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Ward, April. "Adolescent identity formation and social media." Thesis, Canterbury Christ Church University, 2017. http://create.canterbury.ac.uk/16421/.
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Objective: To understand how adolescent social media use is impacting on their identity formation and their developing self-esteem. The degree of emotional investment in the sites, and what motivations underlie discreet social media activities. It also aims to investigate adolescent responses to online feedback and their coping strategies in relation to the feedback. Method: in-depth interviews with 15 white British adolescents aged between 12 and 17 years (9, female, 6 males) consisting of four single sex friendships groups, were thematically analysed. Each group took part in a facilitated focus group, and an unaccompanied focus group. These were followed by an individual interview with the lead researcher. Results: Five key themes were identified: investment, feelings evoked by social media, motivations, observations of social media rules and cultures, and strategies to manage feelings evoked by social media use. Conclusion: while social media is providing an important new context for identity formation, it may be placing added pressures on adolescents’ developmental tasks. Digital youth fear receiving critical feedback online, due to the potential for experiences of shame to be projected widely. They are highly attuned to the quantifiable feedback they receive online and feel pressured to be effortful in their social media activity, which could impact negatively on adolescents’ ability to develop a coherent and stable self (Erikson, 1968) and psychological wellbeing, particularly for those with pre-existing mental health difficulties. A curious and non-judgemental approach to understanding how adolescents are using social media, is necessary in order to encourage supportive conversations.
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Midgett, Corina L. "Late adolescent identity formation and psychosocial strength." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq24489.pdf.
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Whitman, Matthew J. "Communication technology's impact on adolescent identity formation." Theological Research Exchange Network (TREN), 2006. http://www.tren.com/search.cfm?p006-1493.
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Mueller, David John. "Adolescent identity formation: Inpatient influence on self-concept." W&M ScholarWorks, 1990. https://scholarworks.wm.edu/etd/1539618397.
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This study investigated the effects of psychiatric hospitalization on the self-concepts of 44 adolescents. Labeling theory suggests that the stigma of being labeled as a patient in a mental hospital will hurt an adolescent's self-concept. The sample for this study consisted of 44 adolescent acute care patients in a private psychiatric hospital in Norfolk, Virginia. their length of stay averaged 20.1 days and ranged from 8 to 38 days in the hospital. Each was diagnosed by an accredited psychiatrist or a licensed psychologist as having symptoms of depression or dysthymic disorder. Each subject was administered a semantic differential instrument (Burke and Tully, 1977) and the Coopersmith Self-Esteem Inventory (Coopersmith, 1967) at admission and again at discharge. The semantic differential instrument had subjects rate two stereotypic social labels, "A Popular Teenager in School" and "A Hospitalized Teenager in Psychiatric Treatment," and two self-assessment labels, "Me in the World" and "Me in the Psychiatric Institute." The Coopersmith instrument was used as a well-established indicator of overall self-esteem. One-tailed t-tests for paired samples confirmed significant gains in self-esteem through the course of hospitalization as measured by the Coopersmith as well as by the two semantic differential self-assessments. These findings were contrary to the predictions of labeling theory. Two-tailed t-tests for paired samples were used to determine whether identification with the two stereotypic labels changed from time of admission to time of discharge. These findings indicated that direction of change was not consistent and some of the changes were not statistically significant. The most interesting change in identification with stereotypic labels concerned "Me in the Psychiatric Institute" and "A Popular Teenager in School." at admission, subjects generally rated themselves less favorably than "A Popular Teenager in School," but at discharge subjects generally rated themselves significantly more favorably than the popular teenage stereotype. Again, this change in identification was not consistent with the predictions of labeling theory. This study concluded with recommendations for longer-term adolescent inpatient studies, follow-up studies of teenage outpatient progress, and mandatory one year aftercare counseling for hospitalized adolescents.
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Boyes, Michael Clifford. "Implications of emerging epistemic doubt for adolescent identity formation." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26963.
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This study was undertaken to evaluate the part which nascent skeptical doubt plays in shaping the course of adolescent social-cognitive development. Past attempts to relate the achievement of formal operations to the tasks of identity formation and other signature concerns of adolescence have yielded equivocal results. This failure is seen to be due in part to the "all or none" character often ascribed to formal operational thought. If formal reasoning is seen to be achieved in one piece, then there is little hope of accounting for the variability within adolescent development by pointing to such a monolith. It is argued in this thesis that the intellectual changes which accompany the acquisition of formal operational competence set in motion a series of developments which seriously undermine the typical adolescent's previous sense of epistemic certainty. The epistemic model proposed in the thesis leads to the hypothesis that, in response to such doubts, young persons adopt one or another of three contrasting interpretive levels or strategies each of which then dictates much about their subsequent solutions to the problems of identity formation and commitment.
To test these predictions, 110 high school aged young people were prescreened using a battery of Piagetian measures and classified as being either concrete or formal operational. Those subjects who were clearly classifiable (N = 70) were individually administered: (1) Adams' Objective Measure of Ego identity Status (OM-EIS) which permits classification of respondents into diffused, foreclosed, moratorium, and achieved identity statuses; and (2) The Epistemic Doubt Interview, which is comprised of 2 story problems and a semi-structured interview procedure, based on the work of Piaget, Perry, and Kitchener and King, and designed to indicate both the presence of generic doubt and the respondent's characteristic coping strategy for dealing with such uncertainties. These include realistic, dogmatic, skeptical, and rational epistemic stances.
The results indicate that the young people selected on the basis of the cognitive developmental screening procedures could be reliably and exhaustively assigned to a single epistemic level or to a modal and a single developmentally adjacent level. Only formal operational subjects appreciated the generic nature of the doubt undermining their epistemic certainty while the concrete operational subjects were largely confined to the ranks of the epistemic realists. Predictions regarding the anticipated relation between epistemic stance and ego identity status were supported. Virtually all of the subjects scored as epistemic realists were found in the diffusion and foreclosure statuses. Of those subjects who evidenced an appreciation of the generic nature of doubt, only epistemic dogmatists were scored as foreclosed. Only subjects scored as epistemic skeptics or rationalists were routinely found to be in the moratorium or achieved statuses. The results are taken as strong support for the claim that epistemic doubt plays a central role in shaping the course of adolescent social-cognitive development.Arts, Faculty of
Psychology, Department of
Graduate
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Vismara, Meghan Lynn. "Identity and Language Use in Adolescent Latina/o Literature." Thesis, Virginia Tech, 2018. http://hdl.handle.net/10919/82523.
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This thesis examines how characters in adolescent Latina/o literature use and reflect on both English and Spanish languages, bilingualism and how language use informs a character’s identity. In this thesis a particular emphasis is placed on code switching as a literary device in adolescent Latina/o literature. Investigations on code switching point to this, that many authors use code switching as a way for authors and characters to show the difficulties of living between two cultures. I examined the works of three accomplished authors of Latina/o adolescent in this investigation: Benjamin Alire Sáenz’s Aristotle and Dante Discover the Secrets of the Universe (2012), Julia Álvarez’s Before We Were Free (2002) and the Tía Lola Series (2009), and Pam Muñoz Ryan’s Esperanza Rising (2004) and Echo (2015). The struggle to find one’s identity as an immigrant in the United States can emotionally compare to the struggle of an adolescent trying to balance their struggles of identity and this similarity of identity definition can be seen in all of these works. I argue that these authors use code switching and discussions on bilingualism as a device that helps articulate the exploration of the protagonist's search for identity into adulthood. Code switching and bilingualism are used to juxtapose the childhood and adult stages of the characters. These serve as ruptural elements that defy the generation of the parents and the cultural expectations. Code switching further serves as a mechanism through which protagonists reject and accept aspects of their identity development, from homosexuality to economic status. In a parallel way, I explore the importance of adolescent Latina/o literature as a referential axis for Latina/o youth in their process of development. This genre plays a role in development by showing strong, non-stereotypical characters who can help shape Latina/o identity for the next generation in the United States. Because adolescence is the stage in life where the individual goes through a time of questioning identity and development, this thesis shows that adolescent Latina/o literature may be best suited to show the process of growing up as compared to mainstream adolescent literature and gives a concrete metaphor for the challenges that many adolescents face.Master of Arts
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Heberle, Jeanette Day 1946. "The role of formal operations and field dependence in identity formation." Thesis, The University of Arizona, 1988. http://hdl.handle.net/10150/276902.
