视觉障碍儿童人格特征的比较研究

以《缺陷儿童人格诊断量表》为工具对视觉障碍儿童进行人格评定,并将其测验分数与先前有关其他特殊儿童和正常儿童的同一量表测验结果加以比较。比较结果表明．视觉障碍儿童与正常儿童、智力落后儿童的人格特性有明显差异,而与听觉障碍儿童的人格差异相对要小一些。随年龄、障碍程度的不同．视觉障碍儿童的人格特性也有明显差异。     

中国儿童青少年人格发展与培养研究三十年

儿童青少年人格发展与培养是新世纪全面推进素质教育的一个关键性问题。自1981年以来,我们将理论研究、实证研究和经验总结有机结合,在全面系统地评述儿童人格发展理论的基础上,采用综合研究方法对我国儿童青少年人格进行全方位系统研究,基本构建出我国儿童青少年,特别是儿童人格发展与教育的基本框架。本文将具体阐述我们三十多年来对于儿童青少年人格发展研究的成果,系统地阐述儿童青少年人格及重要特质的结构,发展的一般特点,影响儿童青少年人格发展的因素,以及培养儿童健全人格发展的有效模式,并对未来的研究提出建议。     

亲子依恋质量的影响因素及启示

依恋是儿童早期生活中最重要的社会关系,也是个体社会性发展的开端和组成部分。依恋对个体的发展有着重要的意义,早期安全的依恋关系不仅有利于儿童身心的健康发展以及社会化的顺利进行,而且直接影响个体成长过程中的人格完善。探讨亲子依恋质量的影响因素,一直是依恋研究的核心之一。结合已有研究以及最新的研究进展,论述了影响亲子依恋质量的主要因素：主要抚养者的抚养质量、人格特点、婚恋依恋风格,儿童的自身特征,家庭和社会文化环境;并在此基础上结合相关研究提出了一些建立安全型亲子依恋的生活启示。     

工作记忆子成分在听觉障碍儿童心算过程中的作用

采用2×2×3的混合实验设计,比较听力正常儿童和听觉障碍儿童在心算作业上的差异,考察了工作记忆子成分在听觉障碍儿童心算过程中的作用。结果表明,与听力正常儿童相比,听觉障碍儿童在高存储负载水平下的心算成绩显著降低,说明语音回路负责心算过程中的存储成分;而且听觉障碍儿童在对中央执行能力有高需求的实验条件下的作业水平并不比正常听力儿童差,说明他们的中央执行能力并没有受到损失。     

智力落后儿童听觉注意的稳定性研究

本研究通过对智力落后儿童和正常儿童听觉注意稳定性的比较研究,探索智力落后儿童听觉注意稳定性的特点及影响因素。结果表明:4岁智龄组智力落后儿童听觉注意稳定性较弱,低于或等于同智龄组正常儿童水平。智力落后儿童慢速和快速情境下的注意稳定性高于中速。信噪比也影响注意的稳定性,信噪比越低,注意稳定性越差。频率因素对智力落后儿童的影响不显著。     

国内父母教养方式与儿童发展研究

近年来,我国心理与教育研究者探讨了父母教养方式对儿童的认知、社会性情感及各种人格品质的发展的作用以及影响父母教养方式的因素,为儿童教育提供理论支持,并获得了中国文化背景下与西方不同的父母教养方式对儿童发展的特点。     

论影响儿童能力认识的内外部因素

儿童能力认识发展是元认知发展的重要方面,儿童对自身能力的认识与评价对于其成就动机、自我概念和人格特征等发展具有重要影响.儿童的能力认识受到多种因素的影响,而且这些因素之间存在复杂的交互作用,使得儿童能力认识呈现出复杂化特点.本文简要分析了影响儿童能力认识的内外部因素及其关系,并对该领域未来研究方向做一展望.     

