Construing social dimensions of personality development: nurses as educators

A convenience sample of twenty registered nurses was recruited from two' general hospitals and two community college nursing schools. Kelly's (1955) Personal Construct Theory provided the theoretical framework to discover how nurses perceived themselves as educators. The nurses completed a self-administered Self-Perception Inventory (Soares, 1983) to determine their perception of self as nurse and ideal self as nurse. In an interview, each of the nurses constructed a rank-order repertory grid adapted from Kelly's (1955) Role Repertory Construct Test. Twelve constructs derived from the Self-Perception Inventory (Soares, 1983) were ranked according to a list of ten elements common to a teaching situation. Rank order correlations among the constructs were determined with Spearman's rho. Using a dependent samples t-test, significant differences were found between perceptions of current and ideal self for staff nurses. Significant differences were also found between nurse educators' perceptions of self and ideal self as nurse. No significant differences were determined in perceptions of self as nurse and ideal self as nurse between the staff nurse and nurse educator groups with an independent samples t-test. However, observations of single constructs revealed that although several constructs are shared between the groups in the perception of self in a teaching situation, both groups hold constructs that operate exclusively in their separate domains. The nature and strength of the relationships between the common and unique constructs are different for each group. Nurses I self-perceptions appear to be influenced by the historical development of nursing, role socialization during nursing education, social expectations and gender issues in the health care system.

Developmental tasks as a framework to study personality development in adulthood and old age

Research consistently shows that personality development is a lifelong phenomenon, with mean-level and rank-order changes occurring in all life phases. What happens during specific life phases that can explain these developmental patterns? In the present paper, we review literature linking personality development in different phases of adulthood to developmental tasks associated with these phases. Building on previous work, we describe several categories of developmental tasks that are present in all phases of adulthood. However, the specific tasks within these categories change across adulthood from establishing new social roles in early adulthood to maintaining them in middle adulthood and preventing losses in old age. This trajectory is reflected in mean-level changes in personality, which indicates development towards greater maturity (increases in social dominance, conscientiousness, and emotional stability) in early and middle adulthood, but less so at the end of life. Importantly, developmental tasks are not only associated with mean-level changes, but the way in which people deal with these tasks is also related to rank-order changes in personality. We provide an outlook for future research on how the influence of historical time on the normativeness of developmental tasks might be reflected in personality development.

What drives adult personality development? A comparison of theoretical perspectives and empirical evidence

Increasing numbers of empirical studies provide compelling evidence that personality traits change across the entire lifespan. What initiates this continuing personality development and how does this development proceed? In this paper, we compare six theoretical perspectives that offer testable predictions about why personality develops the way it does and identify limitations and potentials of these perspectives by reviewing how they hold up against the empirical evidence. While all of these perspectives have received some empirical support, there is only little direct evidence for propositions put forward by the five-factor theory of personality and the theory of genotype→environment effects. In contrast, the neo-socioanalytic theory appears to offer a comprehensive framework that fits the empirical findings and allows the integration of other, more specialized, perspectives that focus on specific aspects of personality development like the role of time, systematic differences between categories of social roles or the active partake of the person himself or herself. We draw conclusions on the likely driving factors for adult personality development and identify avenues for future research.

Personality development; a practical self-teaching course, comprising health, posture, dress, grooming, voice and speech, conversation, social and business etiquette, self-confidence, poise, living and working with others, acquiring background, improvement of mind and character, achieving success and happiness,

"Suggestions for reading" at end of some of the chapters.

The Course of Life : psychoanalytic contributions toward understanding personality development /

Includes bibliographies and index

Warriors without weapons: a study of the society and personality development of the Pine Ridge Sioux,

"The second of five integrative studies of indian personality produced as part of the Indian education research project...undertaken jointly by the Committee on human development of the University of Chicago and the United States Office of Indian Affairs."

Studying changes in life circumstances and personality: It's about time

Most theories of personality development posit that changes in life circumstances (e.g. due to major life events) can lead to changes in personality, but few studies have examined the exact time course of these changes. In this article, we argue that time needs to be considered explicitly in theories and empirical studies on personality development. We discuss six notions on the role of time in personality development. First, people can differ before the event. Second, change can be non-linear and discontinuous. Third, change can be reversible. Fourth, change can occur before the event. Fifth, control groups are needed to disentangle age-related and event-related changes. Sixth, we need to move beyond examining single major life events and study the effects of non-normative events, non-events, multiple events, and minor events on personality. We conclude by summarizing the methodological and theoretical implications of these notions.

