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Child development final paper for psychology
Summary of personality assessment
Summary of personality assessment
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The BASC-2 SRP-A (Self Report of Personality) is a personality assessment for adolescents ages 12-21. It uses a 2-point response format (True/False) and 4-point response format (Never, Sometimes, Often, or Almost Always). The BASC-2 was designed as a tool to assist with making diagnosis of disorders using the DSM-IV. The BASC SRP evaluates school problems, personal adjustment, and internalizing problems (Matson, Andrasik, & Matson, 2009). The BASC-2 SRP is completed by the child or adolescent and it provides insight about their emotions, perceptions, and behaviors towards home, school, and their peers. Mary’s mother during the interview provided information about Mary’s social and emotional behavior in the home and at school. By having Mary complete this assessment, more information is provided about her social and emotional development. …show more content…
Her mother, Elaine, worries about her current grades, her struggle to meet new people, and her overall attitude in other environments outside of the home. The BASC-2 SRP contains 16 subscales such as self-esteem, social stress, relations with parents, locus of control, and interpersonal relationships just to name a few (Matson, Andrasik, & Matson, 2009). These are key factors that can be accounted for how Mary is behaving at home and in school and can help determine some reasons behind her staggering grades and social anxiety in school. Through this assessment Mary is providing her own information in these areas; findings may show other underlying issues that are affecting Mary’s academic
The allowances given were underestimated and there wasn’t enough money budgeted to cover the amounts of the actual bad debts, 6% was too small.
The subject replied no, but then admitted to having Attention Deficit Disorder. Their heart rate decreased during the first and second test because mental activity and stress provided them something to focus on and channel their energy into, allowing them to relax a little. The tests allowed them to filter out the outside stimuli that normally distracted them. Like the other two subjects, the third test however, caused their heart rate to increase because the tax form had real world application. The subject did not do their own taxes and panicked, inducing a great deal of stress and causing their heart rate to increase.
EE105’s score on Atypicality falls in the clinically significant classification range. Ms. Apple reports that EE105 engages in behaviors that are considered strange or odd, and she generally seems disconnected from her surroundings. EE105’s Withdrawal score falls in the at-risk classification range. EE105’s teacher reports that EE105 sometimes isolates herself from others and has difficulty making friends. During an interview, Ms. Apple also reported that sometimes EE105 sometimes withdrawals herself from her peers during social activities.
The family provides universal components for its members. The family has two central functions the socialization of children and stabilization of adult personality (Parsons & Bales, 1955). Socialization of children occurs in the
... given to them are building blocks in the child’s progressing personality. Parental warmth promotes positive social, giving the child a sense of trust, security and control over their situation and environment. (Schofield et al., 2008) When the behavior of the parent is hostile or unfeeling toward their child, the child may develop a lessened self esteem and introverted personality traits. With this being said it is blaringly apparent that the personality of the parent and the manner in which a parent’s personality is projected toward the child can either positively or negatively a child’s growing personality. Children are likely to emulate the behaviors and personalities of their caregivers or parents that bring about positive outcomes in their daily lives. Both fathers and mother provide equal roles in children’s social growth, self esteem and sense of self worth
On average, the american household contains 2.4 kids, who are all unique in the way they are raised. But does this mean that some kids will develop a disorder from the way they were nurtured? Today researchers are having the debate on whether disorders like bipolar disorder, Attention Deficit Hyperactive Disorder, and autism spectrum disorders originate from genes or their early childhood environment. This topic is also one of the most common arguments among the psychology department with nature versus nurture. The debate is whether much of an individual is related to inborn tendencies and genetic factors, or environmental and learning factors. Personalities, mental illnesses, and pure intelligence are a few of the most common areas when
Stacy was recently interviewed and reported she is currently stressed with school and work. As a full time college student, she has two part-time jobs and finds it difficult to balance going to school and working. She often feels overwhelmed and feels like she needs a break from everything. She reported that she does not get enough sleep and stays up most night finishing school assignments. On average, she gets about five and a half hours of sleep at night. Stacy is also stressed about receiving a number of parking tickets due to the difficulty of finding parking when commuting to school. She does not report any emotional, psychological, or physical problems. She has developed within normal expectations for a female. She reported she does not have a lot of time to spend with friends but during the summer she will get more time. She does not have a significant other and enjoys being single. She reported no history with any substance or alcohol use. When asked how she described herself she reported she was independent, outgoing, and
According to Turner, Biedel, Hughes and Turner (1993), research suggests strongly that children with test anxiety have a number of detrimental academic deficiencies, although it is unclear if test anxiety results in academic deficiencies or vice versa. It is found that children with test anxiety have a poor perception of themselves. A critical dimension is the estimation of cognitive ability because this factor clearly is related to the ability to perform academically. As hypothesized, based on the cognitive competence subscale, the test anxious children perceived themselves to be less competent. Thus, the finding here is consistent with those of other studies and further supports the contention that test anxiety can be a significant impairment to the academic achievement of young children. A final purpose of this study was to examine the relationship of test anxiety to other non-test-related fears. The results indicate that the test anxious children had more non-test-related fears than their non-test anxious peers. Thus, it may be that many test anxious children suffer a more pervasive pattern of fear and anxiety as suggested by Sarason et al. (1960) and Beidel and Turner (1988). However, even when the difference in level of fearfulness was statistically controlled, there were still significant relationships between test anxiety and academic achievement and self-concept. This suggests that differences in self-concept and academic achievement are not solely related to general fearfulness but also are influenced by test anxiety. Research questions that remain to be addressed include why the prevalence of test anxiety for all children appears to have...