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Ego-identity is influenced by many factors. Formal operations and field-dependence have often been cited as important factors in the level of ego-identity achieved. One hundred fifty-three introductory Psychology students were given the Personal Orientation Inventory as a measure of ego-identity and actualization, a test of Formal Operations developed by Karen Hardy-Brown and the Embedded Figures test as a measure of Field-dependence. No correlation was found between any of the measures indicating that a persons ego-identity was not related to the use of Formal Operations or field-dependence. A factor analysis was also performed with each instrument loading on a separate factor.
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George, David T. (David Titus). "The Influence of Family Functioning on Identity Formation: a Model of Late Adolescent Identity Development." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc277881/.
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The influence of theoretically prominent family processes on late adolescent college student identity development was the focus of this study. The primary purpose was to test a model of adolescent identity development. This model proposed that family health variables would predict identity development, and that attachment and separation-individuation would each make unique and additive contributions to identity development. The second purpose was to identify instruments which discretely measured the family processes. The third purpose was to better understand family influences by measuring the processes of exploration and commitment. Participants were 150 male and 150 female college students, between the ages of 18 and 23, and from intact families. Questionnaires completed measured family functioning and identity development. Family functioning measures covered three domains (family health, attachment to parents, and separation-individuation) which formed the set of independent variables. The identity measures (ego identity status and identity process) comprised the dependent variables. A hierarchical regression design was employed where family health variables were entered first, followed by attachment variables, then separation-individuation variables. The results indicated mixed support of the model. First, the proposed model was statistically supported for females as all domains predicted identity achievement and diffusion. For males, only family health predicted identity achievement, and only separation-individuation predicted identity diffusion. Other important findings were that the attachment and separation-individuation domains both assessed forms of connectedness, suggesting only one domain. Thus, the separation-individuation component of the model was not supported. Second, similarity of attitudes consistently predicted identity achievement, diffusion, exploration, and commitment. Third, despite the use of rigorous criteria to obtain discrete scales representative of the theoretical constructs, overlap was discovered within and across domains. The roles of similarity of attitudes between adolescent and parent, and the family environments associated with identity achievement, diffusion, exploration, and commitment are discussed. In addition, methodological and measurement issues, limitations of the study, and implications for future research are examined.
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Bentley, Judith Kay. "Identity formation : a comparison of adolescents adopted through agency versus private placements." PDXScholar, 1991. https://pdxscholar.library.pdx.edu/open_access_etds/4115.
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The purpose of this study was to investigate factors which might influence the identity formation process in adopted adolescents. Specifically, this research looked at agency versus independent adoption placement as a choice reflecting the adoptive parents' preference for involvement with or distance from a possible adoptive family support network before and after placement. Subjects were also divided according to those whose family had belonged to an adoptive family support group and those who had not. The study involves a combination of descriptive and correlational research methods.
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Guler, Jessica. "The Relationship Among Previous Exposure to War and Conflict, Acculturation, and Identity Formation Among Adolescent Refugees." Honors in the Major Thesis, University of Central Florida, 2014. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1593.
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This thesis examines the relationship among previous exposure to war and conflict, acculturation, and identity formation among adolescent refugees. It was hypothesized that US acculturation would mediate the association between exposure to war and conflict and identity development among adolescent refugees. Participants included 33 adolescent refugees (16 males and 17 females) ranging in age between 11 and 17 years (M = 14.61, SD = 1.48), who were recruited through a refugee resettlement service provider located in Orlando, Florida. Country of origin included Cuba (n = 25), Iraq (n = 4), Jordan (n =1), Haiti (n =1), Colombia (n =1), and Venezuela (n =1). Previous exposure to war and conflict was found to impact identity development; however, the proposed hypothesis in which US acculturation mediates the association between exposure to war and conflict on the one hand, and identity development on the other was not supported. Results indicated that US acculturation was not related to any of the study variables. Previous exposure to war and conflict, along with hardships caused by such experiences, were negatively correlated with identity development and positively correlated with identity distress. In addition, native acculturation was negatively correlated with identity distress, suggesting that acculturation to one's native culture may serve as a protective factor against identity distress among adolescent refugees. Implications for professional practice are discussed.B.S.
Bachelors
Psychology
Sciences
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Cyr, Betty-Ann. "The role of communication technology in adolescent relationships and identity development." Honors in the Major Thesis, University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/534.
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Text messaging, e-mail, instant messaging, and social networking sites are changing the way people interact with each other. The popularity of these communication technologies among emerging adults in particular has grown exponentially, with little accompanying research to understand their influences on psychosocial development. This study explores the relationship between communication technology usage (text messaging, e-mail, instant messaging, and social networking) and adolescent adjustment among 268 high school students. It was hypothesized that use of communication technology would be related to psychological adjustment, including identity development, relationship attachment and peer conflict. Participants were recruited from three public high schools in central Florida (69% female, 81.9% White). Time spent using communication technology was significantly correlated with psychological symptom severity (i.e. anxiety and depression), identity distress, peer aggression, and existential anxiety. It was also significantly but negatively correlated with relationship avoidance. Degree of usage of communication technology for interpersonal communication was significantly correlated with peer aggression, relationship anxiety, and existential anxiety. Those with a preoccupied style (high in relationship anxiety, low in relationship avoidance) spent significantly more time using communication technology than those in the dismissive (high in avoidance, low in anxiety), fearful (high in both), and secure (low in both) styles. Further analyses and their implications for adolescent development will be discussed.B.S.
Bachelors
Sciences
Psychology
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Anderson, Gail M. "“A Me Dis”: Jamaican Adolescent Identity Construction and its Relations with Academic, Psychological, and Behavioral Functioning." Bowling Green State University / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1122927371.
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Lee, Chien-Ti. "Taiwanese Adolescent Psychosocial Development in Urban and Rural Areas." DigitalCommons@USU, 2010. https://digitalcommons.usu.edu/etd/613.
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The purpose of this study was to investigate Taiwanese adolescent psychosocial development (i.e., autonomy and identity development) based on psychosocial theoretical models developed in western societies. Data were collected from both public senior high and vocational high schools in both urban and rural areas in Taiwan. Adolescent participants, with an average age of 17 years old, included 447 (about 54% were females) from urban areas, and 702 (62% were females) from rural areas. The results of this study revealed that Taiwanese adolescents from both urban and rural areas were similar to adolescent developmental ranges suggested in western theories. There were a few variations revealed in this study, such as scores of internal consistency, average scores of each scale, associations among indicators, and the numbers of youth classified of certain developmental status. In general, the relationships between factors and adolescent psychosocial developmental outcomes did not moderate by regional differences. Identity development of Taiwanese youth from both areas was more likely to be predicted by both situational (e.g., family income and school type) and agential factors (e.g., collectivism, parent attachment, and resiliency) than Taiwanese adolescent cognitive, emotional, and behavioral autonomy. Higher family income level and greater resiliency scores were positively associated with high autonomy and/or achieved identity status. Strong beliefs in collectivism and secure attachments with parents did not significantly correlate with autonomy but did correlate with foreclosure identity status. Across the analysis models in this study, resiliency was the strongest factor which was associated with high autonomous status and identity achievement. Implications and further recommendations for research and practical uses were further discussed.
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Munks, Emma. "The influences and processes of growing up with a label : identity formation in adolescent males with a mild learning disability." Thesis, Bangor University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.298011.
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Moulin, Daniel Peter James. "Negotiating and constructing religious identities in English secondary schools : a study of the reported experiences of adolescent Christians, Jews, and Muslims." Thesis, University of Oxford, 2013. http://ora.ox.ac.uk/objects/uuid:86754e88-bd64-4469-aee3-91a1a7c154d9.
