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PubMed1995

[Variants of psychosomatic personality development in diseases of the gastrointestinal tract].

612 patients with different psychosomatic disorders of gastrointestinal tract (GIT) were examined. They included either 200 patients with organic stomach disease or with duodenal ulcer as well as 412 individuals with various functional disorders of GIT such as psychogenic vomiting, dysphagia, gastralgia and colon irritability syndrome. In 70% of all cases patientc relatives (1-3 degree of relationship) had also some psychosomatic diseases. All the patients suffered in childhood from so-called GIT-variant of children's neuropathia. Being adults they all met intensive or moderate stress and developed psychogenic depression. Two ways of psychosomatic disorders cristallization on the background of depression were observed, exactly reactivation of children's neuropathia symptomes or rapid affect somatization which were followed by psychosomatic cycles formation and by stress tolerance decrease. Several types of psychosomatic development were described: hypochondrial (78.8%), asthenic (12.4%), obsessive (2.3%), hysterical (4.4%) and paranoial (2.1%).

Adult↗
PubMed1978

Some effects of bicultural and monocultural school environments on personality development.

Preadolescent girls in a bicultural school, compared with those in a monocultural school, showed more heterocultural peer-group organization, better self-image, and greater acceptance of an unknown cultural group. These differences were not found among younger (latency-age) children in the two schools. No significant differences were found in role-taking ability between girls in the two schools, suggesting that the bicultural school environment contributes to the difference in the other personality dimensions studied.

Child↗
PubMed1994

Do clinical clerks suffer ethical erosion? Students' perceptions of their ethical environment and personal development.

BACKGROUND: Little is known about the ethical dilemmas that medical students believe they encounter while working in hospitals or how students feel these dilemmas affect them. The authors examine how clinical students perceive their ethical environment, their feelings about their dilemmas, and whether these dilemmas erode students' ethical principles. METHOD: An anonymous mail survey was sent in 1992-93 to the 1,853 third- and fourth-year medical students enrolled at six Pennsylvania medical schools. The survey addressed whether students had encountered situations they felt were ethically problematic, their attitudes toward these situations, and their perceptions of their personal ethical development. Data were analyzed with logistic regression; respondents' comments were analyzed qualitatively. RESULTS: Of the 665 students (36%) who responded, 58% reported having done something they believed was unethical, and 52% reported having misled a patient; 80% reported at least one of these two behaviors. In addition, 98% had heard physicians refer derogatorily to patients; 61% had witnessed what they believed to be unethical behavior by other medical team members, and of these students, 54% felt like accomplices. Many students reported dissatisfaction with their actions and ethical development: 67% had felt bad or guilty about something they had done as clinical clerks; 62% believed that at least some of their ethical principles had been eroded or lost. Controlling for other factors, students who had witnessed an episode of unethical behavior were more likely to have acted improperly themselves for fear of poor evaluation [odds ratio, OR, 1.37 (95% CI, 1.18-1.60)] or to fit in with the team [OR 1.45 (1.25-1.69)]. Moreover, students were twice as likely to report erosion of their ethical principles if they had behaved unethically for fear of poor evaluation [OR 2.25 (1.47-3.45)] or to fit in with the team [OR 1.78 (1.18-2.71)]. CONCLUSION: The ethical dilemmas that medical students perceive as affecting them while serving as clinical clerks are apparently common and often detrimental, and warrant the attention of physicians, educators, and ethicists.

Adult↗
PubMed1989

Family unemployment and its impact on adolescent personality development.

The issue of family unemployment is examined in terms of its effect on adolescent work values and self-concept. The subjects were 344 high school youths from an Israeli development town. The study findings show no significant differences among youth from families where the father is either employed or unemployed. These results tend to be consistent with other research in the sense that father's work status has little, if any, impact on adolescent family member's attitudes toward work and self.

Adolescent↗
PubMed1986

Meyerian psychobiology, personality development, and the role of life experiences.

The psychobiological life history approach to psychiatry is perhaps the most important of Adolf Meyer's contributions to psychiatric thinking. The author outlines the implications of that approach for current concepts and practice. He reviews the literature regarding the causative role of life experiences in the genesis of psychiatric disorder, the extent to which the effects of stressors are situation-specific, the effects of stress on the organism, the reason for individual variations in the response to stress, and the cause of life stressors.

Adaptation, Psychological↗
PubMed1976

The twin condition and the couple effects on personality development.

