Goodness of fit and adaptation

¶ … goodness of fit and of adaptation. Apply this concept on:

Relation between temperament and early interpersonal environment

Adaptation is an interaction between biology and environment. Some individuals are born naturally well-suited to their environment. For example, an extroverted, social person who lives in a country where such attributes are prized might be considered well-adapted 'naturally' or temperamentally to the environment. However, an athletic woman with a strong personality in many cultures -- including, until recently, the United States -- might be seen as aberrant, simply because her demeanor was not viewed as acceptable within the context of her interpersonal environment.

Individuals can adapt to their circumstances. For example, a shy child may learn to be bolder; strong-minded girls often adapt to an environment that pressures to be more conformist in nature by reigning in some of their qualities that might be more apt to be regarded as masculine. On the other hand, certain innate temperamental attributes might be emphasized within the context of the individual's social environment. Aggressiveness in adolescent males might be brought out to an even greater degree on a boy's football team. While more aggressive boys, temperamentally, might select such a sport, the context of the team and the attitude of the environment and coaches may create a situation which brings out those traits to an even greater degree.

1b. Developmental challenges faced in adapting to aspects of the psycho-social environment.

Most adolescents within Western culture experience a period of difficulty in adapting to their psycho-social environments. Adolescence is a time of profound physical as well as social and developmental changes. Motivation to change and adjust to new roles and responsibilities, social coping mechanisms, and peer acceptance will all affect the individual's ability to adapt to his or her environment. The individual must learn to accept biological changes (including the acquisition of sex characteristics), his or her changed social status within the family and in larger society, and adjust to new responsibilities. Adolescents may experience a crisis regarding their sexuality and sexual attractiveness, feel inferior or different when compared to other teens, or find themselves engage in role-related conflicts with peers and other adults.

1c. Aspects of privilege and lack of privilege that intersected with and/or created challenges to and opportunities for strong ego development.

In the development of the ego, the valuation of certain characteristics within society as 'superior' can reinforce an individual's positive self-perception. Class status, including wealth, can give individuals a strong sense of ego, as can intelligence, beauty, and other valued talents and skills. The social acceptance of peers can also create a sense of 'privilege.' Individuals who are socially awkward and experience rejection are less likely to develop strong egos than people whom are embraced by their peer group. However, others who feel highly competent at a skill (such as music or math) or have been given a strong sense of identity through familial support might be able to weather difficulties in peer adjustment.