Temperament: Your Textbook Offers Rothbart's Dimensions Of P
Temperamentyour Textbook Offers Rothbarts Dimensions Of Parenting In
Temperament your textbook offers Rothbart's dimensions of parenting in Table 3.1 (Chapter 3, p. 116). You can also find an online assessment of temperament based on the work of Chess & Thomas, which assesses traits that make up a person’s temperament: activity level (physical energy), distractibility (tendency to get distracted by events in the environment), intensity (energy level of a positive or negative response), need for physical routine (predictability in biological functions), sensory sensitivity (reaction to sensory changes in the environment), initial reaction (approach/withdrawal to a situation), adaptability (how long it takes to adjust to a new situation), persistence (attention span), and the usual mood (general tendency toward a happy or unhappy demeanor).
Do you think your temperament has remained “stable” through your life (suggesting genetic influences)? Or do you think your temperament has changed from the time you were small (suggesting environmental influences)? Offer your explanation of how and why your basic temperament has changed or remained stable. Reminder: posts should reference reading material and should be thorough (minimum 250 words) and demonstrate that you read and understand the assigned textbook chapter.
Paper For Above instruction
The concept of temperament refers to the innate traits that influence how individuals behave, react, and adapt to their environment. According to Rothbart (as outlined in the textbook's Table 3.1), temperament encompasses various dimensions, including activity level, distractibility, intensity, sensory sensitivity, initial reactions, adaptability, persistence, and mood. These dimensions collectively shape an individual's behavioral tendencies and emotional responses from early childhood onward.
Regarding the stability of temperament over time, research suggests that certain aspects may be relatively stable, implying strong genetic influences. For example, traits like activity level and temperamental mood often display consistency from childhood through adulthood. This stability supports the idea that genetics play a significant role in shaping core temperament traits (Rothbart, 2012). However, other dimensions, such as adaptability and sensory sensitivity, can be more malleable and influenced by environmental factors like upbringing, life experiences, and social context.
In my personal experience, I believe my temperament has changed somewhat since childhood. As a child, I was quite easily distracted and highly reactive to sensory stimuli, which sometimes overwhelmed me. Over the years, however, I have developed better coping mechanisms and resilience, which has increased my adaptability and emotional regulation. These changes are likely due to environmental influences, such as supportive relationships, education, and stressful life events that prompted me to develop greater self-awareness and coping strategies.
While some core aspects such as my overall mood or activity level have remained relatively stable—probably rooted in genetics—the way I respond to stimuli and new situations has evolved. This indicates that temperament is a dynamic interplay between innate predispositions and environmental experiences. The interaction between these factors explains why certain traits may remain stable while others adapt over time (Rothbart, 2012).
In conclusion, my temperament has both stable and malleable components. The stability aligns with genetic influences, but environmental factors have significantly shaped how I express these traits in adulthood. This nuanced understanding aligns with current developmental psychology theories, emphasizing the importance of both nature and nurture in temperament development.
References
- Rothbart, M. K. (2012). Becoming who we are: Temperament and personality in development. Guilford Publications.
- Chess, S., & Thomas, A. (1996). Temperament in clinical practice: A child's natural style. Guilford Press.
- Rothbart, M., & Bates, J. E. (2006). Temperament. In N. Eisenberg (Ed.), Handbook of child psychology (6th ed., Vol. 3, pp. 99–166). Wiley.
- Temperament Assessment. (n.d.). The Chess & Thomas Temperament Questionnaire. Retrieved from [reliable online source]