儿童抑郁的相关家庭因素

由于儿童的身心发展特点,他们往往比成人更易出现抑郁等情绪障碍,并更易受到 情绪障碍的不良影响,而家庭环境与儿童的抑郁倾向有着密切的关系。该文从心理行为层面 简要回顾了近年来儿童抑郁及其相关家庭环境方面的研究,包括儿童抑郁的影响因素、调节 性因素及其作用机制,并结合当前脑科学研究在抑郁的神经生理机制方面的一些新发现,对 心理行为层面和神经生理层面研究的整合问题进行了探讨。     

儿童抑郁的相关家庭因素

由于儿童的身心发展特点,他们往往比成人更易出现抑郁等情绪障碍,并更易受到情绪障碍的不良影响,而家庭环境与儿童的抑郁倾向有着密切的关系。该从心理行为层面简要回顾了近年来儿童抑郁及其相关家庭环境方向的研究,包括儿童抑郁的影响因素、调节性因素及其作用机制,并结合当前脑科学研究在抑郁的神经生理机制方面的一些新发现,对心理行为层面和神经生理层面研究的整合问题进行了探讨。     

儿童青少年人格的“小五”结构

近年来受人格“大五”因素研究的影响而发展起来的儿童青少年人格的“小五”结构研究,是儿童青少年个别差异研究的新方向.研究主要采用了量表评定、Q分类、自由描述等方法.结果表明,五因素结构可以较好地解释儿童青少年的人格特点.目前,这一结构还有许多值得研究者继续探讨之处,但是它的确为揭示人格“大五”结构的发生发展起到了重要作用.     

Young adult follow-up of hyperactive children: self-reported psychiatric disorders,comorbidity, and the role of childhood conduct problems and teen CD

We report on the psychiatric disorders present at young adult follow-up (Mean age 20–21 years; 13 + year follow-up) and the comorbidity among them for a large sample of hyperactive (H; N = 147) and community control (CC; N = 71) children. The H group had a significantly higher risk for any nondrug psychiatric disorders than the CC group (59% vs. 36%). More of the H group met criteria for ADHD (5%); major depressive disorder (26%); and histrionic (12%), antisocial (21%), passive–aggressive (18%), and borderline personality disorders (14%) at follow-up than the CC group. Severity of childhood conduct problems contributed to the risk for passive–aggressive, borderline, and antisocial personality disorders. But it only affected risk for antisocial personality after controlling for severity of teen conduct disorder (CD), which also contributed to the risk for these same 3 disorders. Examination for comorbidity among these disorders indicated that presence of either borderline or antisocial personality disorder significantly increased the risk for major depression and the other significant personality disorders. More of the hyperactive group had received various forms of mental health treatment during and since leaving high school than the control group. Results suggest that hyperactive children are at significant risk for at least 1 nondrug disorder in young adulthood, principally major depression and several personality disorders, and that this risk is largely mediated by severity of CD at adolescence.     

Cluster A Personality Disorders: Schizotypal,Schizoid and Paranoid Personality Disorders in Childhood and Adolescence

Cluster A personality disorders (PD), including schizotypal personality disorder (SPD), paranoid personality disorder (PPD), and schizoid PD, are marked by odd and eccentric behaviors, and are grouped together because of common patterns in symptomatology as well as shared genetic and environmental risk factors. The DSM-IV-TR describes personality disorders as representing stable and enduring patterns of maladaptive traits, and much of what is understood about Cluster A personality disorders in particular stems from research with adult populations. Less in known about these disorders in children and adolescents, and controversy remains regarding diagnosis of personality disorders in general in youth. The current paper reviews the available research on Cluster A personality disorders in childhood and adolescence; specifically, we discuss differentiating between the three disorders and distinguishing them from other syndromes, measuring Cluster A disorders in youth, and the nature and course of these disorders throughout childhood and adolescence. We also present recent longitudinal data from a sample of adolescents diagnosed with Cluster A personality disorders from our research laboratory, and suggest directions for future research in this important but understudied area.     

Personality assessment of the prelingual, profoundly deaf child or adolescent

Personality assessment of children and adolescents experiencing an early, profound hearing loss is hampered by the lack of instruments standardized and/or developed primarily for use with deaf clients. Further compounding the problem are the relatively few psychologists trained in and/or experienced with deaf personality assessment. This article reviews the rudimentary requirements for personality assessment with the deaf and critiques the available personality tests that are either used or useable in assessing the deaf.     