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The increasing diversity of societies is one of the most important educational issues of the globalised era. However, while some attention has been paid to the schooling experiences of racial, ethnic and immigrant minorities in Western societies, little research has been conducted with religious adolescents. This thesis explores the complexities of religious adolescents’ experiences of English secondary schools. As an exploratory study, I employed an emergent research design carrying out loosely-structured, group and single interviews at eleven places of worship to investigate the schooling experiences of 99 adolescent Christians, Jews and Muslims. In order to interpret their reported experiences, I applied a theoretical model based on the Students’ Multiple World Framework in conjunction with concepts of religious identity negotiation and construction. The interview data show how Christians, Jews and Muslims negotiate their religious identities in the context of the numerous challenges presented by secondary schools in a religiously plural and largely secular society. In classroom worlds participants perceived their religious traditions to be distorted, inaccurately or unfairly represented. In peer worlds participants reported that they could experience prejudice, and criticism of their beliefs. Christians, Jews and Muslims reported two principal management strategies in the face of these challenges, either: declaring their religious identity openly, or by masking it in public. The findings of this study are highly relevant to debates about the role of religion in education, including those concerning faith and Church schools and the nature and purpose of the curriculum subject Religious Education.
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Gilsenan, James. ""I like it here because I have to" : migration and adolescent identity formation : exploring the experiences of students in a London school." Thesis, University College London (University of London), 2018. http://discovery.ucl.ac.uk/10053603/.
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This study aims to explore the life experiences of migrant adolescents of Latin American heritage, with a particular focus on the personal influence of migration on their identity formation. Previous research has demonstrated that this is an area of difficulty for adolescents who have experienced international migration during their childhood years, and highlighted its impact on mental health. My aim is to shine a light on the experiences of this under-researched group of adolescents, helping to identify both the positives and difficulties of migration from their perspective, and to develop a more detailed knowledge of psychosocial developmental processes in migrant adolescents, using Erikson’s psychosocial theory as a framework. Semi-structured qualitative interviews, employing narrative and visual approaches were conducted with nine students in a London secondary school. Thematic analysis of this data has resulted in the development of six key themes, which centre around the topics of discrimination, loss, cultural adaptation, reduced freedom and pressure to succeed. These were presented back to the original research participants for feedback and development through a process of member reflection, to ensure that their voices are represented faithfully. Implications for practice are discussed, with the aim of influencing how Educational Psychologists, teachers and other professionals work with this group of young people in a way that promotes positive outcomes in an academic, social and psychological sense. These include ways in which discrimination can be challenged and reduced within schools, as well as approaches to facilitating the healthy identity formation of migrant students and responding to issues within families and the broader environment that can provide a barrier to this.
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Karstens, Anne Christiane. "Moving towards health promoting schools : spiritual well-being and lifestyle choices in adolescents / Anne Christiane Karstens." Thesis, North-West University, 2006. http://hdl.handle.net/10394/964.
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Increasingly adolescents are making unhealthy choices concerning their lifestyle.
Behaviour patterns develop which are often carried into adulthood and become an
established lifestyle pattern. Examples of these are the abuse of drugs, smoking,
alcohol, irresponsible and hazardous sexual behaviour and so forth. It is also reported
that young people increasingly contemplate and attempt suicide. It is important to find
the reasons for such behaviours.
During the last century, spirituality was not regarded as being important in the
everyday lives of people. There are however many voices today calling for a
reintegration of spirituality into education, health and various other areas of life. The
movement of Health Promoting Schools could serve as a basis for reintegrating
spirituality into the curriculum. Spirituality can be described as providing primarily
meaning, relationship with God and people, a feeling of transcendence and the
acquisition of values. These facets of life, neglected and considered unscientific in the
positivistic modem era, are now seen as necessary within our post-modem society.
The aim of this study was to investigate a possible correlation between the lifestyle
choices adolescents make and their spiritual well-being.
Both quantitative and qualitative measures were used to investigate the above
mentioned correlation. Quantitative results indicated a significant positive correlation
between measures of spiritual well-being and risk behaviours. The qualitative analysis
indicated that adolescents believe that spiritual values are important when considering
meaning in life as well as lifestyle choices.
It was concluded that the construct spirituality remains salient in the lives of most
adolescents. A possible rationale for integrating spirituality into the practice of Health
Promoting Schools was proposed.Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2006.
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Pocius, Kym Elizabeth. "Occupational stereotype accuracy and adolescents' identity formation." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1400071979.
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HARRISON, LYN MARGARET, and edu au jillj@deakin edu au mikewood@deakin edu au wildol@deakin edu au kimg@deakin. "(RE)PRODUCING POWER-KNOWLEDGE-DESIRE: YOUNG WOMEN AND DISCOURSES OF IDENTITY." Deakin University. School of Education, 1995. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20041214.103936.
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This study focuses on three young women in their final year of school using data gathered during a year-long process of individual conversational interviews, the contents of which were largely determined by their interests. Three themes arise from critical incidents during this year - the debutante ball, teenage pregnancy and dieting. These themes are used to focus wide ranging explorations of what it is to be a young woman at this particular time. The broader cultural production of discursive positions available to, and developed by, these young women as part of their identity formation is discussed. Methodological issues concerning power relationships between research participants are also the focus of critical attention.
It is considered that young women's bodies and bodily practices are central to understanding the processes involved in their identity formation. It is in this context that the focus turns to bodies that matter. In contemporary Western cultures 'adolescent bodies' could be said to matter 'too much' in the sense that they are increasingly the focus for disciplinary practices in institutions such as schooling, the church, the family, health care, health promotion and the media. This disciplining is legitimised because adolescence is socially constructed as a 'becoming'. In this case it is a matter of 'becoming woman'; a sort of apprenticeship which allows for knowledgeable others to provide not only guidance and nurturance, but discipline. Using insights gained from feminist poststructuralist theory and cultural feminism this thesis argues that the discourses and practices generated within and across institutions, which are normalised by their institutional base, are gender differentiated. The focus is on young women's embodied subjectivity and how the discourses and practices they engage with and in work to construct an ideal feminine body-subject.
The discursive production of a gendered identity has a considerable impact on young women's health and their health-related behaviours. This is explored specifically in the thesis in relation to sexuality and the cultural production of the 'ideal' female body. It is argued that health education and health promotion strategies which are designed to influence young women's health related behaviours, need to consider the forms of power, knowledge and desire produced through young women's active engagement with institutionalised discourses of identity if they are to have an ongoing impact
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Wicks, Sarah L. "An exploration into identity formation in young people living with a chronic illness." Thesis, Canterbury Christ Church University, 2011. http://create.canterbury.ac.uk/10346/.
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Section A critically reviews relevant theoretical literature and empirical studies exploring the particular impact of chronic illness on identity formation in adolescents. Theoretical conceptualisations of the adolescent period and of the process of identity formation are explored. Following this, empirical literature regarding the impact of chronic illness on the developmental tasks of adolescence and in particular identify formation will be critically examined. A number of clinical implications are discussed to enable clinicians to effectively support young people and future research directions are outlined. Section B reports a narrative analysis of young people's experiences of forming an identity with a diagnosis of an adolescent-onset chronic illness (CI). Identity formation is argued to be one of the key developmental tasks of adolescence. Despite implications for adolescent development, research into CI onset during this period has been notably sparse. This study aimed to explore how diagnosis impacts on the developmental tasks of adolescence, what role adolescent-onset CI plays in identity formation, and how adolescents incorporate the diagnosis into their identity. Individual semi-structured interviews were carried out with 8 young people aged 14-19 who lived with a diagnosis of a CI diagnosed between the ages of 12-16 years. Two illness types were studied; crohn’s disease and juvenile idiopathic arthritis. Interviews were audio-recorded, transcribed and analysed using narrative analysis. Participant narratives contained five core narrative themes: Walking a different path, tolerating contradiction, a changed interface with others, locating power and a fluid relationship. Narratives were considered to have been influenced by factors such as the interview context and dominant social narratives concerning health and illness. Adolescent-onset CI was found to have a significant, though not exclusively negative, impact on developmental tasks. The findings are discussed in relation to existing literature and potential clinical implications. Section C critically appraises the narrative study. A discussion begins with reflections on the research skills developed and insights into the research process. Areas of further learning are identified. Implications of clinical practice are explored and the section concludes with considerations for further research in this area.
