What is temperament? Various theoretical approaches agree temperament is, biologically based, refers to individual differences, is modifiable by environment and exhibits a relative degree of stability over time. For the purpose of this assignment, the five dimensions of temperament are described as, activity level, positive affect, persistence, inhibition and negative affect. In this paper, I will discuss the activity level, positive and negative effects as it relates to the temperament construct later in the paper. But for now, let us examine how temperament can be measured? Observations, assessments, case study, longitudinal research and questionnaires, to name a few. Temperamental characteristics can be measured by researchers and clinicians in several ways, including interviews, behavioral observations and questionnaires.
In 1968 William B. Carey, M.D., a practicing pediatrician, developed the first practical measure of temperament, the Infant Temperament Questionnaire. Since then he and several associates have authored a series of temperament questionnaires assessing the nine NYLS temperament characteristics in infants as young as one month of age and in children through the end of the twelfth year. Collectively these are known as the Carey Temperament Scales, and are published and distributed by B-DI.
Knowledge about temperament and individuality can be useful in several ways.
First, educating parents, teachers and professionals about the existence of individual differences in temperament and ways to deal with these differences can be valuable. Differences are not necessarily the result of a condition or disorder. Many parents feel responsible for, and guilty about having a spirited child, and are relieved to know that their child is normal and they are not responsible for causing the child's behavioral patterns.
Second, it is helpful to know the specific patterns of behavioral individuality to allow those working with the youngster to 'tune in' to their behavioral style. Often caregivers have a general idea about the child's temperament, but ratings on a standardized temperament measure can improve everyone's focus, and there are often surprises (for example, the inability to adjust quickly is often seen as high persistence rather than gradual adaptability). Furthermore discrepancies between perceptions and actual behaviors are important to understand.
Third, with an accurate assessment of the child's behavior, specific changes can be planned and implemented by those working with the youngster. These interventions can improve the 'fit' between the youngster and environment, reducing stress and improving adjustment.
Dimensions of temperament are measured in a variety of ways. Parents are interviewed about their children's behavior at home, and teachers are interviewed about the children's behavior at school. Depending on the dimension being assessed, these adults may be asked about children's reactions to new toys or people (i.e., reactivity) or about their energy levels (i.e., activity). Parent and teacher reports of children's behavior may be limited to that context and influenced by their own perceptions of the world (i.e., they may be biased). So, scientists also use behavioral and observational methods to assess children's temperament. Activity level in infancy, for example, can be measured using a device that measures the number of times a baby's arms and legs move. Most of the time, trained researchers observe the children at home, at school, or in a novel environment (e.g., a playroom in a researcher's laboratory). Coders look for visible signs of the child's underlying temperament style. For example, a child who approaches an unfamiliar student on a school playground and talks to the new child would be coded as high in sociability.
Some dimensions of temperament have to be assessed in specific contexts. Reactivity and shyness, for instance, must be observed in novel situations because the behavior of interest may not appear in familiar contexts or may appear for only some children. For example, children who are withdrawn in unfamiliar situations are considered temperamentally shy. Children who are withdrawn in both familiar and unfamiliar situations, on the other hand, are considered anxious and possibly at risk for developing an anxiety disorder. Sometimes children's behavior is ambiguous, so researchers will measure changes in children's physiology as well. Shy children, for instance, tend to experience a higher heart rate when they are in new situations compared to when they are at home. Children are also asked to report their perceptions of their temperament style after around the age of eight. This is when most children are able to report their own behaviors and preferences in a reliable manner. Few studies, however, include self-report measures because most temperament studies focus on children in infancy and early childhood.
In conclusion, I find the single most intriguing aspect in the study of human temperament is the notion of modifying environmental factors. Secondly, being a parent of a 4 year old, I am fascinated by the notion of hereditary traits of temperament. I wonder what good fit qualities I am using to construct her environment. I do believe that I will attempt to learn more. Furthermore, I conclude that I may consider examining this topic further in my research paper. Overall, I find some of the nine traits of temperament somewhat confusing and repetitive. I think I like the examination of the activity level much easier to comprehend and understand because it is very straightforward and to the point.
References
Retrieved on Jan. 17, 20009,
Retrieved on Jan. 17, 20009
Retrieved on Jan. 17, 2009 http://pmc.psych.northwestern.edu/revelle/publications/AnnRev/some.html
Rathus, S. A., & Rathus, S. A. (2006). Childhood and adolescence: Voyages in development. Belmont, CA: Thomson/Wadsworth.