Individual and group level trajectories of behavioural development in Border collies.

In order to assess dogs’ personality changes during ontogeny, a cohort of 69 Border collies was followed up from six to 18–24 months. When the dogs were 6, 12, and 18–24 months old, their owners repeatedly filled in a dog personality questionnaire (DPQ), which yielded five personality factors divided into fifteen facets. All five DPQ factors were highly correlated between the three age classes, indicating that the dogs’ personality remained consistent relative to other individuals. Nonetheless, at the group level significant changes with age were found for four of the five DPQ factors. Fearfulness, Aggression towards People, Responsiveness to Training and Aggression towards Animals increased with age; only Activity/Excitability did not change significantly over time. These changes in DPQ factor scores occurred mainly between the ages of 6 and 12 months, although some facets changed beyond this age. No sex differences were found for any of the tested factors or facets, suggesting that individual variation in personality was greater than male/female differences. There were significant litter effects for the factors Fearfulness, Aggression towards People and Activity/Excitability, indicating either a strong genetic basis for these traits or a high influence of the shared early environment. To conclude, from the age of six months, consistency in personality relative to other individuals can be observed in Border collies. However, at the group level, increases in fearful and aggressive behaviours occur up to 12 months and for some traits up to two years, highlighting the need for early interventions. Follow-up studies are needed to assess trajectories of personality development prior to six months and after two years, and to include a wider variety of breeds.

Vulnerable dark triad personality facets are associated with religious fundamentalist tendencies

BACKGROUND: This study explores the possibility that religious fundamentalism (RF) may be linked to deficits in personality structure, which is in contrast to the general assumption that religiosity and spirituality are positively related to mature personality development. SAMPLING AND METHODS: To test this hypothesis, 327 (232 female) college students completed the Multidimensional Inventory for Religious/Spiritual Well-Being together with the Innsbrucker Religious Fundamentalism Scale. In addition, the 'vulnerable dark triad' of personality ('vulnerable narcissism', subscale of the Pathological Narcissism Inventory; 'secondary psychopathy', subscale of Levenson's Self-Report Psychopathy Scale; 'borderline personality', of the Borderline Personality Inventory) was assessed. RESULTS: In general, the relation between spirituality and healthy personality functioning was confirmed. In addition to greatly overlapping with 'general religiosity' (p < 0.001), RF was also relevantly predicted by narcissistic ('hiding the self') and borderline ('primitive defenses') personality facets (p < 0.05 for both). CONCLUSIONS: Based on these preliminary data, we conclude that specific structural deficits in personality might lead to more rigorous variants of religious/spiritual beliefs such as RF. Further research in clinical surroundings as well as in religious extremist groups is recommended.

„…und das bin ich…“. Identitätsförderung und Ausprägung des Körperbewusstseins im Kontext von tänzerischer Bewegungsgestaltung und pädagogischen Bewegungstechniken

Um persönlichkeitsbildende Prozesse zu unterstützen und hierbei den Körper nutzbar zu machen, eignen sich Erfahrungen aus der tänzerischen Bewegungsgestaltung, insbesondere durch die explorative Verhaltensweise sowie der Selbst– und Fremdreflektion von Bewegungen, auf besondere Weise. Der Körper ist Instrument, bewegliche Skulptur, internes und externes Kommunikationsvehikel sowie Forschungsobjekt zugleich. Hierbei bieten Tanz und kinästhetische Bewegungslehren als pädagogisches Medium Förderungsbereiche, die auf körperlicher, emotionaler und kognitiver Ebene liegen und in Bezug zum lebendigen Lernen stehen. Tanz als Teilbereich kultureller Bildung steht hierbei in Bezug als ergänzender Curricularer Gegenstand zu fungieren. (DIPF/Autor)

Do jogo de fortuna ou azar

Currently, gambling doesn’t have a strong social disapproval. However, the phenomenon of gambling raises several issues related to property protection, compulsive gambling, the youngest personality development, the State taxes and social development measures, which some authors believe to be the protected legal interest in the criminalization of illegal gambling exploitation. However, the authorization system, and because several of those interests, constitutionally protected, are also violated in the authorized gambling places, it appears that the legislator intended to define the legal interest as the order and public tranquility. The purpose of this study is to understand what is protected with the illegal gambling exploitation. This will involve defining the concept of exploitation and the concept of gambling. Still, we will try to know if there are situations without ethical and social resonance and what their consequences.