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Jones, Elly. "Identity formation in adolescents with and without learning difficulties." Thesis, Bangor University, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.506175.
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Leung, Pui-man Helen, and 梁佩文. "Impact of virtual community on identity formation of adolescents." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31256387.
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Leung, Pui-man Helen. "Impact of virtual community on identity formation of adolescents /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25474674.
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Jacobs, Carmelita. "Exploring identity formation in adolescents who attended a school of skills." Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86256.
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Thesis (MEdPsych)--Stellenbosch University, 2014.ENGLISH ABSTRACT: Identity formation is a multifaceted process that has implications for how one feels about oneself and the decisions one makes about one's future. Developmental theorists have therefore become increasingly interested in the impact of contextual factors on the development of identity formation, especially the school context. The aim of this research was to explore how adolescents who have attended a school of skills perceive their identity. In order to do this, this research made use of a basic qualitative research design that is embedded within the interpretive paradigm. Participants were purposively selected and invited to take part in the study, after which four participants and their parents willingly participated. Interviews were used as the primary method of data collection along with the researcher's reflexive notes and an inductive process of qualitative thematic content analysis was used to analyse the data. The results revealed variability in responses, as individuals made meaning according to their own construction of past experiences within and outside the school context. The study showed that the participants entered the school of skills with a poor sense of self due to the lack of support and guidance and the effects of being labelled and excluded in the mainstream primary school. The results further indicate that schools of skills face severe negative public evaluation, which had a negative impact on how the participants felt about being referred to and having to attend a school of skills. However, most of the participants felt that their attendance at a school of skills had shaped their sense of identity in a positive way, as public forms of evaluation were mitigated by significant relations with teachers and a sense of belonging among their peers. Finally, although the participants feel more positive about themselves, they are concerned about their future vocational opportunities, as they feel that the school has not offered a contribution for a viable identity. The findings of this study will inform counsellors, school personnel and parents regarding identity-related issues in the school context.
AFRIKAANSE OPSOMMING: Identiteitsvorming is 'n proses met baie fasette en het baie implikasies vir hoe 'n mens oor jouself voel en hoe jy besluite oor die toekoms neem. Ontwikkelingsteoretici het dus toenemend begin belangstel in die impak van kontekstuele faktore op die ontwikkeling van identiteitsvorming, veral in die skoolkonteks. Die doel van hierdie navorsing was om ondersoek in te stel na hoe adolessente wat 'n vaardigheidskool bygewoon het hul identiteit sien. Ten einde dit te doen, is gebruik gemaak van 'n basiese kwantitatiewe ontwerp, wat interpretasie-paradigma insluit. Deelnemers is doelbewus gekies en uitgenooi om aan die studie deel te neem, en vier deelnemers en hul ouers het ingewillig om deel te neem. Onderhoude is gebruik as die primêre metode van data-insameling tesame met die navorser se besinnende aantekeninge. 'n Induktiewe proses van kwalitatiewe tema-ontleding is gebruik om die data te ontleed. 'n Verskeidenheid resultate is gevind as gevolg van individue se interpretasie van ervarings in die verlede binne en buite die skoolkonteks. Die studie toon dat deelnemers wat by 'n vaardigheidskool skoolgaan 'n swak selfbeeld het. Die studie dui verder aan dat die gebrek aan ondersteuning, leiding, etikettering en uitsluiting in die hoofstroom-laerskool 'n impak gehad het op deelnemers se lae selfbeeld. Die studie wys verder ook dat die negatiewe publieke persepsie 'n negatiewe invloed het op hoe deelnemers voel oor die verwysing na en bywoning van 'n vaardigheidskool. Tog het die meeste van die deelnemers gevoel dat hul bywoning van 'n vaardigheidskool hul sin van identiteit op 'n positiewe manier beïnvloed het. Goeie verhoudings met onderwysers en 'n gevoel van behoort onder hul eweknieë het die impak van die negatiewe persepsie versag. Hoewel die deelnemers positiewer oor hulself voel, is hulle bekommerd oor hul toekomstige beroepsgeleenthede, aangesien hulle voel dat 'n vaardigheidskool nie 'n bydrae tot 'n lewensvatbare identiteit bied nie. Die bevindinge van hierdie studie sal beraders, skoolpersoneel en ouers bewus maak van identiteitskwessies in die skoolkonteks.
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Hale, Barbara Jean. "Ethnic identity formation and self esteem in adolescents of Mexican descent." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1915.
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A survey of four classes of ELD (English language deficient) students of Mexican descent was performed at Rancho Verde High School, Moreno Valley, CA in March, 2001 in an attempt to determine whether adolescents of Mexican descent who develop an identity close to their Mexican roots have higher levels of self-esteem than those who develop an identity close to their American experience.
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Allen, Sharee Nicole. "Adolescents, Social Media, and the Use of Self-Portraiture in Identity Formation." Digital Commons at Loyola Marymount University and Loyola Law School, 2015. https://digitalcommons.lmu.edu/etd/150.
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Adolescence is a time of maturation, integration of selves, and, in the modern age, digital performance on social media. Conflicts in the identity vs. role confusion stage of Eriksonian development are addressed throughout this research, although the existing literature rarely connects them to online trends. A qualitative survey, sent to high school students, explores the tension between self-doubt and the desire to be seen. Responses indicate that teens who post on social media are attempting to make sense of their formative years via the reactions of this networked world. Certain participants show resistance to the phenomenon of the Selfie, implying that some adolescents may view it as merely a passing fad. Participants’ contradictory attitudes concerning social media and the Selfie reflect the four most recurrent themes: duality, insecurity, freedom of expression, and the communication gap between adolescents and adults.
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Moll, Emily. "Motives for obtaining tattoos in relation to fidelity and identity formation in adolescents." Morgantown, W. Va. : [West Virginia University Libraries], 2009. http://hdl.handle.net/10450/10461.
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Thesis (M.A.)--West Virginia University, 2009.Title from document title page. Document formatted into pages; contains vi, 56 p. Vita. Includes abstract. Includes bibliographical references (p. 45-48).
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Mothapo, Mpho Rosemary. "Attachment and identity development amongst early and middle adolescents." Thesis, University of Limpopo (Turfloop Campus), 2010. http://hdl.handle.net/10386/655.
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Thesis (M.A. (Clinical Psychology)) --University of Limpopo, 2010There is a considerable literature linking aspects of personality, attachment,and identity development. Five hundred and thirty one boarding school learners participated in a study of the relationship between identity, assessed with the Ochse’ Erikson scale (Ochse, 1983; Ochse & Plug, 1986), EPIES (Rosenthal et al., 1981), PIES (Markstrom et al., 1997), and Tan’s Eriksonian Ego Identity (Tan et al., 1977); domicile (rural or urban), and attachment assessed with The Inventory of Parent and Peer Attachment Revised (IPPA-R; Gullone, & Robinson, 2005). No relationship was found between domicile, and the development of attachment and identity. Results of the current study revealed no significant relationship between attachment, identity development and home background of individuals. Keyword: Attachment; Identity formation; Internal working models; Exploration; Commitment.
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Yazdanian, Shenin Nadia. "Body-Image-Text: Exploring Female Adolescents on Facebook and Concurrent Identity Formation (CIF)." Thesis, Université d'Ottawa / University of Ottawa, 2015. http://hdl.handle.net/10393/33420.
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Using a uniquely developed research methodology called ‘feminist virtual ethnography’ this thesis explores female adolescent subculture on the social network site Facebook, looking specifically at a group of four girls who are ‘Facebook friends’ with each other as well as friends at the same high school in a large metropolitan city in south-western Ontario in Canada. The thesis is guided by research questions that focus on how these girls virtually-represent their bodies on Facebook, and develops a theory of concurrent identity formation (CIF) as a way to understand the translatability and conversion between the ‘real’ and the ‘virtual.’
