Relevant bibliographies by topics / Identity (Psychology) in adolescence – Case studies

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters

Academic literature on the topic 'Identity (Psychology) in adolescence – Case studies'

Author: Grafiati
Published: 4 June 2021
Last updated: 13 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Identity (Psychology) in adolescence – Case studies.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Identity (Psychology) in adolescence – Case studies"

1

Feliciano, Cynthia, and Rubén G. Rumbaut. "The Evolution of Ethnic Identity From Adolescence to Middle Adulthood: The Case of the Immigrant Second Generation." Emerging Adulthood 7, no. 2 (October 15, 2018): 85–96. http://dx.doi.org/10.1177/2167696818805342.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Brickman, Barbara Jane. "Guest Editorial." Girlhood Studies 12, no. 1 (March 1, 2019): vi—xv. http://dx.doi.org/10.3167/ghs.2019.120102.

Full text
Abstract:
In their new groundbreaking study reviewed in this special issue, The Trans Generation: How Trans Kids (and Their Parents) are Creating a Gender Revolution (2018), sociologist Ann Travers details the experiences of transgender children in the US and Canada, some as young as four years of age, who participated in research interviews over a five-year period. Establishing a unique picture of what it means to grow up as a trans child, Travers offers numerous examples of daily life and challenges for children like, for example, Martine and Esme, both of whom sought to determine their own gender at an early age: Martine and her family recount how at the age of seven she responded to her upcoming appointment at a gender clinic by asking if the doctor would have “the machine where you walk in as a boy and walk out as a girl,” while Esme’s story begins in preschool and leads to the care of a “trans-affirmative doctor” (168) from the age of six and the promise of hormone blockers and estrogen at the onset of puberty. Although Travers’s work is devoted to and advocates for trans children as a whole, its implications for our understanding of and research into girls and girlhood cannot be understated. What does it mean to “walk out” of that machine in the doctor’s office “as a girl?” What happens when you displace the seemingly monumental onset of puberty from its previous biological imperatives and reproductive futures? How might feminist work on girlhoods, which has sought to challenge sexual and gender binaries for so long, approach an encounter with what Travers calls “binary-conforming” or “binary-identifying” (169) trans girls or with the transgender boys in their study who, at first, respond to the conforming pressures of adolescence very similarly to cisgender girls who will not ultimately transition away from a female identity?
APA, Harvard, Vancouver, ISO, and other styles
3

Kelcholiver, Karia, and Leigh A. Leslie. "Biracial Females' Reflections on Racial Identity Development in Adolescence." Journal of Feminist Family Therapy 18, no. 4 (February 20, 2007): 53–75. http://dx.doi.org/10.1300/j086v18n04_03.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Spiegler, Olivia, Katharina Sonnenberg, Ina Fassbender, Katharina Kohl, and Birgit Leyendecker. "Ethnic and National Identity Development and School Adjustment: A Longitudinal Study With Turkish Immigrant-Origin Children." Journal of Cross-Cultural Psychology 49, no. 7 (April 19, 2018): 1009–26. http://dx.doi.org/10.1177/0022022118769773.

Full text
Abstract:
We examined developmental trajectories of ethnic and national identity during early adolescence and linked subgroups of identity change to ethnic minority children’s school adjustment. Our longitudinal data on Turkish immigrant-origin children in Germany ( N = 146; MT1 = 10.42 years, 46.6% male) covered three waves of annual measurement. A person-oriented approach using growth mixture modeling revealed two different classes (subgroups) of identity change: Class 1 comprised children with a high and stable Turkish identity, and Class 2 comprised children with a medium and increasing Turkish identity. German identity was medium and stable in both classes. Results further showed generally high levels of school adjustment in both classes but lower levels of school motivation and teacher support among children in Class 2. Our findings point toward heterogeneity in ethnic minority children’s identity development during early adolescence and support the “ethnic identity as a resource” hypothesis.
APA, Harvard, Vancouver, ISO, and other styles
5

Menon, Meenakshi. "Multidimensional Gender Identity and Gender-Typed Relationship Styles in Adolescence." Sex Roles 76, no. 9-10 (February 10, 2016): 579–91. http://dx.doi.org/10.1007/s11199-016-0589-y.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Hill, Darryl B., Christina Rozanski, Jessica Carfagnini, and Brian Willoughby. "Gender Identity Disorders in Childhood and Adolescence." International Journal of Sexual Health 19, no. 1 (February 8, 2007): 57–75. http://dx.doi.org/10.1300/j514v19n01_07.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Smith, Danielle M., Jamilia J. Blake, Wen Luo, Verna M. Keith, and Tameka Gilreath. "Subtypes of Girls Who Engage in Serious Delinquency and Their Young Adult Outcomes." Psychology of Women Quarterly 44, no. 3 (May 12, 2020): 403–16. http://dx.doi.org/10.1177/0361684320918243.

