Personality Inventory
Borderline Personality Disorder
Review: emotional and behavioral functioning in phenylketonuria. (1/265)
OBJECTIVE: To examine 17 studies of the psychological sequelae of early-treated phenylketonuria (PKU) with emphasis on the impact of dietary control on functioning. Two questions are addressed: (1) What is the typical psychological profile associated with PKU? (2) Is emotional and behavioral disturbance more prevalent in PKU-affected individuals compared to appropriate controls? METHOD: Computerized searches of PsycINFO identified studies using behavioral, personality, and diagnostic measures. RESULTS: Findings converge upon a profile including attentional difficulties, depression, anxiety, and low self-esteem. Methodological constraints limit conclusions regarding the nature and severity of observed difficulties. A single study has used comparison groups appropriate for the simultaneous examination of the questions posed (Waisbren and Levy, 1991). CONCLUSIONS: We discuss results using a biopsychosocial framework, addressing the factors and processes that may influence emotional and behavioral functioning in this neurodevelopmental disorder. We outline potential lines of new investigation that address critical methodological factors. (+info)A cross-domain growth analysis: externalizing and internalizing behaviors during 8 years of childhood. (2/265)
In a sample of 405 children assessed in kindergarten through the seventh grade, we determined the basic developmental trajectories of mother-reported and teacher-reported externalizing and internalizing behaviors using cross-domain latent growth modeling techniques. We also investigated the effects of race, socioeconomic level, gender, and sociometric peer-rejection status in kindergarten on these trajectories. The results indicated that, on average, the development of these behaviors was different depending upon the source of the data. We found evidence of the codevelopment of externalizing and internalizing behaviors within and across reporters. In addition, we found that African-American children had lower levels of externalizing behavior in kindergarten as reported by mothers than did European-American children but they had greater increases in these behaviors when reported by teachers. Children from homes with lower SES levels had higher initial levels of externalizing behaviors and teacher-reported internalizing behaviors. Males showed greater increases in teacher-reported externalizing behavior over time than did the females. Rejected children had trajectories of mother-reported externalizing and internalizing behavior that began at higher levels and either remained stable or increased more rapidly than did the trajectories for non-rejected children which decreased over time. (+info)Relational Psychotherapy Mothers' Group: a developmentally informed intervention for at-risk mothers. (3/265)
The Relational Psychotherapy Mothers' Group (RPMG), a developmentally informed, supportive psychotherapy designed to serve heroin-addicted mothers with children up to 16 years of age, aims at addressing psychosocial vulnerabilities, and facilitating optimal parenting, among at-risk mothers. We present preliminary evidence on the efficacy of RPMG as an "add on" treatment in comparison with standard methadone counseling alone. At the end of the 24-week treatment period, mothers receiving RPMG plus standard methadone counseling demonstrated lower levels of risk for child maltreatment, greater involvement with their children, and more positive psychosocial adjustment than women who received methadone counseling alone. Children of RPMG participants also reflected fewer problems in multiple areas. At 6 months posttreatment, RPMG recipients continued to be at a relative advantage, although the magnitude of group differences was often attenuated. Notably, urinalyses indicated that RPMG mothers showed greater improvements in levels of opioid use over time than comparison mothers. (+info)Supporting the moral development of medical students. (4/265)
Philosophers who studied moral development have found that individuals normally progress rapidly in early adulthood from a conventional stage in which they base behavior on the norms and values of those around them to a more principled stage where they identify and attempt to live by personal moral values. Available data suggest that many medical students, who should be in this transition, show little change in their moral development. Possibly, this relates to perceived pressures to conform to the informal culture of the medical wards. Many students experience considerable internal dissidence as they struggle to accommodate personal values related to empathy, care, and compassion to their clinical training. Educational interventions that positively influence this process have established regular opportunities for critical reflection by the students in small groups. Other interventions include faculty development to enhance role modeling and feedback by clinical faculty. The author espouses more widespread adoption of these educational interventions. (+info)Friendship as a moderating factor in the pathway between early harsh home environment and later victimization in the peer group. The Conduct Problems Prevention Research Group. (5/265)
Two prospective investigations of the moderating role of dyadic friendship in the developmental pathway to peer victimization are reported. In Study 1, the preschool home environments (i.e., harsh discipline, marital conflict, stress, abuse, and maternal hostility) of 389 children were assessed by trained interviewers. These children were then followed into the middle years of elementary school, with peer victimization, group social acceptance, and friendship assessed annually with a peer nomination inventory. In Study 2, the home environments of 243 children were assessed in the summer before 1st grade, and victimization, group acceptance, and friendship were assessed annually over the next 3 years. In both studies, early harsh, punitive, and hostile family environments predicted later victimization by peers for children who had a low number of friendships. However, the predictive associations did not hold for children who had numerous friendships. These findings provide support for conceptualizations of friendship as a moderating factor in the pathways to peer group victimization. (+info)Developmental pathways to alcohol abuse and dependence in young adulthood. (6/265)
