatic historical and personal events, as well as more normative life changes. Seventy-one letters written by a young girl to her former teacher over a 9-year period comprise the data for this study. Our analyses assess the normal developmental processes of preoccupation with identity formation and the establishment of intimate relationships, as well as responses to life changes (emigration, marriage, pregnancy). Overall, results suggest that despite serious challenges and losses, this individual experienced normal personality development throughout her trying adolescence. In addition, particular life events affected the course of that development. Factors which may have facilitated her resilience are discussed.

Adaptation, Psychological↗
PubMed2004

Person-Environment Fit and its implications for personality development: a longitudinal study.

Continuity and change in Person-Environment Fit (PE Fit) and its relation to personality development was studied in a 4-year longitudinal study of college students (N=305). PE Fit demonstrated moderate rank-order stability and small increases in mean-levels over time. Antecedents to PE Fit included gender (being male), high academic ability, low agreeableness, and low neuroticism. Outcomes associated with PE Fit included greater personality consistency and changes in personality in the direction of higher self-esteem and lower agreeableness and neuroticism. The implications of the findings for personality development are discussed.

Achievement↗
PubMed2006

Growing pains: a personal development program for students with intellectual and developmental disabilities in a specialist school.

A personal development program, entitled 'Growing Pains', was developed for 11-to 15-year-old students with intellectual and developmental disabilities in a specialist school. Seven topics were identified as important in supporting students through the physical and emotional changes of adolescence. A single-group, non-experimental outcome evaluation was conducted on a 20 week trial program. Teacher-developed checklists of observable skills were completed pre-and post-program for 68 participants yielding individual 'personal development' scores and whole group 'topic' scores, graphed to observe pre-post differences. Parents and teachers completed feedback questionnaires. Graphed data showed positive trends in individual personal development and most topic scores. The topic 'personal hygiene' showed almost no change across the group but parent and teacher feedback identified it as highly important. Causality cannot be established using this design; however, positive trends justified persisting with the program. Future studies might investigate effective means of teaching personal hygiene skills.

Adolescent↗
PubMed1968

[Follow-up study of school age children having received inpatient treatment for infant atrophy, with regard to their personality development and social adjustment].

In the personality development controlled by complicated and numerous influences we searched for those characteristics which can be made responsible for infantile atrophy. In comparison with children of average development and of the same age we found that in addition to a somatic retardation the intellectual efficiency is impaired in 60 percent of the cases; we were also able to find disorders of the emotional circle. All of these result in the disharmony of personality. In the capacities for adaptation the narrow, familial, environmental influences appear to be of importance in that in contrast to children showing no somatic damages whatsoever these influences exert a greater effect. Those children, therefore, who had been suffering from atrophy are somatically determined and show slight adaptive difficulties due to environmental difficulties.

Attention↗
PubMed1986

[Psychogenic pathologic personality development in advanced age].

A study of 51 patients with psychogenic abnormalities developed in old age has shown that the development of such disorders is a comparatively frequent outcome of neuroses and reactive psychoses with the onset in the presenile period and only as an exception takes place in patients with the onset of psychogenic disturbances in old age. Depressive development has proved most typical for advanced age. Such manifestations as chronic subdepression, diffuse hypochondria, egocentrism and rent orientations are universal for all clinical variants of senile pathological development of personality. According to a regression analysis the development of psychogenic disturbances in the second half of life is facilitated by the objective significance and persistence of traumatic situations, a low professional level of patients and a number of other socio-psychological and biological characteristics of the person.

Age Factors↗
PubMed2005

Personality development: stability and change.

In this review, we evaluate four topics in the study of personality development where discernible progress has been made since 1995 (the last time the area of personality development was reviewed in this series). We (a) evaluate research about the structure of personality in childhood and in adulthood, with special attention to possible developmental changes in the lower-order components of broad traits; (b) summarize new directions in behavioral genetic studies of personality; (c) synthesize evidence from longitudinal studies to pinpoint where and when in the life course personality change is most likely to occur; and (d) document which personality traits influence social relationships, status attainment, and health, and the mechanisms by which these personality effects come about. In each of these four areas, we note gaps and identify priorities for further research.

Adult↗
PubMed2005

A developmental perspective on personality disorders: lessons from research on normal personality development in childhood and adolescence.

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.

Adolescent↗
PubMed1989

Conceptual issues in studying continuity and discontinuity in personality development across life.

In this article, we argue that the continuity-discontinuity of personality development is not just an empirical issue, but is also a metatheoretical and theoretical issue. Stances taken in regard to one of three metatheories (or models)--the organismic, the mechanistic, and the developmental contextual--determine theoretical ideas about (a) the units of analysis thought to be relevant to personality development; (b) the processes believed to govern these units; and (c) whether changes in these units are continuous or discontinuous. Theories associated with the models also differ in regard to whether they describe and/or explain intra-individual personality changes as quantitatively or qualitatively continuous or discontinuous. Developmental contextual theories seek to identify the organismic and contextual conditions under which any instance of continuity-discontinuity occurs. These conditions involve both nomothetic and idiographic processes. Organism-context relations must be studied longitudinally in order to understand how these processes function across life.

Biological Evolution↗
PubMed2003

Personality development: an introduction toward process approaches to long-term stability and change in persons.

This special issue is concerned with the systematic transformation of persons and personalities as they move through their lives. The focus is on developmental processes early in the life course that influence both long-term stability and change. Contributors represent diverse topics and viewpoints, but offer new data on classical issues of personality, including trait structure, self-regulation and internalization, self-evaluation, and self-efficacy. In addition, the issue includes empirical contributions on newer approaches to bullying, developmental processes in psychopathology, the influence of racial and ethnic discrimination on subsequent adjustment, and cultural influences on personality development. The issue also includes a special contribution addressing methodological and statistical advances in dealing with prospective longitudinal data assessing personality over time.

Adjustment Disorders↗