PERSONALITY DEVELOPMENT OF YOUTH

1. PERSONALITYDEVELOPMENTOFYOUTH BY: NURZEHERRA BINTI MUKHTAR SITI ZALEHA BINTI ABD SIDEK MASWANI SYAZMIM BINTI ABU TALIB SHAFINAZ BINTI IBRAHIM @ HASHIM

2. DEFINITION Personality - Can be defined as a set of relatively enduring behavioral responses and internal predispositions that characterize how a person react to the environment.

3. PERSONALITY DEVELPOMENT The concept of the personality development refers to the profile of stable beliefs, moods, and behaviors that differentiate from children and adults who live in a particular society.

4. It differs from each child because of: • different cultural background • different historical time

5. THEORIES... Contemporary theorists – emphasize personality traits having to do with individualism, internalized conscience, sociability with strangers, the ability to control strong emotion and impulses and personal achievement.

6. Five PerspectivesonPersonality Development

9. One assumes that the child’s inherited biology, usually called a temperament bias – can be an important basis for the child’s later personality • Alexander Thomas and Stellar Chess suggested that there were 9 temperament dimensions along with 3 synthetic types called: • the difficult child • the easy child • the child who is slow to warm up to unfamiliarity

10. Sigmund Freud suggests that variation in the sexual and aggressive aims of the id, which is biological in nature, combined with family experience, lead to the development of the ego and superego. • Freud suggested that differences in parental socialization produced variation in anxiety ( leads to different personalities )

11. Emphasizes direct social experiences with parents • John Bowlby contributed to this new emphasis on the infant’s relationship with parents. - He argued that the nature of the infant’s relationship to the caretakers and especially the mother created a profile and emotional reactions towards adults that might last indefinitely.

12. A second basis is the discovery that children who had the same objectives experiences develop different personality profiles because they construct different conceptions about themselves and other from the same experiences. • The notion that each child imposes a personal interpretation to their experiences makes the concept of self critical to the child’s personality.

13. Judeo-Christian assumption that it is necessary to award children a will so that they could be held responsible for their actions. • The origins of personality comes from inferences based on direct observations of a child’s behavior.

14. It focuses on different characteristics at different ages; • infants differ in irritability • 3 years old children differ in shyness • 6 years old children differ in seriousness mood • Each class of behavior can have different historical antecedents. E.g. Children who prefer to play alone rather than with others do so far a variety reasons. Some might be temperamentally shy and are uneasy with other child while others might prefer solitary activity.

15. The Features and EffectsofFriendshipin Early Adolescence

16. Early adolescents friendships have often been assumed to be especially intense and especially significant for psychological development • Recent research indicates that the intimacy of friendship increases dramatically between middle childhood and early adolescence • In competitive situation, early adolescents act more pro-socially towards their friends than do younger children because they more often try to achieve the mutually satisfying outcome of equality

17. During early adolescence, friends are similar in their orientation towards school and toward peer culture (rock music, fashion and so on) • Similarity is due partly to the selection of friends like oneself and partly to the influence of friends on each other • In certain other ways, early adolescents friendships do not differ substantially from those among younger children or late adolescents Recent research suggests that the stability of friendships changes little between fourth and eleventh grade

18. Girls often seem to have more intimate and exclusive friendships than boys do, although the overall pattern of sex differences in friendships is more complex • The feature of early adolescent friendships appear to be determined partly by the biological, social and cognitive changes during this period of life • The effects of these friendships on social and personality development have been extensively discussed but supporting evidence currently is scarce

19. Family, personality andadolescentproblem behaviors

20. It is something that relates literature on family and personal correlates of adolescent problem behavior • It has three major purposes: a) To differentiate among categories of problem behavior b) To provide more comprehensive and integrative representation of family influences c) To consider the interactive effects of context (family) and individual (personality) variables. • It postulates the existence of two negative family types, psychological over control and behavioral under control, that place adolescents at risk for internalized and externalized problems, respectively

21. It postulates the existence of two negative family types, psychological over control and behavioral under control, that place adolescents at risk for internalized and externalized problems, respectively • Family stressed is considered to have an indirect effect on problem behaviors by way of its exacerbating influence on the negative family types • Individual differences in adolescent personality are conceptualized to moderate the relationship between family environment and problem behaviors

22. Preschool TemperamentandEnvironmental Factors Related to the Personality in Middle Childhood

23. Childhood temperament dispositions have been described as the “basic building blocks of personality” (Buss, 1989, p.49) • Personality is seen as the broader construct, resulting from influences from both the constitutionally based “building blocks” of temperament and from environmental factors • It was not until the beginning of the 1990s that the conception of a bridge based on empirical studies between these two research areas emerged

24. As pointed out by Thomas and Chess (e.g.1977) the term temperament, with its biological or constitutional connotations, might best be used for early individuality • With age, as the importance of environmental influences increases, the distinction to personality becomes blurred • The childhood temperament research has come to include a number of different approaches, varying with regard to dimensional structures and measurement instruments • The choice of the particular temperament variables in the present study was based mainly on their theoretical background on heritability, which seemed appropriate as potential environmental effects were to be investigated along with the temperamental basis

25. The DevelopmentofYouth Personality

26. The development of personality in youth is divided into three level of age: a) early adolescence (12-14 years) b) middle adolescence (14-17 years) c) late adolescence (17-19 years)