Twin psychology has been studied to a very limited extent. Only few remarkable peculiarities of the twins' development are known for sure, such as delayed intellectual development, language retardation with frequent cryptophasia, difficulties and fragility of self consciousness, reduced sociability. These and other peculiarities may result from a number of different factors: biological, peculiar parental attitude, and especially the twin situation itself, the psychology of the twin as an individual being a function of the psychology of the twin pair. Twin peculiarities have for a long time been ignored. On the one hand, psychology ignored the couple reality (it was a "one-body" psychology), and on the other, the twin method classically postulated that twins are not atypical and may therefore be used as a test for the general population. As a matter of fact, twin psychology opens a new way to science. The twin situation may serve as a paradigm for the general study of the couple effect, namely, for the objective analysis of personality as a consequence of the relations between self and others. For certain traits of personality, it is already known that MZ twins brought-up together are significantly less similar than MZ twins brought-up apart. In fact, couple effects may mask or considerably reduce genetic factors.

Cognition↗
PubMed1986

Career awareness and personal development: a naturalistic study of gifted adolescent girls' concerns.

The role of social interaction and the importance of humor in the development of gifted adolescent females' beliefs about career options are explored in this paper. Findings are based on a qualitative study which utilized participant-observation and interviewing during a four-month career exploration seminar for gifted females. The results of this study indicate that gifted girls experience a unique conflict between expectations directed at gifted students, and their status as females. The use of humor functioned as a coping device to promote relaxation and release tension.

Achievement↗
PubMedDate not supplied

[Personality development in the elderly--a psychoanalytic paradigm of development].

Traditional concepts within psychoanalytically oriented developmental psychology end with adulthood. The life cycle theories of Erikson as well as Colarusso & Nemiroff cannot, in their current form, explain the processes of conflict interaction in adulthood that are responsible for continued development. Currently existing aging-specific psychoanalytic and cognitive-motivational oriented theories do not provide solutions to this question. Based on the first qualitative results from 2-4-hour semi-structured, biographical interviews with older adults, a simplified model of development throughout the life-course based on the following three basic organizing principles (in accordance with Spitz) is presented 1) psychological processes until adulthood; 2) social relationships during adulthood; 3) somatic processes in late life. Further empirical investigation of this model will be carried out within the context of the Eldermen-study now in progress. First results indicate a variety of clinically relevant developmental conflicts in late life. A deeper understanding of these conflicts will provide the basis for more extensive and appropriate therapeutic interventions.

Aged↗
PubMed1990

Living habits and personality development of adolescent twins: a longitudinal follow-up study in a birth cohort from pregnancy to adolescence.

The living habits of 289 twins in a one-year birth cohort beginning during pregnancy and followed up to adolescence were compared with those of 11,623 singletons and two sets of controls matched either by maternal factors and place of residence only or by these and perinatal morbidity, all from the same cohort. The twins went in for sports more often than the singletons or any kind of controls. A nonsignificant trend was found indicating that twins smoked less often than their matched controls. The twins also used alcohol less often than their controls. The intrapair similarities of twins were higher than the similarities of twins and either type of controls in all four variables tested: sports, smoking, use of alcohol, as well as having been drunk.

Adolescent↗
PubMed1986

Long-term effects on personality development in patients with adolescent idiopathic scoliosis. Influence of type of treatment.

In a series of 157 patients treated surgically and/or with Milwaukee braces, constituting 83% of the original criterion patients with adolescent idiopathic scoliosis, treated in the Department of Orthopaedics in Gothenburg, Sweden, from 1969 to 1974, a specific psychologic interview was carried out an average of 9 years after treatment. The 92 surgical patients all wore a Milwaukee brace postoperatively for 6-9 months and were gradually weaned over the next year (17 +/- 2 months). The brace-treated patients wore their braces full time for 18 months and part time for another 8 months (26 +/- 3 months). The psychologic portion of the study was a semistructured interview aimed at evaluating reactions in connection with the diagnostic phase, attitudes and reactions to the treatment, attitudes to the hospital staff, and body image concepts at follow-up. The brace-treated patients more often said that they experienced more fear and anxiety when informed about the diagnosis than did the surgical patients (53% and 38%, respectively). In both groups, nearly all patients initially had negative attitudes to the brace treatment. Most of the surgically treated patients gradually accepted the brace, whereas very few of the other group did so. Forty percent in the brace group had negative experiences with the hospital staff, but only 15% in the other group reported negative experience. Several years after completed treatment, one-half of the brace group had definite signs of negative body image concept, whereas this emotional disturbance was found in 33% of the surgically treated patients.(ABSTRACT TRUNCATED AT 250 WORDS)

Adolescent↗