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The purpose of this book is to help you understand the base layer, temperament, in children birth to age 5. Parents and caregivers who understand temperament learn to prevent problems by adapting to the individual needs of their child. This is not spoiling the child. It is recognizing, honoring, and working with what the child brings to his or her life at birth.
Offers a new interpretation of what a person's individual temperament means for their family and their faith and explains how to identify one's own temperament and use it to fulfill God's plan.
Timely and authoritative, this unique handbook explores the breadth of current knowledge on temperament, from foundational theory and research to clinical applications. Leaders in the field examine basic temperament traits, assessment methods, and what brain imaging and molecular genetics reveal about temperament's biological underpinnings. The book considers the pivotal role of temperament in parent–child interactions, attachment, peer relationships, and the development of adolescent and adult personality and psychopathology. Innovative psychological and educational interventions that take temperament into account are reviewed. Integrative in scope, the volume features extensive cross-referencing among chapters and a forward-looking summary chapter.
UNDERSTANDING YOUR CHILD'S TEMPERAMENT From their earliest days some children are shy and others are bold. A brother may be flexible, while his sister is rigid. One child is highly active, another far less so. One may stick with a challenge for hours, while another gives up easily. All children display distinct profiles of nine largely inborn temperament traits that determine how they experience their environments and respond to them. These interactions have a major impact on children's physical health, development, social behavior, and school performance, and on the caregivers themselves. If adults learn to recognize and tolerate temperament traits, they will be able to manage them more harmoniously and care for each child's individual needs. "What an important book for parents to consider. Treating each child as an individual shows them the respect that will engender self-esteem in them later. This book about differences in temperament by Dr. William Carey, an esteemed pediatrician, will give parents the backup they need to treat each child individually." T. Berry Brazelton, M.D Emeritus Professor of Pediatrics, Harvard Medical School Author of numerous books on child development and care. "America's favorite pediatrician" "This classic work is now more useful than ever. The too often neglected role of temperamental patterns is explained brilliantly, so that all adults who live or work with kids can understand and manage these all-important differences between them." Mel Levine, M.D. Professor of Pediatrics, University of North Carolina Medical School. Author of national bestseller, A Mind at a Time, and 10 other books about children's learning issues.
A guide to deliver Temperament Based therapy with Support, addressing the underlying traits that lead to symptoms of anorexia nervosa.
"The tools and strategies outlined in this book are more than just self-tests, an inner exploration, or a one-time academic journey on the topic of intelligence. Rather, this book is designed to teach you flexible tools and some important new perspectives so that you can tap your creative potential, fulfill goals and ideals, discover new outcomes, and better help others realize their potential as part of a larger shared vision, system, or organization."--Publisher's description
The Fullerton Longitudinal Study, launched in 1979, chronicled the development of over 100 children and their families from the children's first birthday through their high school completion using a cross-informant/cross-context methodology. In this volume, the developmental course and sequelae of children's temperament from age 1.5 years through high school completion are documented. It is an important resource for developmental researchers, clinicians, educators, and students.
“Using interactive checklists, you will identify your learning style and preferences. Tips customized to your learning style will help you choose what, when, how and where to learn. ... You will see how to adapt to different learning settings, especially those that don't suit your preferences. Leaders, coaches, trainers, and teachers will find practical tips for customizing and enhancing their interventions.” - cover.
The growing interest in research on temperament during the last decade has been re corded by several authors (e. g. , R. Plomin; J. E. Bates) from such sources of informa tion as the Social Sciences Citation Index or Psychological Abstracts. The editors' inquiry shows that the number of cases in which the term temperament was used in the title of a paper or in the paper's abstract published in Psychological Abstracts reveals an essential increase in research on temperament. During the years 1975 to 1979, the term temperament was used in the title and/or summary of 173 abstracts (i. e. , 34. 6 publications per year); during the next five years (1980-1984), it was used in 367 abstracts (73. 4 publications per year), whereas in the last five years (1985 to 1989), the term has appeared in 463 abstracts, that is, in 92. 6 publications per year. Even if the review of temperament literature is restricted to those abstracts, it can easily be concluded that temperament is used in different contexts and with different meanings, hardly allowing any comparisons or general statements. One of the consequences of this state of affairs is that our knowledge on temperament does not cumulate despite the increasing research activity in this field. This situation in temperament research motivated the editors to organize a one week workshop on The Diagnosis of Temperament (Bielefeld, Federal Republic of Germany, September 1987).