Theory of Personality Development
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Theory of Personality Development
Previous readings provided materials relating to parenting to competency in school to understand personality development, having preadolescent personality traits determine individual personality. Gender-specific parenting, according to the previous learning material, determines the character of preadolescents. Both paternal overprotection and rejection predict social competence, which impacts personality development (Lianos, 2015). Additionally, parenting also plays a role in child personalities and predicts child traits, despite differing in girls and boys. The reading further suggests that personality change does not lie on increased maturity in the development stages, but positive and negative parenting (Van den Akker et al., 2014). The argument aligns with the current reading material that focuses on psychological resilience relating to an individual’s childhood in impacting their later life. However, resilience stems from the stressors that dictate how individuals will handle situations, differing from how parenting dictates how the adolescents will handle situations; hence personalities developed.
In the current study, resiliency in individuals arises from their stress throughout their early lives. With high dependability during adolescence, individuals tend to have lower resiliency, while early life stressors predicted a higher resiliency later in life (Harris et al., 2016). The aspect results in developing personalities as molded from the early years, relating to parenting in preadolescents impacting the development. Moreover, a demonstration of the significance of resilience in such aspects as health and wellness in older age arises. Therefore, improving older-age well-being and health will require psychological resilience. Besides, the personality developed from the perspective results in countering cardio-toxic psychological symptoms in the distressed individuals characterized by decreased motivation, decreased exercise capacity, and exercise capacity (Bunevicius et al., 2014).
References
Bunevicius, A., Brozaitiene, J., Staniute, M., Gelziniene, V., Duoneliene, I., Pop, V. J. M., Denollet, J. (2014). Decreased physical effort, fatigue, and mental distress in patients with coronary artery disease: Importance of personality-related differences. International Journal of Behavioral Medicine,
Harris, M., Brett, A., Starr, C., Deary, E., & McIntosh, J. (2016). Early-life predictors of resilience and related outcomes up to 66 years later in the 6-day sample of the 1947 Scottish mental survey. Social Psychiatry and Psychiatric Epidemiology, 51(5), 659-668.
Lianos, P. G. (2015). Parenting and social competence in school: The role of preadolescents’
personality traits. Journal of Adolescence, 41, 109-120.
Van den Akker, A., Deković, M., Asscher, J., Prinzie, P., & King, L. A. (2014). Mean-level personality development across childhood and adolescence: A temporary defiance of the maturity principle and bidirectional associations with parenting. Journal of Personality and Social Psychology, 107(4), 736-750.