Teenagers who cannot cope with certain social situations often develop mental disorders such as bipolar or depression. These situations can lead to failure in the classroom. This situation might seem unrealistic to some but this is the harsh reality that many teenagers face almost every day. I feel that this can be avoided if schools actually teach social skills and prepared students for real life situations, such as peer pressure from other student in school. In Adolescent Peer Relations, Friendships, and Romantic Relationships: Do They Predict Social Anxiety and Depression? Hannah Moore Harrison says, “Adolescents with higher levels of social anxiety reported poorer social functioning.” I feel this statement is beneficial to my argument because it proves my point that social skills and mental state have an effect on each other. Therefore, I feel that this further explains why social skills should be a requirement in every school system. Social anxiety is just one of many mental disorders that can effect children and go on to affect them as adults. Also, in Social Relationships And Motivation In Middle School: The Role Of Parents, Teachers, And Peers, Kathryn R. Wentzel goes on to state, “For most students, early adolescence is a time of change and transition. With respect to interpersonal relationships and social adjustment, these changes reflect a growing psychological and emotional independence from adults and a corresponding dependence on peer relationships to establish and maintain positive perceptions of the self ” (Steinberg, 1990; Youniss & Smollar, 1985). This proves that children are at a very sensitive time period in their lives and therefore are more vulnerable to developing a mental disorder during this stage in their lives. These quotes all strengthen my argument because they highlight how social skills can prevent mental disorders and go on to prevent problems in the
The first study consisted of 28 children averaging seven years of age. All of these children had full-time infant day-care before the age of 2 with an average of 6.7 months. The children also remained in the same nursery school before starting grade school. Packets were sent to the mothers to rate their own introverted/extroverted behavior and included a number of background questions on the child such as age, participation in gifted programs, and awards the child has received. The children were also sent a questionnaire packet included a self-concept scale and magic markers, with which the children were directed to draw a self-portrait. These portraits were judged by use of colors, placing of body parts, size of drawing, and facial expresions.
Self-esteem is the evaluation of the qualities and values one’s believe they possessed (Shaffer, 2005). Children who possesses higher self-esteem are generally more confident about themselves as compared with children with lower self-esteem. (Shaffer, 2005). The Multidimensional Self-esteem Scale AF5 (Garcia & Musitu, 1999) can be used to measure self-esteem by appraises self-esteem in five different domains which is academic, social, emotional, family and physical. The higher the rating on the scale, the greater the agreement on the items being measured in each domain (Garcia et al.,
Zins, J. E., Bloodworth, M. R., Weissberg, R. P., & Walberg, H. J. (2004). The Scientific Base Linking Social and Emotional Learning to School Success. New York: Teachers College Press, Columbia University .
6) As parents of school-aged children, adults are confronted by a range of socialization forces from school.
Personality is the study of an individual’s unique and relatively stable patterns of thinking, feeling, and behaving over time and across situations and it is what distinguishes one individual from another. In the past changes in personality were thought to have only occurred in the developmental stages of childhood and solidifies in adolescence. After the teenage years it was thought to be set like plaster or the change seen to be inconsequential or absent( Srivastava, John, Gosling, and Potter, 2003). However, recent studies have suggested that changes in personality traits continue to occur throughout an individual’s lifespan due to multiple reasons.
Intellectual attributes and non-intellectual attributes both contribute and facilitate students ‘success (Burger, 2004). Non-cognitive skills are increasingly considered to be as important as cognitive skills and intelligence quotient (IQ) in determining successful performance in various domains including academic achievement and socio-emotional functioning as these skills play affect greatly the transition from adolescence to adulthood (Burger, 2004). The aim of this paper is to explore the relationships and influences of family socio-economic status (SES) and self-control on academic achievement; and introversion on socio-emotional functioning. Adolescence in this paper is considered in its broadest sense, comprising late-primary-school –age to undergraduate college-age populations i.e. approximately 10 to 25 years old.