Built as a collaborative inquiry between the researcher and research participants, I invited the girls to analyze screenshots of their own (and each other’s) virtual self-representations during a series of virtual conversations and to express their understandings of femininity and beauty as they problematize their identities on Facebook and in ‘real’ contexts such as at school and at home. Overall, findings reveal an interplay of body, image, and text within the girls’ systems of imagery and language. I suggest that the female adolescent body is virtually self-represented in negotiated as well as discursive ways, and that the girls’ identities are always in flux. While CIF provides a good basis for understanding these girls’ identities as ‘in flux,’ further investigation into virtual representation and CIF is needed to understand how and why adolescents display their bodies and articulate their identities in certain ways. Pedagogical implications are also discussed in my concluding chapter, where I call for a reconceptualization of literacies and methodologies, especially when dealing with girls on/and Facebook.
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Yildirim, Fatih. "The Role of Islamic Institutions in Identity Formation among Somali Adolescents in Columbus, Ohio." Ohio University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1292435922.
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Aucoin, Katherine. "The Role of Emotion in the Aggressive Behavior of Juvenile Offenders." ScholarWorks@UNO, 2006. http://scholarworks.uno.edu/td/325.
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This study examined the roles of emotion regulation, negative emotional reactivity, callous-unemotional traits, and socioemotional competence (i.e., identity, self-esteem, communication skills, work orientation, empathy) in overt aggression in a sample of detained juvenile offenders. Clusters were formed based on type and level of overt aggression exhibited: reactive, proactive/reactive, and low aggression. The proactive/reactive distinction failed to provide differential relationships with dependent variables when compared to an overall level of overt aggression. Results indicate that adolescents high in overall overt aggression exhibit higher levels of callousunemotional traits and negative reactivity, as well as lower levels of selfconcept and self-esteem when compared to those low in overt aggression. Additionally, youth with high levels of both overt aggression and callous-unemotional traits displayed significantly lower levels of empathy. No significant findings for overt aggression and emotion regulation emerged. Implications for interventions with adolescent offenders as well as future research directions are discussed.
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Jarrett, Hayley. "An exploration of identity formation in autistic adolescents, its relationship with psychological wellbeing, and the role of mainstream education provision in the identity formation process." Thesis, University of Exeter, 2014. http://hdl.handle.net/10871/15770.
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Paper one: The aim of paper one was to explore identity formation in autistic adolescents and the relationship between this and aspects of psychological wellbeing. Twenty-two participants (aged 11-18) with a diagnosis of autism from nine mainstream secondary schools completed scales on anxiety, self-esteem, and acculturation into autistic and non-autistic identities (cultural competence, identification, preference, and involvement). Nine of these participants also participated in a semi-structured interview to elicit in-depth perspectives in relation to aspects of acculturation listed above. Statistical analysis revealed no statistically significant relationship between measures of psychological wellbeing and acculturation types (bicultural, assimilated, separated, and marginalised), although descriptive statistics showed bicultural and marginalised participants had the greatest psychological wellbeing. The interviews were analysed thematically and data from six were separated into participants’ acculturation type. Findings revealed differences between the types; however, the large number of similarities was felt to suggest that the acculturation types are not as distinct within autism as other minority groups. Additionally, the impact of negative treatment and difficulties with social interactions within autism were felt to contribute to the lack of a statistically significant relationship between biculturalism and psychological wellbeing within this population. These findings are discussed in relation to other studies exploring identity formation and psychological wellbeing in minority groups, with limitations and suggestions for further research included. Paper two: The aim of paper two was to explore the perceived contextual factors that relate to identity formation in autistic adolescents attending mainstream education provision. Eight participants (aged 11-16 years) with a diagnosis of autism from four mainstream secondary schools participated in a semi-structured interview. Additionally, twenty participants (aged 12-18 years) with no known diagnoses from the same four mainstream secondary schools participated in one focus group with four members. Thematic analysis was undertaken on the two data sets and then these were compared and contrasted to reveal a number of key similarities. Autistic students can be seen as going against the ‘norm’ and can be treated negatively by peers. Students were generally felt to lack understanding about autism and have limited means to find out about it in school. Participants without autism, and some with, reported a strong desire for students to have increased understanding of the condition. These findings are discussed in relation to literature exploring the role of schools in identity formation, with limitations and suggestions for further research included. The two papers conclude with a discussion regarding implications, in relation to theory, practice, and the role of the EP.
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Chavira, Gabriela. "Latino adolescents' academic achievement and identity formation : the roles of family involvement and students' goals /." Diss., Digital Dissertations Database. Restricted to UC campuses, 2005. http://uclibs.org/PID/11984.
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Wade, Jeannette Marie. "Sex Education, Communication, and Life Satisfaction in Adolescence." University of Akron / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=akron1302828381.
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Adams, Carol Markstrom. "The Effects of Social Perspective-Taking Training and Ideological Perspective-Taking Training on Ego-Identity Formation in Late Adolescence." DigitalCommons@USU, 1988. https://digitalcommons.usu.edu/etd/5973.
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The purpose of this study was to determine the effects of two forms of perspective-taking training on interpersonal and ideological identities of 18- to 21-year-old college students. The primary predictions of the study were that social perspective-taking training would have its greater effect on interpersonal identity and that ideological perspective-taking training would have its greater effect on ideological identity. Ninety-six subjects were pretested for the study. Subject loss occurred due to attrition and the elimination of subjects who scored above set criterion for inclusion in the study. A total of 50 participants who were assigned to one of two treatment groups or to the control group completed the study. Both experimental and control subjects were engaged for two one-hour sessions per week for four weeks. Subjects completed posttesting the week following the last week of training. Nonparametric tests and repeated measures analysis of variance were computed for the pretest and posttest scores. Advances in ideological identity were observed for both the social and ideological perspectivetaking groups. Neither training was effective in promoting interpersonal identity. There was some evidence that formal operational skills also were advanced from social perspective-taking training. The validity and reliability of the measures used were discussed in conjunction with discussion of the findings. Implications for future research and clinical applications were presented.
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Mbinjama, Adelina. "An investigation of social media as a dimension of the social identity formation among female adolescents in King William's Town." Thesis, Nelson Mandela Metropolitan University, 2009. http://hdl.handle.net/10948/1015.
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According to Jensen (2000:215), though we talk of the growing digital divide between rich and poor countries, Africa has shown encouraging signs that it is rapidly adopting the Internet and making innovative use of the technology. Nevertheless, the continent is still well behind other developing regions of the world in taking advantage of the information and communication revolution. The main reasons for this are the limited and expensive telecommunication infrastructure, small markets, and lack of skills and awareness. At the end of 1996, just 11 of Africa’s 54 countries had local Internet access, but by February 2000 all of the continent’s countries had access in the capital cities (Jensen 2000:215). Excluding South Africa, the number of computers permanently connected to the Internet in Africa exceeded 10,000 early in 1999 (Jensen 2000:215). By January 2000, the total had increased to about 25,000, which means Africa, with an estimated population of 780 million people, has about as many Internet-connected computers (hosts) as Latvia, which only has a population of 2.5 million (Jensen 2000:215). Measuring the actual number of Internet users is difficult, but figures for the number of dial-up accounts supplied by Internet service providers (ISPs) show that Africa has more than 500,000 subscribers (Jensen 2000:215). Each computer with an Internet or e-mail connection supports an average of three users, a recent study by the UN Economic Commission for Africa (ECA) has found (Jensen 2000:215). This puts current estimates of the number of African Internet users at somewhere around 1.5 million. Most are in South Africa with approximately 1 million (Jensen 2000:215). Apart from the widespread use of Internet for business and entertainment purposes, social networking sites are becoming widely popular in South Africa. Although there has been little academic research on social networking sites in South Africa, there have been a few articles on websites, newspapers, and magazines that have touched on this phenomenon. Social networking sites, particularly Facebook, have become very popular among the adult internet user population, as both business and private applications. BMW South Africa, for example, has a Facebook page where video posts of recent car models and photos of cars are placed. The Facebook page also has a link to the company’s website (www.bmw.co.za) on the profile which takes a user straight to the commercial website. FM Tech (www.fmtech.co.za) is technology industry news and opinion website edited by Duncan McLeod, associate editor at the Financial Mail, South Africa’s top-selling and best-read weekly business, technology and current affairs magazine. McLeod’s article, What SA Internet users searched for in 2008, revealed that “Facebook”, “Cape Town” and “games” are the terms that South African Internet users searched for most often in 2008. Farber (2008) suggests that this is according to the results of US Web search giant Google’s annual “Zeitgeist” survey of the top searches worldwide. Farber also includes the year’s list of fastest-rising search terms which showed an enormous interest in international social networking sites. 1.2 Articles from popular media The following four popular articles describe the nature of social networking sites and its influence on South African users. Article 1: Cathryn Reece (2007) wrote an article entitled Facebook fever grips SA. “Cape Town - South Africans have embraced the internet social networking revolution, with over 50 000 new users signing on to the local Facebook network. The Facebook "South Africa" network currently has over 87 000 members - up from 35 000 in May. When a user registers on the site, they are given a blank profile page which they can update with their personal information and are encouraged to join a network. Members can then search the site for their friends and link up to each other, re-creating their social circle on the internet.
