Social and Personality Development looks at the processes by which we come to be who we are. It covers a range of topics central to personality and developmental psychology. The book is arranged in three sections, the first covering the main theories of personality, the second describing the development of gender and the third focusing on adolescence. It is suitable for the AQA-A A2 Level examination, but will also be of interest to those studying education, nursing and other related disciplines.
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' ... Tina Abbott encourages students to consider some of the questions that have plagued psychologists for decades, most notably, "how do we get to be like we are?" The book includes incisive chapter summaries that not only remind students what has been covered, but also demonstrate how the sometimes disparate topics in this area can be linked together.' - Roz Brody, Head of Psychology, Brighton, Hove and Sussex Sixth Form College.
List of Illustrations xiii Acknowledgements xv Introduction 1(4) Why choose to study personality, gender and adolescence? 1(1) Personality 1(1) Gender 2(1) Adolescence 3(1) What questions remain? 4(1) Section I PERSONALITY DEVELOPMENT 5(62) Two approaches to the study of personality 7(8) The study of personality 7(2) Defining personality 8(1) The value of studying personality 8(1) Idiographic and nomothetic approaches 9(2) Idiographic approaches 9(1) Nomothetic approaches 10(1) Advantage and disadvantages 11(1) Nomothetic versus idiographic 12(1) Conclusion 12(1) Summary 13(2) Trait and type theories 15(18) Introduction 15(1) Eysencks type theory 16(5) The final dimension 18(1) The use of psychometrics 19(1) The biological basis of Eysencks type theory 20(1) Conditionability 21(1) Evaluation of Eysencks theory 21(4) Twin studies 21(1) Clinical trials 22(1) Laboratory studies 22(1) Validity checks 22(2) Other criticisms 24(1) New research 24(1) Allports trait theory 25(3) Allports traits 26(1) The uniqueness of traits 27(1) Assessing personality 28(1) Evaluation of Allports approach 28(1) Comparing Eysenck and Allport 29(1) Summary 30(3) Psychoanalytic theory 33(18) Introduction 33(1) Freuds psychoanalytic theory 34(2) The conscious, preconscious and unconscious mind 35(1) Freuds personality theory 36(7) The id, ego and superego 37(2) Defence mechanisms 39(2) The psychosexual stages 41(2) The phallic stage 43(2) Evaluation 45(4) The unconscious mind 45(1) The Oedipal complex 45(2) Erich Fromms explanation 47(1) John Bowlbys explanation 48(1) Evaluation of defence mechanisms 49(1) Summary 49(2) Social learning approaches 51(16) Introduction 51(1) Banduras social learning theory 52(7) Observational learning theory 54(3) Self-regulation 57(1) Self-esteem 57(1) Self-punishment 58(1) Self-efficacy 58(1) Evaluation 59(3) Realism 60(1) Media influences 61(1) Mischels theory of personality 62(2) Evaluation 64(1) Can we predict behaviour? 64(1) Conclusion 65(1) Summary 65(2) Section II GENDER DEVELOPMENT 67(36) Social and biological approaches to gender identity 69(18) Definition of gender 69(1) Gender identity and sex role stereotypes 70(4) The effects of sex role stereotypes on behaviour 71(1) Research evidence applied to gender differences 72(2) Social learning theory 74(3) Modelling 74(2) Differential reinforcement 76(1) Observations 77(1) Beverley Fagot Other research into the effects of social models 78(1) Evaluation 78(1) Biosocial theory 79(1) Evaluation 80(2) Cross-cultural studies 82(2) The work of Margaret Mead 83(1) Evaluation 84(1) Summary 84(3) Cognitive development theories 87(8) Cognitive development theories 87(1) Kohlbergs theory of gender development 88(2) Gender labelling 88(1) Gender stability 89(1) Gender constancy 89(1) Evaluation 90(2) Evidence from other studies 91(1) Gender schemas 92(1) Gender schema theory 92(1) Conclusion 93(1) Summary 94(1) An alternative view of gender identity 95(8) Psychological androgyny 95(4) Comparisons with sexual identity 97(1) BSRI categories 97(2) Bems gender schema theory 99(1) Evaluation 99(2) Research by Frable and Bem 100(1) Frable and Bems findings 101(1) Conclusion 101(1) Summary 102(1) Section III ADOLESCENCE 103(64) The concept of adolescence 105(16) Definition of adolescence 105(1) Physical development 106(3) Cross-cultural differences in the onset of menarche 106(1) Primary sexual changes 107(1) Secondary sexual changes 107(2) Adolescent sexuality 109(2) The search for identity 111(1) Psychological turmoil? 111(1) Correlates of stress during adolescence 112(4) Self-perception 112(1) Self-harm 113(1) Eating disorders 114(2) The timing of puberty 116(1) Colemans focal theory 116(1) Evaluation 117(1) Summary 118(3) Theories of adolescence 121(14) Introduction 121(1) Eriksons whole life theory 122(5) Stage one: trust versus mistrust 123(1) Stage two: autonomy versus shame and doubt 123(1) Stage three: initiative versus guilt 123(1) Stage four: industry versus inferiority 124(1) Stage five: identity versus role confusion 124(2) Stage six: intimacy versus isolation 126(1) Stage seven: generativity versus stagnation 126(1) Stage eight: ego integrity versus despair 127(1) Evaluation 127(3) Research evidence concerning adolescence 129(1) Marcias identity theory 130(1) The four statuses 130(1) Evaluation 131(1) Conclusion 132(1) Summary 132(3) Other influences on development 135(12) Introduction 135(1) Influence of peers on social behaviour 136(1) Friends 136(1) Do peers influence conformity? 137(1) Relationship with parents during adolescence 137(2) Cultural differences in adolescent behaviour 139(2) The effect of peers cross-culturally 139(1) Cultural differences in attitudes towards education 140(1) Cultural differences in the occurrence of adolescent pregnancy 141(4) The outcome of adolescent pregnancy 143(1) The effects of adolescent pregnancy on the child 143(1) Can the negative effects be reduced? 144(1)
Chapter summary 145(2) Study aids 147(20) Improving your essay-writing skills 147(2) Practice essay 1 149(2) Practice essay 2 151(3) Practice essay 3 154(3) Key research summaries 157(1) Article 1 157(5) Article 2 162(5) Glossary 167(8) References 175(16) Index 191
Tina Abbott is an experienced A Level teacher and examiner and is an executive member of the Association for the Teaching of Psychology.