儿童和少年情绪障碍相关社会心理因素探讨

儿童和少年情绪障碍是一组由家庭环境因素、认知倾向和个性心理等多种社会心理因素共同作用、相互影响的疾病。家庭是一个系统,对儿童和少年的心理和行为的塑造存在影响。家庭环境和个性因素是以认知倾向为中介产生对情绪的影响,家庭环境因素又影响了认知倾向的形成和个性的发展。从以上三个方面进行探讨,旨在为儿童和少年情绪障碍者的心理干预提供科学的理论依据。     

智力落后儿童人格特性的研究

智力落后儿童由于大脑功能发育障碍,在个性的成熟和发展方面受到一定限制,表现出与正常儿童不同的个性特征。在不同智残程度的儿童中也存在着个性差异。智力与个性发展有密切关系,脑功能受损越严重,对个性发展的影响也就越明显。     

THE USE OF THE BEHAVIOR PROBLEM CHECKLIST WITH GREEK DEAF CHILDREN IN CROSS-CULTURAL RESEARCH*

The Behavior Problem Checklist was completed by teachers of 127 students who attended a state supported school for the deaf in Athens, Greece. Analyses were performed which generated three, four, five, and ten factors. The biographic variables of sex and age were also included in some of the analyses to determine their effect, if any, on the factor structure. Results of the analyses were compared to analogous results for U.S. deaf children and Greek hearing children. Three factors which correspond to dimensions found in earlier research and previously labeled conduct problem, personality problem, and inadequacy-immaturity were found. Overall the Greek deaf children tended to have problem behavior patterns similar to the U.S. deaf and Greek hearing as well as other populations. It was apparent that these patterns for the Greek deaf children were largely independent of the deafness handicap and differences in cultural background.     

Therapeutic techniques for the treatment of certain infantile personality disorders in ego disturbed children

This paper has discussed certain ego disturbed children of preschool and school age with infantile personality disorders. Although these children do not form a sharp diagnostic category, it is of clinical importance to differentiate them both from the neuroses and from other more serious ego disorders. These predominantly infantile children suffer chronic ego arrest and deviations as well as some degree of internal conflicts. Reality adaptation is characteristically distorted, ego defenses imbalanced, and social relations aberrant. Unlike some other borderline types, however, these children have no significant potential for psychosis. They are not prone to panicky anxiety attacks, or to psychoticlike ego regressions or withdrawal. Ego disturbed children with infantile personality disorders pose certain typical problems of therapeutic technique. They do not possess the ego strength for classical analysis, nor are they suitable candidates for a purely supportive or nurturing treatment. I have argued that the particular psychopathology of these children requires a form of corrective developmental treatment in which the therapist plays a flexible role and uses a combination of techniques corresponding to the child's progressive ego development. Early in treatment primarily supportive and nurturing techniques are used to promote a corrective identification and strengthen the defenses. As treatment proceeds, however, selected interpretations are introduced to modify the internal conflicts that block personality integration and development. Especially important are the mobilization and interpretation of hostile aggression. In the later treatment phases the therapist becomes increasingly more frustrating to the child's infantile wishes, encouraging reality adaptation and social maturation. The various shifts in therapeutic technique create resistances whose interpretation and working through are integral to the treatment process and cure.     

Temperament, personality, and developmental psychopathology as childhood antecedents of personality disorders

To contribute to the case for a dimensional conceptualization of psychopathology in general and maladaptive personality or personality disorders in particular, the present paper reviews the evidence for a dimensional representation of childhood temperament and personality. The review of temperament and variable-centered as well as person-centered approaches to childhood personality leads us to propose five broadband dimensions that capture individual differences in children and adolescents: extraversion, emotional stability, agreeableness, conscientiousness, and openness/intellect. Our analysis of the CBCL (Achenbach, 1991) and the DIPSI (currently under development at Ghent University), two dimensional models for childhood psychopathology, suggests two common broadband factors, internalizing and externalizing. The relations between the dimensional representation of childhood temperament/personality and psychopathology are documented with data from general population and clinical samples of children and adolescents. The article concludes with a proposal on how the higher-order dimensions emerging from studies of adaptive and maladaptive individual differences in childhood could be integrated in a common dimensional model.     

My Grandmother's Personality: A Posthumous Evaluation

The author's grandmother's personality is investigated posthumously through the use of a significant-other form of the Coolidge Axis II Inventory (CATI) designed for the assessment of personality disorders. The CATI was given to the three surviving children (ages 80, 78, and 76). The oldest child had the highest mean correlation across 13 personality disorders with both of her sisters (r = .67) and the youngest child had the lowest (r = .47). The three highest mean T scores across all three raters were Sadistic (71), Self-defeating (68), and Borderline (67). The parameters of accuracy for significant-other ratings are discussed.     

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.