Αλέξανδρος – Σταμάτιος Αντωνίου, Αν. Καθηγητής, Γνωστικό Αντικείμενο: Ψυχολογία ΑΜΕΑ-Οργανωσιακή Ψυχολογία, Τομέας: Ειδικής Παιδαγωγικής και Ψυχολογίας, Παιδαγωγικό Τμήμα Δημοτικής Εκπαίδευσης – ΕΚΠΑ
The present thesis studies personality traits, that are observed in childhood and adolescence, based on data which is extracted from the recent international literature (from 1980 to 2019 from electronic databases e.g. PubMed, APA PsycNET, ScienceDirect), as they are considered as early developing traits of personality and consist the fundamental units of human personality. In this context, an extensive reference is made to models, which describe these traits, such as Big Three Model and Big Five Model and temperament traits. The importance of these traits as predictive factors in specific areas of children's and adolescent's life and their relation to behavior and learning are highlighted, taking account of the personality traits, as they are described in the Big Five Model (Openness, Conscientiousness, Extraversion, Agreeableness and Neuroticism). Personality traits are also connected to psychopathology, which constitutes the extreme expression of them. Consequently this evidenced connection created the need for an extended analysis of psychopathological and psychopathic traits in childhood and adolescence. The traits mentioned above are correlated with neurodevelopmental disorders, such as Autistic Spectrum Disorder and Attention Deficit Hyperactivity Disorder but also with conduct problems such as Bullying and Psychopathic/Antisocial Disorder with the main focus on the involvement of callous unemotional traits in the above mentioned clinical entities. Lastly, the correlation between children’s and adolescent’s personality traits and learning and academic achievement was raised. From present literature review the importance of understanding personality traits and their crucial contribution in children’s and adolescent’s life was at first highlighted. It was also highlighted the need for inclusion of these traits in therapist’s reasoning in case he/she is asked to predict children’s life course and risk factors for development of psychopathology and if there is need to intervene in a precautionary and therapeutic way.
Personality traits, Psychopathology, Callous-unemotional traits, Behavior, Learning