Thomas and Chess School of Thought on Temperament

Overview

• Focus on environmental influences on temperament, known as Goodness of Fit.
• Originally identified nine dimensions of temperament.

Nine Dimensions of Temperament

1. Activity (Surgency)

   • Spectrum from hyperactive (bouncing around) to sedentary (still and content).
   • Most children fall in the middle; extremes can be maladaptive.

2. Rhythmicity

   • Regularity of biological functions like eating and sleeping.
   • Extremes: random schedules vs. overly rigid schedules.

3. Affect

   • Emotional disposition: positive (sunny) vs. negative (gloomy).
   • Considered in a single dimension here, unlike Rothbert's positive and negative affect dimensions.

4. Reactivity

   • Intensity of emotional responses.
   • Spectrums from mild to intense emotional reactions.

5. Attention

   • Ability to maintain focus on tasks.
   • Pros and cons: too focused vs. easily distractible.

6. Persistence

   • Willingness to persevere in the face of challenges.
   • Related but distinct from attention.

7. Approach

   • Overlaps with sociability.
   • Spectrum from extroverted (approach people) to introverted (withdrawn).

8. Adaptability

   • Response to novelty and change.
   • Overlaps with rhythmicity and influences flexibility in new situations.

9. Sensitivity

   • Sensory thresholds and biological sensitivity.
   • Overlaps with adaptability and approach.

Personality Clusters

• Easy/Resilient Temperament

  • Moderate activity, positive affect, adaptable, soothable.
  • Often referred to as 'sucker kids' or resilient.

• Difficult/Under-Controlled Temperament

  • More negative affect, less adaptable, more sensitive.
  • Often impulsive, may face behavioral challenges.

• Slow to Warm Up/Over-Controlled Temperament

  • Low adaptability and high sensitivity.
  • More withdrawn and anxious in new or novel situations.

Goodness of Fit

• Importance of the fit between a child's temperament and their environment.
• Sensitive and Responsive Parenting:
  • Parents should be attentive to their child's temperament and respond accordingly.
  • Avoids stereotypes and assumptions about what children 'should' be like.
• Examples:
  • Outgoing child with outgoing parents = good fit.
  • Shy child with shy parents = good fit.
  • Adaptability in parenting style can enhance fit.

Conclusion

• Thomas and Chess model is descriptive rather than evaluative.
• Emphasizes adapting environments to suit temperamental needs rather than changing the child.