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Aubineau, Morgane. "Vécu de l’inclusion scolaire au secondaire des élèves ayant un trouble du spectre de l’autisme : regards croisés des adolescents et de leurs parents, en France et au Québec." Thesis, Toulouse 2, 2017. http://www.theses.fr/2017TOU20104/document.
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Contexte. Depuis dix ans, en France comme au Québec, le nombre d’adolescents présentant un trouble du spectre de l’autisme sans déficience intellectuelle [TSA SDI] en milieu secondaire ordinaire s’est considérablement accru. Alors que les études internationales et les plans d’action gouvernementaux soulignent la nécessité d’impliquer directement ces jeunes dans les protocoles de recherche, leur parole est très rarement prise en compte dans le milieu francophone. Or, leur appréhension du monde singulière et leurs difficultés de compréhension sociale peuvent constituer des obstacles à leur épanouissement social et scolaire, particulièrement à l’adolescence. Objectif général. Ancré dans une approche écologique où les participants sont reconnus comme experts et coproducteurs de la connaissance, ce travail a pour objectif de comprendre leur vécu de l’inclusion scolaire au secondaire. Méthodologie. 26 adolescents avec TSA (de 13 à 17 ans) et leurs parents ont collaboré à cette recherche, en France (n=17) et au Québec (n=9). Tous ont participé à un entretien semi-dirigé et complété des questionnaires (Échelle des qualités des relations amicale (EQRA) et Profil des perceptions de soi à l’adolescence (PPSA) pour les jeunes ; Questionnaire des forces et difficultés (SDQ) et fiche signalétique pour les parents). Résultats. Analyse des questionnaires. L’analyse par regroupements hiérarchiques a mis en évidence trois profils de représentations amicales (EQRA) se distinguant principalement au niveau de la camaraderie et de l’aide reçue par l’ami. Concernant la perception de soi (PPSA), ce sont majoritairement les dimensions sociale, amicale et corporelle qui différencient les 4 profils d’adolescents. De plus, la présence d’une aide humaine en classe et les accompagnements visant l’amélioration des compétences sociales (séances de groupe ou individuelles) apparaissent corrélés aux représentations de soi et des relations amicales. Malgré des scores d’impact et de fardeau parental jugés modérés à élevés, l’analyse des 4 profils parentaux (SDQ) montre que les comportements prosociaux du jeune, le fait pour la mère de travailler à temps plein et le fait d’avoir soi-même un diagnostic de TSA sont corrélés à des représentations parentales plus satisfaisantes. Analyse thématique des entretiens avec les adolescents. La gestion des aspects sensoriels, le comportement jugé immature de leurs pairs et la fatigue liée à charge de travail importante sont identifiés comme les principaux obstacles au bien vécu de l’inclusion. À l’inverse, la participation à un programme d’études internationales, le fait d’être guidé par une passion et la présence d’un ami dans l’établissement sont jugés particulièrement aidants. Bien que fortement dépendante du regard des pairs, leur identité autistique est généralement bien assumée, notamment en dehors du milieu scolaire. Perspectives. Ainsi, la transition des jeunes TSA vers la vie adulte constitue l’un des enjeux majeurs pour les années à venir et doit être anticipée très en amont. Il s’agit de permettre aux adolescents d’acquérir l’autonomie et les compétences nécessaires pour plaider leur propre cause dans l’environnement postsecondaire puis professionnel. Ce travail souligne enfin l’importance d’abandonner l’approche centrée sur les déficits au profit d’une approche capacitante, qui favorise l’empowerment des adolescents et aborde les TSA sous l’angle de la neurodiversitéBackground. In the last years, an increasing number of students diagnosed with high functioning autistic spectrum disorders (HFASD) was able to attend mainstream high schools in both France and Quebec. Despite international studies and governmental recommendations to involve directly youth with HFASD in research, their own perspective is rarely taken into account in francophone research settings. Yet, their singular perception of the world and their difficulties with social understanding can be obstacles for their academic and social fulfillment, especially during adolescence. Objective. Grounded in an ecological approach where participants are acknowledged as experts and knowledge co producers, our work aims at understanding how they cope with mainstream education in high schools. Methods. 26 teenagers with HFASD (13-17) and their parents collaborated in this research, in France (n=17) and in Quebec (n=9). Both youth and parents took part in semi-structured in-depth interviews and completed questionnaires (Adolescents: Friendship Qualities Scale (FQS) and Self-Perception Profile for Adolescents (SPPA); Parents: Strengths and Difficulties Questionnaire (SDQ) and personal information sheet). Results. Questionnaire analysis. Cluster analysis identified three adolescent profiles for friendship representations, mainly distinguished regarding two dimensions: companionship and help/aid from the friend. Three dimensions (social acceptance, close friends and physical appearance) differentiate self-perception into a 4-group typology (SPPA). Moreover, the presence of a teaching assistant in class and the social skills training support (individual or group sessions) are correlated positive with self and friendship representations. Despite moderate to high scores of impact and parental burden (SDQ), results indicate that satisfying parental representations are positively correlated with adolescent’ prosocial behaviors, full-time job for mothers and diagnosis of ASD in parents. Thematic analysis of teenagers’ interviews. Managing school sensory aspects, perceived immature behaviors from their peers and tiredness resulting from to important workload are identified as the main obstacles for their wellbeing in high school. On the contrary, being included in an intensive or international academic program, being driven by a passion or a clear objective and having a friend in the school environment appear to be important enablers for inclusion success. Although strongly dependent of peers’ representations, the autistic identity is generally well lived and accepted, especially outside of high school. Prospects. Transition from adolescence to adult life will constitute one of the major challenges for youth with HFASD in the next few years and has to be anticipated as soon as possible. This preparation would allow the adolescents to gain autonomy and practical skills to understand their needs and strengths and be able to speak for themselves in a professional environment. Finally, our work highlights the urge for moving from a deficit-led approach to a neurodiversity paradigm, promoting empowerment of individuals and considering ASD as a valuable contribution to human diversity
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Koler, Peter. "Identitätsrelevante Aspekte bei der Beteiligung von Jugendlichen an Konsumszenen, insbesondere Alkoholszenen." Doctoral thesis, Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2013. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-117072.