27. Early Adolescence(12 - 14 years)

28. Movement Toward Independence • Struggle with sense of identity • Moodiness • Improved abilities to use speech to express oneself • Most likely to express feelings by action than by words • Close friendships gain importance

29. Less affection shown to parents, with occasional rudeness • Realisation that parents are not perfect; identification of their faults • Search for new people to love in addition to parents • Tendency to return to childish behaviour, fought off by excessive activity • Peer group influences interest and clothing styles

30. Ethics and Self-Direction • Rules and limit testing • Occasional experimentation with cigarettes, drugs and alcohol • Capacity for abstract thought

31. Middle Adolescence(14 – 17 years)

32. Movement Toward Independence • Self-involvement, alternating between unrealistically high expectations and poor self-concept • Complaints that parents interfere with independence • Extremely concerned with appearance and with one’s body • Feelings of strangeness about one’s self and body • Lowered opinion of parents, withdrawal of emotion from them

33. Effort to make new friends • Strong emphasis on the peer group with the group identity of selectivity, superiority and competitiveness • Periods of sadness as the psychological loss of parents takes place • Examination of inner experiences, which may include writing diary

34. Ethics and Self-Direction • Development of ideals and selection of role models • More consistent evidence of conscience • Greater capacity for setting goals • Interest in moral reasoning

35. Late Adolescence(17 – 19 years)

36. Movement Toward Independence • Firmer identity • Ability to delay gratification • Ability to think ideas through • Ability to express feelings in words • More developed sense of humour • Stable interests

37. Greater emotional stability • Ability to make independent decisions • Ability to compromise • Pride in one’s work • Self-reliance • Greater concern for others

38. Ethics and Self-Direction • Capable of useful insight • Stress on personal dignity and self-esteem • Ability to set goals and follow through • Acceptance of social institutions and cultural traditions • Self-regulation of self-esteem

39. Rolesof Agentsof Socialisations

40. Parents or Family • Build a positive environment at home through a warm and nurture parenting style • Parental supervision • Strong attachment between parent and child • Do not be too strict with child, must have rules but be mild • Do not simply punish child without any proof

41. Peers • Must give good impression and example among each other • Always show their friends the right path and do not teach them to do something wrong • Seek knowledge together • Play an important role – stick with peers more than parents at this age

42. Teachers and School • Teacher can be an extended family member or a mentor • School can provide students with sense of cooperative, responsibility and belonging, convey high expectation for participation (in class), provide high levels of individual support for students • Always give attention to the pupils whenever they need help. • Do not be hard toward pupils because it might hurt them and make them down.

43. Community or Society • Providing youth with opportunities to purse their interest and focus on their strength • Promoting healthy lifestyles and teaching positive patterns of social interaction – to avoid from social ills • Engaging youth as an active partners and leaders who can help move community forward – gain leadership skill • Supporting the development of youth’s knowledge and skills in a variety of ways – tutoring, education and service learning

44. Islamic Perspectives

45. In Islam, the Qur’an expounds in very clear terms a distinct concept of individual growth and development. • A human being is body and soul, matter and spirit. It is the unique balance between these that makes humans uniquely what we are, which, according to Islamic belief, is the highest of all created beings. • Personality is how our basic character is displayed to the world. Imam Abu Hamid Al-Ghazali, as it relates to the notion of personality, has elaborated the Islamic view on the importance of good character:

46. “Everything in the world has been created with a purpose. Man, being the most exalted of all creation, has a supreme purpose, which is to realize the moral through the proper exercise of the qualities inherent in him. He has to develop those qualities that facilitate moral progress and subjugate those which hinder it. In order to achieve the moral end one has to build a good character that comprises all the virtues, the most important of which is love of God. The actual worth of a virtue is essentially determined by the part it plays in helping man to achieve perfection whereby he attains nearness to God. Good character is the beauty of the soul, and like the beauty of the body it depends on the harmonious and proportionate development of all its elements.”

47. Luqman’s Advicesto his son

48. Surah Luqman: 12-19 • 12. We bestowed (in the past) Wisdom on Luqman: “Show (your) gratitude to Allah." Any who is (so) grateful does so to the profit of his own soul: but if any is ungrateful, verily Allah is free of all wants, worthy of all praise. • 13. Behold, Luqman said to his son by way of instruction: “O my son! Join not in worship (others) with Allah: for false worship is indeed the highest wrong-doing.”

49. 14. And We have enjoined on man (to be good) to his parents: in travail upon travail did his mother bear him, and in years twain was his weaning: (hear the command), “Show gratitude to Me and to your parents: to Me is (your final) Goal. • 15. “But if they strive to make you join in worship with Me things of which you have no knowledge, obey them not; yet bear them company in this life with justice (and consideration), and follow the way of those who turn to Me (in love): in the End the return of you all is to Me, and I will tell you the truth (and meaning) of all that you did.”

50. 16. “O my son!” (said Luqman), “If there be (but) the weight of a mustard-seed and it were hidden in a rock, or (anywhere) in the heavens or on earth, Allah will bring it forth: for Allah understands the finest mysteries, (and) is well-acquainted (with them).” • 17. “ O my son! Establish regular Prayer, enjoin what is just, and forbid what is wrong: and bear with patient constancy whatever betide you; for this is firmness (of purpose) in (the conduct of) affairs.”