CHILD PERSONALITY AND VIOLENCE PREVENTION: CREATIVITY PROFILE IN CHILDREN
This goals of the present study are:
(a) to identify the characteristics that shape the creative personality profile in 6th grade children,
(b) to establish significant differences in the creative personality profile by gender; and
(c) to establish significant differences in the creative personality profile by age.
Historically, there have been different approaches when investigating creativity; early research sought to analyze characteristics and personality traits, especially of those people who were considered geniuses; later research focused on the cognitive processes of perception, reasoning and memory, involved in problem solving. In this sense, people who are considered creative often build solutions classifications and create digests of ideas that they know how to use at appropriate times. Therefore, although creative personality is hard to define, it helps in having a clearer idea of the features and dimensions of those who possess this skill; giving rise to intervention programs that identify and promote characteristics that foster the creation of better responses and environments in the people’s lives, in this case, regarding the prevention of violence. To achieve the objectives, a descriptive research ex post facto, with a single measurement was conducted. The sample included 89 6th grade students from two public schools in Merida, Yucatan, Mexico, located in sub-urban areas with characteristics of marginality in which a program of prevention of violence is being developed; and 89 parents of each child (mother or father); and 2 teachers from each group, the selection of participants was not probabilistic.
Three instruments were used to assess participants and thus shape the creative personality profile:
(1) Torrance Test of Creative Thinking, verbal section TTCT (Form A),
(2) Duarte Stimulus Sheet (Form A) and
(3) Garaigordobil Creative Personality Scale in their modalities of self-evaluation, heteroevaluation by parents and, heteroevaluation by teachers.
The participant's general profile was created from the obtained results, finding that:
(a) Positive values are presented in the self-perception of the creative personality, in the perception of teachers about their students' creativity, in graphic creativity, verbal creativity and verbal originality, which indicates that children are doing well in these features; and
(b) Negative values are presented in the perception of parents regarding their children's creativity, graphic fluency, flexibility and originality, and verbal fluency, indicating that children have little or none of these features.
Also, significant differences by gender were found in the students, favoring girls in verbal creativity, verbal fluency and verbal flexibility, and favoring boys in graphic originality. Regarding the age, no significant differences were found.