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Das vorliegende Forschungsvorhaben geht auf die Suche nach identitätsrelevanten Erfahrungen im Zusammenhang mit Konsum- und Rauscherlebnissen von jungen Menschen ohne Krankheitsdiagnosen. Ausgangshypothese war, dass es einen Zusammenhang gibt zwischen der Beteiligung an Konsum-, in erster Linie Alkoholszenen, und der Entwicklung eines jungen Erwachsenen Selbst. Folgende Forschungsfragen standen am Anfang der Studie: Welche Gründe stehen hinter einem Konsum von psychoaktiven Substanzen in der heute jungen Generation der 15- bis 25-Jährigen? Wie werden Rauscherfahrungen von Konsument/inn/en selbst bewertet und eingeschätzt? Welche subjektiven und gruppenspezifischen Gründe führen dazu, sich auf Konsumverhaltensweisen einzulassen, die aus einer Fremdperspektive auch gesundheitsschädigend und risikoreich sein können? Für die Studie wurden qualitative und quantitative Forschungsmethoden eingesetzt. Der Kern der Arbeit besteht aus einer – von der Grounded Theory ausgehenden – Analyse von 19 halbstandardisierten, themenzentrierten Interviews, die mit insgesamt 23 konsum- und rauscherfahrenen jungen Männern und Frauen zwischen 14 und 20 Jahren geführt wurden. Der empirische Teil bezieht sich auf Südtirol. Auf quantitativer Ebene wird gezeigt, wie sich die Konsumprävalenzen in den letzten 8 Jahren innerhalb der Population der 15- bis 25-Jährigen verändert haben und welche Korrelationen zwischen Konsumverhalten und Lebensbefindlichkeiten bestehen. Insgesamt kann das gesamte Vorhaben auch als Versuch gesehen werden, eine Sichtweise aufzuzeigen, die von den Lebenswelten der Betroffenen ausgeht. Als Resultat zeigt die vorliegende Arbeit klar und unmissverständlich auf, dass Alkoholszenen wichtige identitätsstiftende und verankernde Impulse leisten, die junge Burschen und Mädchen auf ihrem Weg in das Erwachsenenleben als Erfahrungswelt benötigen. Sie sind behilflich, um sich von der Kindheit zu verabschieden und zu einem eigenen Selbst zu kommen. Diese Szenen sind selbstorganisiert und selbstkonstruiert. In ihnen lernen die Beteiligten kompetent mit Schlüsselsituationen umzugehen. Nach einigen Jahren entwickeln sie durch die Beteiligung aber auch eine kritische Reflexionsfähigkeit und distanzieren sich erneut davon. Ersichtlich wird durch die ausgeprägt vorgefundenen Ambivalenzen allerdings auch, dass die Alkoholszenen Kunstwelten sind und für diesen Übergangsraum nicht die optimalen und idealen Orte darstellen. Dass Alkoholszenen diese Funktion trotzdem einnehmen, hat auch damit zu tun, dass Erwachsene sich aus diesem Raum mehr oder weniger verabschiedet haben. Für die seit Menschengedenken gleiche Aufgabe, seinen eigenen Platz im Gefüge zu finden, gibt es in der 2. Moderne keine aktualisierte und an die aktuellen Lebensbedingungen angepasste „Software“This paper aims to examine identity-related experiences of adolescents without confirmed diagnosis regarding their episodes of alcohol consumption and excessive drinking. The core assumption was that there is a connection between the participation in consumption scenes, alcohol scenes in particular, and the identity development of a young adult. The underlying questions of the study were the following: What are the reasons for the consumption of psychoactive substances in today’s 15 to 25-year-olds? How do consumers themselves value and assess their episodes of excessive drinking? What are the subjective and group-specific reasons for the participation in consumption behavior, which can be considered as dangerous and health damaging by people that are not involved? Qualitative and quantitative approaches were applied in the study. The core issue of the research consists of the analysis – based on the Grounded Theory Method – of 19 half-standardized, topic-related interviews with 23 young male and female subjects aged 14 to 20 experienced in consumption and inebriation. The empirical part of the study refers to the situation in South Tyrol. The quantitative part focuses on the change in consumption preferences of the population of 15 to 25-year-olds over the last eight years and on the correlation between consumption behavior and existential orientation. This paper can also be considered an attempt to show the perspective of the people concerned. The findings of the study clearly and unequivocally indicate that alcohol scenes provide important stimuli for the identity development and consolidation that adolescents need on their way to their adult life. These scenes are self-contrived and self-organized and can help adolescents to let go of their childhood and to find their own self. They teach participants to competently handle key situations. After some years, they develop a critical reflecting ability through their participation and they distance themselves from the scenes. The frequently encountered ambivalences also show that alcohol scenes are artificial worlds and do not represent the optimal and ideal places for this transitional period. Alcohol scenes take over this function because of the fact that adults have taken leave of this place. Since time memorial, a young people’s essential task has been that of finding their own place in the social fabric and second modernity has not provided appropriate “software” for the present living conditions yet
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Nomikou-Papageorgiou, Theohari. "Double, dépersonnalisation, identité : étude du processus de formation de l'identité à l'adolescence à partir du double et de la dépersonnalisation et rôle de l'influence parentale." Toulouse 2, 2001. http://www.theses.fr/2001TOU20067.
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Cette recherche doctorale cherche à mettre en évidence et à expliquer le rôle du Double et de la Dépersonnalisation dans le processus de la formation de l’identité chez les adolescents normaux et chez les adolescents présentant des problèmes psychopathologiques divers, afin d'étudier les relations entre Double/Dépersonnalisation et Identité au regard de l'influence psychologique parentale. Ayant constaté une grande variabilité des phénomènes de Double et de Dépersonnalisation (tant dans le contexte psychopathologique, que dans le contexte normal), cette étude cherche à repérer les facteurs qui favorisent l'expérience de la Dépersonnalisation épisodique dite non pathologique. Selon une approche psychopathologique, nous avons formulé l'hypothèse que les expériences de Double et de la Dépersonnalisation participent à la formation de l'identité à l'adolescence et varient en fonction des conduites parentales. Notre population de recherche est composée de 158 sujets, (107 témoins et 51 adolescents atteints de divers psychopathologies/troubles des apprentissages). Notre problématique de recherche mettant en jeu plusieurs variables, de nature différente (psychodynamique, développementale et environnementale), nous avons choisi d'utiliser principalement 4 outils méthodologiques compatibles et complémentaires, permettant d'appréhender les phénomènes du Double et de Dépersonnalisation, le processus identitaire et la relation adolescents/parents, sur un plan tant quantitatif que qualitatif. Au vu des résultats obtenus, nous avons pu valider, dans les limites des tests statistiques effectués et de la taille des échantillons étudiés, notre hypothèse de départ, selon laquelle le Double et la Dépersonnalisation influencent le processus de la formation de l'identitéThe purpose of this doctoral research is to bring to light and explain the role of the Double and Depersonalisation during the process of Identity formation in well-adjusted adolescents and also in adolescents who display various psychopathological symptoms and learning disabilities, in order to study the relationship between the Double/Depersonalisation and Identity under parents' psychological influence. While ascertaining the differentiation of the experiences/sentiments of the double and depersonalisation (from a psychopathological as well as a physiological aspect) this research aims to report the factors that foster transient depersonalisation. In accordance with a psychopathological approach, we have formulated the hypothesis that experiences of double and depersonalisation contribute to the identity formation and vary in accordance with parental rearing methods. Our research population consisted of 158 adolescents, (107 control subjects and 51 adolescents with different psychopathology and learning disabilities). The aim of our research takes under consideration different variables (psychodynamic, developmental and social). We have chosen to use four complementary and compatible methodological tools, which allow us to perceive the relation double-depersonalisation-parents on a quantitative and qualitative basis. Given the results obtained, we were able to validate, within the limits of the statistical tests carried out and the size of the samples studied; the initial hypothesis of the variability of the experiences/sentiments based on the development of identity
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Swarts, Gabriel Prasad Swarts. "BECOMING SERVANTS: EXPERIENCING DIFFERENCE WHILE FORMING COMMUNITY, SERVANT, & CIVIC IDENTITIES IN A SERVICE-LEARNING CLASSROOM." Kent State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=kent1500129405245819.
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Beaver, Jack Martin. "A spiritual formation pilot unit based on Genesis 37-50 employing diverse teaching methods to identify and respond to the meaning-making questions of older adolescents." Theological Research Exchange Network (TREN), 1995. http://www.tren.com.
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M'Saad, Bouthaina. "De la formation des préférences des adolescentes à l'égard des marques symboliques dans une logique de construction identitaire." Thesis, Université Laval, 2007. http://www.theses.ulaval.ca/2007/24856/24856.pdf.
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Delaune-Gazeau, Ghislaine. "Le roman de la formation dans la fiction péruvienne en prose à la fin du XXe siècle." Paris 3, 2003. http://www.theses.fr/2003PA030078.