OBJECTIVE: To determine if people who were diagnosed with alcohol abuse or dependence (AAD) at age 21 had different developmental patterns of alcohol use in adolescence than non-AAD individuals. METHOD: An ethnically diverse urban sample of 808 children was surveyed at age 10 in 1985 and followed prospectively to age 21 in 1996. AAD at age 21 was assessed following DSM-IV criteria. Latent Transition Analysis (LTA) was used to identify four statuses of alcohol use (nonuse, initiation only, current use only, heavy episodic drinking), as well as transition probabilities between these four statuses from elementary school to middle school and from middle school to high school among the AAD and non-AAD group. RESULTS: The prevalence of alcohol use statuses during elementary school was similar in the two groups. Differences in alcohol use emerged in middle school and became more pronounced in high school. In middle school, AAD individuals were more likely to have initiated or been current drinkers than non-AAD individuals. However, the two groups did not differ in the prevalence of heavy episodic drinking in middle school. In high school, most AAD individuals were in the heavy episodic drinking status (54%), while most non-AAD individuals were in the initiation only (33%) or current use only (34%) statuses. CONCLUSIONS: These findings suggest preventive intervention targets for different developmental periods. Alcohol abuse and dependence at age 21 may be prevented by delaying alcohol initiation, by reducing current use in middle school and by reducing heavy episodic drinking in high school. (+info)Men with schizophrenia who behave violently: the usefulness of an early- versus late-start offender typology. (7/265)
Persons who develop schizophrenia are more likely than nondisordered persons to commit crimes. It is important to investigate those who offend, in order to develop treatment programs that effectively prevent recidivism, and eventually, early childhood violence prevention programs. Recent studies have shown that among offenders with major mental disorders, there are two groups: early starters, who begin their criminal careers in adolescence; and late starters, who first offend as adults. The present study examined 272 violent male offenders with schizophrenia in Sweden who underwent a pretrial psychiatric assessment between 1988 and 1995. Early- and late-start offenders were found to present differences in behavior, comorbid disorders, personality traits, and referrals for treatment in childhood, adolescence, and adulthood. Their parents also differed. The findings have implications for treatment and management of offenders with schizophrenia, for risk assessment, and for prevention. (+info)Psychological adjustment in caregivers of school-age children infected with HIV: stress, coping, and family factors. (8/265)
OBJECTIVE: To assess for significant differences in psychological functioning between caregivers of HIV-infected children and caregivers of healthy children, and to examine the utility of applying a stress and coping model to caregivers of children with HIV disease. METHODS: Participants included caregivers of HIV-infected children (n = 36) and caregivers of a demographically matched control group of healthy children (n = 32). During their child's pediatric clinic visits, caregivers completed measures of psychological adjustment, stress, coping style, and family resources and support. They also completed a measure of their child's psychological adjustment. RESULTS: Caregiver psychological distress scores did not significantly differ between the HIV and control groups, and clinically significant rates of psychological distress were reported by more than a third of caregivers in both groups. Hierarchical multiple regression analyses revealed that independent of their child's illness status, stress and coping style were significant predictors of caregiver's psychological adjustment. In addition, caregiver psychological distress was a significant predictor of children's maladjustment. CONCLUSIONS: High rates of psychological distress were observed in caregivers of children with HIV disease; however, similarly high rates of psychological adjustment problems were found in caregivers of healthy children. Caregivers who reported high levels of daily stress and emotion-focused coping styles tended to report more psychological distress. Further, caregivers who reported more psychological distress also reported more internalizing and more externalizing behavior problems in their children, regardless of the child's illness status. These findings reflect the impact of poverty and environmental stress on caregivers' adjustment. (+info)I'm sorry for any confusion, but "personality development" is not a term that has a specific medical definition. It is a concept that is more commonly found in psychology and personal growth contexts. In those fields, personality development refers to the process by which a person's character, behaviors, thoughts, and patterns of emotion are formed, structured, and changed throughout their life. This process can be influenced by genetic factors, environmental influences, and individual experiences. If you have any questions related to mental health or psychology, I would be happy to try to help answer them!
In the context of medicine and psychology, personality is a complex concept that refers to the unique patterns of thoughts, behaviors, and emotions that define an individual and differentiate them from others. It is the set of characteristics that influence how we perceive the world, how we relate to other people, and how we cope with stress and challenges.
Personality is thought to be relatively stable over time, although it can also evolve and change in response to life experiences and maturation. It is shaped by a combination of genetic factors, environmental influences, and developmental experiences.
There are many different theories and models of personality, including the Five Factor Model (FFM), which identifies five broad domains of personality: openness, conscientiousness, extraversion, agreeableness, and neuroticism. Other approaches to understanding personality include psychoanalytic theory, humanistic psychology, and trait theory.
It's important to note that while the term "personality" is often used in everyday language to describe someone's behavior or demeanor, in medical and psychological contexts it refers to a more complex and multifaceted construct.
Personality disorders are a class of mental health conditions characterized by deeply ingrained, inflexible patterns of thinking, feeling, and behaving that deviate significantly from the norms of their culture. These patterns often lead to distress for the individual and/or impairments in personal relationships, work, or social functioning.
The Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5), identifies ten specific personality disorders, which are grouped into three clusters based on descriptive similarities:
1. Cluster A (Odd or Eccentric) - characterized by odd, eccentric, or unusual behaviors:
* Paranoid Personality Disorder
* Schizoid Personality Disorder
* Schizotypal Personality Disorder
2. Cluster B (Dramatic, Emotional, or Erratic) - marked by dramatic, emotional, or erratic behaviors:
* Antisocial Personality Disorder
* Borderline Personality Disorder
* Histrionic Personality Disorder
* Narcissistic Personality Disorder
3. Cluster C (Anxious or Fearful) - featuring anxious, fearful behaviors:
* Avoidant Personality Disorder
* Dependent Personality Disorder
* Obsessive-Compulsive Personality Disorder
It is important to note that personality disorders can be challenging to diagnose and treat. They often require comprehensive assessments by mental health professionals, such as psychologists or psychiatrists, who specialize in personality disorders. Effective treatments typically involve long-term, specialized psychotherapies, with some cases potentially benefiting from medication management for co-occurring symptoms like anxiety or depression.
A Personality Inventory is a standardized test used in psychology to assess an individual's personality traits and characteristics. It typically consists of a series of multiple-choice questions or statements that the respondent must rate according to their level of agreement or disagreement. The inventory measures various aspects of an individual's behavior, attitudes, and temperament, providing a quantifiable score that can be compared to normative data to help diagnose personality disorders, assess personal strengths and weaknesses, or provide insights into an individual's likely responses to different situations. Examples of well-known personality inventories include the Minnesota Multiphasic Personality Inventory (MMPI) and the California Psychological Inventory (CPI).
Borderline Personality Disorder (BPD) is a mental health disorder characterized by a pervasive pattern of instability in interpersonal relationships, self-image, affect, and mood, as well as marked impulsivity that begins by early adulthood and is present in various contexts.
Individuals with BPD often experience intense and fluctuating emotions, ranging from profound sadness, anxiety, and anger to feelings of happiness or calm. They may have difficulty managing these emotions, leading to impulsive behavior, self-harm, or suicidal ideation.
People with BPD also tend to have an unstable sense of self, which can lead to rapid changes in their goals, values, and career choices. They often struggle with feelings of emptiness and boredom, and may engage in risky behaviors such as substance abuse, reckless driving, or binge eating to alleviate these feelings.
Interpersonal relationships are often strained due to the individual's fear of abandonment, intense emotional reactions, and difficulty regulating their emotions. They may experience idealization and devaluation of others, leading to rapid shifts in how they view and treat people close to them.
Diagnosis of BPD is typically made by a mental health professional using criteria outlined in the Diagnostic and Statistical Manual of Mental Disorders (DSM-5), which is published by the American Psychiatric Association. Treatment for BPD may include psychotherapy, medication, and support groups to help individuals manage their symptoms and improve their quality of life.
Personality tests are psychological assessments used to measure an individual's personality traits, characteristics, and behaviors. These tests are designed to evaluate various aspects of an individual's personality, such as their temperament, interpersonal style, emotional stability, motivation, values, and preferences. The results of these tests can help healthcare professionals, researchers, and organizations better understand a person's behavior, predict their performance in different settings, and identify potential strengths and weaknesses.
There are several types of personality tests, including self-report measures, projective tests, and objective tests. Self-report measures, such as the Minnesota Multiphasic Personality Inventory (MMPI) or the NEO Personality Inventory (NEO-PI), ask individuals to rate themselves on a series of statements or questions about their thoughts, feelings, and behaviors. Projective tests, like the Rorschach Inkblot Test or the Thematic Apperception Test (TAT), present ambiguous stimuli that respondents must interpret, revealing unconscious thoughts, feelings, and motivations. Objective tests, such as the California Psychological Inventory (CPI) or the 16 Personality Factor Questionnaire (16PF), use a standardized set of questions to assess specific personality traits and characteristics.
It is important to note that while personality tests can provide valuable insights into an individual's behavior, they should not be used as the sole basis for making important decisions about a person's life, such as employment or mental health treatment. Instead, these tests should be considered one piece of a comprehensive assessment that includes other sources of information, such as interviews, observations, and collateral reports.
A personality assessment is a systematic process used by healthcare professionals to evaluate and understand an individual's characteristic patterns of thought, emotion, and behavior. It typically involves the use of standardized measures, such as self-report questionnaires, interviews, and observational techniques, to gather information about an individual's personality traits, attitudes, values, and behaviors.
The goal of a personality assessment is to provide a comprehensive and integrated understanding of an individual's unique personality style, including their strengths, weaknesses, and potential vulnerabilities. This information can be useful in a variety of contexts, including clinical treatment planning, vocational counseling, and forensic evaluation.
It is important to note that personality assessments should always be conducted by qualified professionals with appropriate training and expertise in the use of these measures. Additionally, while personality assessments can provide valuable insights into an individual's personality style, they are not infallible and should always be considered alongside other sources of information when making important decisions about treatment or management.