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The study is an ongoing longitudinal investigation of a group of prelingually deaf children studied by direct observation in combination with videorecordings. The behavior of the children was registered once a month in their preschool and school settings, where activities were based on total communication, i.e., gestures, signs, fingerspelling, lipreading, reading, writing, and the stimulation of remnants of hearing. Our observations show that the use of signs does not impede the development of speech. Instead it seems to increase the children's skill in lipreading, although the early use of written language may play a part by facilitating the encoding of lipmovements. In children with hearing residuals, the use of signs enables them to better use their hearing.

Field work in Alaska and the Southwest and a review of the literature suggest the presence of common dominant personality features among Athabascan-speaking Indians, regardless of rather widely differing social structural characteristics and acculturative influences. We hypothesize that (1) the harsh subarctic environment of the earliest Athabascans necessitated the development of individuals with personality and societal configurations which enabled them to function adequately within the frame-work of their specific ecology and that (2) the conservatism of socialization practices and attitudes accounts for the perpetuation of dominant personality characteristics among today's widespread Athabascans.

The limitations imposed by circumstantial uniqueness—continual victimization by racist strategies—apply to all black people regardless of status

Abstract. The paper outlines a new and broadly inclusive conceptual itinerary for the scientific study of personality development across the human life course. From the standpoint of the person as a social actor, a first line of development runs from the temperament dimensions observed in infancy through the establishment of adult personality traits, tracking a movement toward greater elaboration and regulation of the person's socio-emotional performance style. A second line of development traces continuity and change in the motivated agent, running from the child's consolidation of theory of mind, through an age 5–7 shift, to the articulation in adolescence and adulthood of life goals and values. From the perspective of the autobiographical author, a third line of personality development runs from the sharing of episodic memories between preschool children and their parents to the emergence of autobiographical reasoning skills in adolescence, ultimately resulting in the construction of an integrative life story, or narrative identity. The itinerary expands the purview of personality development beyond the canonical trait concept to encompass contemporary theories and findings in evolutionary psychology, sociology, and motivational psychology, as well as the study of cognitive development in children, moral development, political orientations, religious attitudes and practices, autobiographical memory, and the master narratives of culture.

The last two decades have seen a rapid acceleration of research on personality development focusing on the periods of late adolescence and young adulthood. The findings paint a picture of surprising quiescence in adolescence followed by a period of tremendous growth and change in personality traits in young adulthood. The patterns and potential reasons for these changes are discussed in the context of the Neo-Socioanalytic model of personality and the theory of emerging adulthood. The potential for convergence and collaboration between the fields of personality development and emerging adulthood is discussed.

The book contains a total of eight chapters covering topics related to social awareness and personality development. The eight chapters of this book can be divided into four parts. This book deals with topics like An Overview of Indian Society and Contemporary Issues, Growing Social Problems and Role of NGOs, Emerging Issues of Globalisation and Indian Society and topics concerned with Self and Society covering issues such as heredity v/s, environment, management of conflict and stress, realistic goal setting, time management, significance of aptitude tests, IQ v/s. EQ, etc. There are also two tests, one dealing with assessment of self actualisation in Chapter 6 and another dealing with emotional intelligence in Chapter 8. The Foundation Course is a compulsory paper at the first and second year level in the faculty of Arts, Science and Commerce. The course was introduced more than 2 decades ago for many reasons. One of the major objectives for introducing this course was to make the students aware of the various socio-economic issues that are important for our society and which directly or indirectly influence us. The foundation course also contains topics which are relevant for increasing our self understanding and our psychological development. The subject of foundation course also deals with increasing one`s Social and Self Awareness that collectively develops our personality.

Abstract. Does personality stay stable after young adulthood or is there continued change throughout middle and later adulthood? For decades, this question has caused heated debate. Over the last couple of years, a consensus has emerged based on recent cross-cultural as well as longitudinal evidence. This consensus confirms that indeed there is personality change in middle and later adulthood. Many authors have labeled this change personality maturation or growth. In somewhat simplified terms the observed pattern is as follows: neuroticism declines, conscientiousness and agreeableness increase. At the same time it has been argued that this pattern of personality change is the result of coping with the developmental tasks of adulthood and, thus, increased adjustment. We would like to examine this practice of equating developmental adjustment with growth and ask how to define personality growth. To answer this question, we consult theories of personality development as well as lifespan theory.

The study was to investigate the impact of school leadership on student's personality development. The objectives of the study were to investigate the characteristics of competent school leadership and to find out the factors which develop students' personality. The nature of the study was descriptive. There were forty principals (one post was vacant) and two hundred ninety-one senior teachers in forty-one secondary schools in district Mirpur Azad Kashmir. Thirteen principals and a hundred teachers were selected randomly from the target population. A questionnaire of twenty items was developed from the relevant literature. The questionnaire was examined by two experts while the coefficient of reliability was 0.93. Data were collected through personal visits. It was concluded that the school leadership develops the students' personalities. The study provided suggestions in the recruitment and promotion process of school principals that preference should be given to those candidates who have an ideal track record for promotion as the school principal.

Abstract. Traditional Weberian theory posits that the values inherent in particular religious ideologies give rise, at least in some societies, to attitudes predisposing individuals towards a particular type of economic organization. In conjunction with this, McClelland postulates that socialization practices mediate and inculcate religious values in such a way that certain economic attitudes and behavior patterns emerge in adulthood; certain practices result in a motivational predisposition such as need achievement. However, recent research indicates that, in evolving societies, the economic‐ecological variables strongly influence the types of child rearing practices used and the parentally‐instilled values and ideology. Thus, personality predispositions and personal values depend, to a large extent, upon the economic structure and occupational roles of the society. As society increases in social‐structural and technological complexity, the relationship between personal values and the economic institution becomes reciprocal.

The article considers the scope for the shift to personality-oriented paradigm through the personal inclusion into specially organized information and communication activities in the Internet environment; the authors also give the essence, specific features and functions of those activities.