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Après avoir défini, par l'analyse des romans d'apprentissage classiques, les critères qui permettent de les reconnaître et les conditions favorables à leur création, et un bref rappel de la situation du Pérou de la fin du XXe siècle qui montre que celles-ci y sont réunies, nous présentons un corpus de seize romans et deux nouvelles publiés entre 1980 et 2000 qui mettent en scène au moins un personnage adolescent qui devient adulte. De la confrontation d'une approche biographique des auteurs avec le processus d'écriture (sources d'inspiration, choix des narrateurs, des espaces, du temps et des personnages) il ressort que ces romans sont fondées sur une expérience vitale. L'analyse de la quête identitaire des personnages à travers l'espace et le temps péruviens confirme que nous sommes en présence de romans d'apprentissage dont l'univers fictif offre, à travers une transposition de la réalité, des solutions possibles au lecteur et au PérouAfter having, through an analysis of traditional formative novels, specified the criteria which enable to identify these novels together with the necessary conditions required to create them, and after providing a brief reminder of the situation in Peru at the end of the twentieth century, which shows that those conditions were met, we present a corpus of sixteen novels and two short stories published between 1980 and 2000, and in which at least one character is a youth who grows into an adult. Confronting a biographical approach to the authors with their process of writing (sources of inspiration, choice of narrators, space, time, and characters) reveals that these novels are based on life experiences. A study of the characters' quest for identity in Peruvian space and time attests that these are indeed formative novels, the ficticious world of which, by transposing reality, offers the reader and Peru feasible solutions
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Carfagno, Piera Lynn. "Latino Cultural Implications for Art Therapy: The Influence of Cultural Risk Factors and Academic Performance in High School." Digital Commons at Loyola Marymount University and Loyola Law School, 2014. https://digitalcommons.lmu.edu/etd/57.
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Through art therapy, this research examines the influence of the main components of Latino culture as risk and/or protective factors for internalizing and externalizing behaviors and disorders in Latino adolescents. The goal of this research is to also identify how these factors impact academic performance for Latino high school students. First, a literature review examines preexisting research evaluating the presence and influence of particular cultural factors like family expectations and roles, gender, religion, language, and parental involvement in education. Non-cultural factors include peer influence and socioeconomic influences. The literature further examines the impact these factors have been found to influence internalizing and externalizing behaviors. No literature regarding the presentation of these cultural factors within art therapy was found. Second, data was collected from a case study conducted by the researcher with a Latino high school adolescent participating in school-based counseling within the art therapy modality and demonstrated internalizing and externalizing behaviors. Themes and symbols from the art created were analyzed and coded for the risk and/or protective qualities of each factor. Lastly, a discussion of findings guided by the literature review expands the meaning of the case study data and addresses five main areas: the protective or risk qualities of cultural themes and symbols within the art and art process, how the themes and symbols presented by the client can inform and guide treatment in relation to cultural factors, whether to examine these factors individually within treatment or in an integrated manner, and how this process played out within a crosscultural therapeutic relationships.
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Stoop, Therese Jeanette. "Exploring adolescent identity formation in a school context." Thesis, 2005. http://hdl.handle.net/10500/1599.
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The comprehensive evidence presented by a number of researchers established that the nature of the classroom environment has a potent influence on students' academic, social and psychological development. This thesis set out to advance the idea that taxonomy of relevant optimum conditions for identity development can serve to illuminate thinking and research on the impact of the classroom environment on identity development in adolescence.
A systems approach was used. The subjects were Grade 11 pupils of a high school in Gauteng. They completed questionnaires in paragraph format, and case studies were conducted with five students. Questions relating to their classroom environments were asked. The unit of study was primarily the classroom, but since the classroom is part of the larger school system, aspects of the school environment were explored as well.
Positive and negative elements in the classroom environment, that enhance or hamper identity development, were identified. Recommendations were made to improve the classroom environment in order to create an environment that is conducive to identity development, and ultimately, academic achievement.Psychology
D.Litt et Phil (Psychology)
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Sutcliffe, Carol Maurine. "The role of teachers in the identity formation of adolescents restrained in their becoming." Thesis, 1996. http://hdl.handle.net/10500/16149.
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Certain adolescents are restrained in their becoming owing to a variety of family, school and relational factors, such as inappropriate adult role models, repeated failure and poor communication skills. Restrained adolescents display inadequate identity formation, partly because they are still endeavouring to define an own identity, instead of having reached the point of refining and stabilising their identity. Through their behaviour in family, school and other relationships they plead for assistance in the formation of their identity, especially at school, where
their plea is often misinterpreted as misbehaviour or attention-seeking, if not completely ignored. They consequently resort to their own ineffective efforts towards a meaningful existence. As an aid to defining adolescents' identity formation, a list of criteria has been compiled, using the essences distilled from the literature study. Four original questionnaires have been devised with a view to investigating restrained adolescents' identity formation from the perspective of adolescents, their parents, and teachers. By means of a qualitative investigation, it was found that: The identity formation of restrained adolescents is on the whole unsatisfactory in every respect. That is to say, they attribute inadequate meaning to life, themselves and their problems; they are not sufficiently involved in what they do, and they are bound by the infantile experiencing of their life-world in.that they are controlled by their feelings and moods. Parents of restrained adolescents tend to be inadequate, particularly
their fathers, who are non-available, either literally or figuratively. Alcoholism, neglect and abuse are common. Teachers of restrained adolescents are generally unaware of the significant role they can play in their identity formation, and need sensitisation and assistance in this area. Adolescents restrained in their becoming demonstrate specific identity formation needs, which concern themselves in various personal modalities and relationships. Teachers are in the position to provide support, not by means of additional scholastic or guidance programmes, but through their approach to these adolescents, to their teaching and education in
general.Psychology of Education
D. Ed.
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Packery, Jogini. "Contemporary school-based violence: adolescent female perceptions of identity formation." Thesis, 2015. http://hdl.handle.net/10539/18461.
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Masters in Community-based Counselling Psychology
March 2015School-based violence has become an international endemic (Boulton, & Smith, 1994; Burton, 2008; Burton & Leoschut, 2012; Gentile, Lynch, Linder, & Walsh, 2004). However, reports and research regarding female-induced violence in schools continues to be overlooked due to a heavy concentration on male-induced violence in general. This study takes up this omission, building upon the findings of nine semi-structured interviews with adolescent females from disadvantaged communities. It contributes to contemporary understandings of how school-based violence has evolved in relation to gendered behaviour, as well as to the understanding of how exposure to violence influences the identity development of South African adolescents. As a result, this study advocates that the contemporary trends of school-based violence and its influences on human development should be understood from a post-modern psychosocial ecological approach. Furthermore, social interventions should also be informed by the current interactions of the various social and ecological systems in which individuals interact and develop. This approach allows for a better understanding of adolescents ability to reason and use social coping strategies to resolve conflict. During this study, the continuous desensitisation of violence and the growing culture of silence toward violence emerged. This illuminated the cultivation of ineffective social skills such as violence. This study concludes that perfomative acts such as gendered violence are guided by social stimuli (Erikson, 1980; Butler, 1999). Therefore, adolescent gendered identities are developed through social interactions between individuals and amongst different social and ecological environments.
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Mathunyane, L. H. "Pupil identity formation with special reference to the black adolescent." Diss., 1992. http://hdl.handle.net/10500/18168.
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The research was undertaken to determine the way in which the Black
adolescent forms a pupil identity. Special attention was focussed on the various relationships formed by th~ Black adolescent within and outside the school environment.
Literature indicates that pupil-identity is one of a variety of identities formed. Once a positive pupil-identity is established, the adolescent is in a position to actualise himself adequately.
The empirical research was undertaken by administering a questionnaire to 555 Black secondary school pupils. The questionnaire comprised four categories namely, the adolescent's relationship with the self, parents, peer-group and the school. It was found that each of the four categories showed a significant positive correlation with pupil-identity formation.
As this research project could not cover all aspects of the Black
adolescent, recommendations for future research have been made.Psychology of Education
M.Ed. (Psychology of Education)
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Vanderbeek, Herbert. "Religious identity formation and adolescent friendships in a tight-knit social group." 1994. http://hdl.handle.net/1993/18434.
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Olfrey, Tracie. "Formerly adolescent motherhood and child physical abuse : the role of identity formation." 2003. http://hdl.handle.net/1993/19746.
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