Gemeinsam selbständig. Eine Analyse kooperativen Handelns bei partnerschaftlichen Existenzgründungen

Im Zentrum der empirischen Arbeit steht einerseits eine besondere Form der Unternehmensgründung, andererseits eine besondere Form der Kooperation: die partnerschaftliche Existenzgründung. Das Forschungsvorhaben geht dem Ziel nach, Kooperationsprozesse in solchen unternehmerischen Partnerschaften zu explorieren. Um letztendlich eine praktisch nutzbare Grundlage für Maßnahmen zur Förderung beruflicher Selbständigkeit zu gewinnen, werden Merkmale und Rahmenbedingungen erfolgreicher partnerschaftlicher Existenzgründungen aufgezeigt. Die Empirie stützt sich auf qualitative Interviews mit Personen, die erfolgreich im Team ein Unternehmen gegründet haben und führen. In einem ersten Schritt werden anhand der Interviews konkrete alltägliche Kooperationsprozesse präzise beschrieben. Darauf aufbauend zeichnen tiefer gehende qualitative Analysen Entwicklungen auf einer abstrakteren Handlungsebene nach. Das Spektrum der Betrachtung umfasst neben individuellen Entwicklungen der Unternehmensgründer auch Prozesse auf der Teamebene sowie auf unternehmerischer Ebene. Zur Exploration der Handlungsprozesse werden die eigenen Ergebnisse durch ausgewählte theoretische Ansätze aus Kognitions- und Sozialpsychologie, aus soziologischer Handlungstheorie und Betriebswirtschaftslehre bereichert. Als relevant auf individueller Ebene erweisen sich insbesondere Prozesse der Identitätsentwicklung hin zu einer unternehmerisch-partnerschaftlichen Identität. Auf der Teamebene sind die Bewahrung und Überwindung von Eigensinn in der Interaktion sowie der Aufbau einer vertrauensvollen Beziehung zentral. Auf Unternehmensebene schließlich spielen Prozesse der Sinnfindung zwischen individuellen Erwerbsentwürfen und ökonomischen Strukturen, die Entstehung von Ordnung sowie Problemlösungsprozesse eine entscheidende Rolle. Insgesamt wird deutlich, dass der Weg in eine partnerschaftliche Selbständigkeit ein vielschichtiger Lernprozess ist, der aus der Praxis heraus entsteht, im Wesentlichen von den Gründern selbst organisiert und von gemeinsamen Reflexionen getragen wird. Diese Erkenntnisse stellen erste Ansatzpunkte dar zur Förderung beruflicher Selbständigkeit in Hochschule und im beruflichen Bildungswesen.

Using repeatability to study physiological and behavioural traits: ignore time-related change at your peril

© 2015 The Association for the Study of Animal Behaviour. Broad sense repeatability, which refers to the extent to which individual differences in trait scores are maintained over time, is of increasing interest to researchers studying behavioural or physiological traits. Broad sense repeatability is most often inferred from the statistic R (the intraclass correlation, or narrow sense repeatability). However, R ignores change over time, despite the inherent longitudinal nature of the data (repeated measures over time). Here, we begin by showing that most studies ignore time-related change when estimating broad sense repeatability, and estimate R with low statistical power. Given this problem, we (1) outline how and why ignoring time-related change in scores (that occurs for whatever reason) can seriously affect estimates of the broad sense repeatability of behavioural or physiological traits, (2) discuss conditions in which various indices of R can or cannot provide reliable estimates of broad sense repeatability, and (3) provide suggestions for experimental designs for future studies. Finally, given that we already have abundant evidence that many labile traits are 'repeatable' in that broad sense (i.e. R>. 0), we suggest a shift in focus towards obtaining robust estimates of the repeatability of behavioural and physiological traits. Given how labile these traits are, this will require greater experimental (and/or statistical) control and larger sample sizes in order to detect and quantify change over time (if present).

O papel social da mulher e o desenvolvimento da personalidade infantil

Este trabalho teve por objetivo o estudo de variáveis que convergem para o desenvolvimento da personalidade infantil. A conduta da mulher, em seu posicionamento frente a família e a sociedade, interferindo diretamente sobre a criança, e considerada primordial para análise do problema. O referencial teórico utilizado e social, sendo discutido dentro do contexto da psicologia feminina e de sua situação sócio-jurídica; das relações de estrutura e dinâmica familiares; da psicologia do desenvolvimento; e de fatores culturais envolvidos. Tratando-se de um estudo teórico, não são discutidas as proposições em nível de constructo nem de hipóteses. Limita-se ao nível das variáveis, buscando deduções lógicas que liguem a conscientização feminina das necessidades requeridas por seus diversos papeis com sua conduta.