Full text
Abstract:
Girls are increasingly becoming involved with the juvenile justice system; however, what brings girls to engage in delinquency or what obstacles these girls face later in life resulting from adolescent criminal behavior is understudied. In the present study, we used latent class analysis to identify subtypes of risks among adolescent girls ( N = 1,174) who have engaged in delinquent behaviors and mixture modeling to determine what distal psychological, social, educational, and economic outcomes in young adulthood are associated with each subtype. Four adolescent subtypes were identified, which were distinguished primarily based on the severity of their self-reported victimization experiences and mental health concerns. Classes with higher levels of victimization experiences tended to report more engagement with delinquent behavior in adolescence and had a larger proportion of Black and Hispanic girls than lower-victimization classes. Identified classes differed from each other on distal (i.e., young adulthood) measures of economic instability, educational attainment, drug use, depression, and adult arrests. Generally, latent classes which were characterized by higher rates of victimization and mental health concerns and lower educational performance in adolescence fared worse in young adulthood. Implications for those who care for girls who engage in delinquency, including suggestions for using trauma and culture informed screening, prevention, and intervention services, and directions for future research are discussed. Additional online materials for this article are available on PWQ’s website at http://journals.sagepub.com/doi/suppl/0361684320918243 .
APA, Harvard, Vancouver, ISO, and other styles
8

Kornienko, Olga, Carlos E. Santos, Carol Lynn Martin, and Kristen L. Granger. "Peer influence on gender identity development in adolescence." Developmental Psychology 52, no. 10 (October 2016): 1578–92. http://dx.doi.org/10.1037/dev0000200.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Bosma, Harke A., and Rob S. Gerrits. "Family Functioning and Identity Status in Adolescence." Journal of Early Adolescence 5, no. 1 (March 1985): 69–80. http://dx.doi.org/10.1177/0272431685051007.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Meeus, Wim. "Studies on identity development in adolescence: An overview of research and some new data." Journal of Youth and Adolescence 25, no. 5 (October 1996): 569–98. http://dx.doi.org/10.1007/bf01537355.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Identity (Psychology) in adolescence – Case studies"

1

Naidu, Narainsamy. "Impact of social relation on the self actualization of the adolescent." Thesis, University of Zululand, 2007. http://hdl.handle.net/10530/1157.

Full text
Abstract:
Submitted in accordance with the requirements for the degree of Doctor of Education in the Department of Educational Psychology at the University of Zululand, South Africa, 2007.
This study is on the impact of copyright law on the provision of information by libraries with special reference to computerized databases. For the purposes of this study, four hypotheses were set, being: the appropriateness of copyright law; the restriction on access to information; author's remuneration for his work; and the interpretation of the law of copyright. A literature review was done on the origin and development of copyright, from the ancient cultures through the Middle Ages and the invention of the printing period to the enactment of the first copyright law in history (the Statute of Anne) which is the fundamental basis of the modern copyright as a legal protection for an author, artist or composer that restricts any form of reproduction. In general, copyright law grants the autln,r an exclusive right to his works and also grants the pucil J the right to use intellectual works within th^ limits of the doctrine of 'fair use* that would not cripple the economic conditions of the author. In chapter three, it is indicated that recent developments in computer technology, telecommunications technology and reprography have made it possible for information to be easily and cheaply copied and transmitted over distances (transborder data flow) for the use of many users. Such indiscriminate access withholds from the copyright holder legitimate royalties for his work and the protection by legal copyright. To restrict such access on the other hand, inhibits the use of the work which is also contrary to the interests of the author and to the intent of copyright law. Libraries are a primary source of disseminated information and as such are required to observe the legal conventions of the country. With the recent developments of a wide range of technological advancements in information transfer, and an increased demand for information sharing, it is becoming increasingly difficult and in some cases impossible for libraries to fully uphold and enforce the provisions of the copyright law. Nowadays, intellectual property has become a tradeable commodity and the recent problem is one of economic threat brought about by changing technology. Librarians depend upon the originality and products of authors and publishers in the provision of information services to users and must therefore observe the copyright law to give incentive to those with the ability to write. The results of this study confirm the hypotheses that copyright law is not appropriate in the reproduction of all forms of copyrighted material from computerized databases; that copyright law restricts the free access to information; that authors have the right to expect remuneration for their works; and that the interpretation of copyright law is a problem and therefore confusing to libraries.
APA, Harvard, Vancouver, ISO, and other styles
2

Sebuhoro, Célestin. "Quête de l'identité chez l'adolescent rwandais rescapé du génocide: approche développementale et différentielle." Doctoral thesis, Universite Libre de Bruxelles, 2005. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/210928.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Seltzer, Molly K. "DISCRIMINATION, HPA-AXIS ACTIVITY, AND RACIAL IDENTITY IN AFRICAN-AMERICAN ADOLESCENT RISK FOR DEPRESSION." Diss., Temple University Libraries, 2018. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/536392.

Full text
Abstract:
Psychology
Ph.D.
Culturally relevant models of social, psychological, and biological risk for depression in African American youth have long been called for, to account for unique risk factors they experience (e.g., discrimination) and that incorporate culturally specific protective assets (e.g., racial identity). Yet few studies have directly examined physiological mechanisms that might mediate the connection between discrimination and depression, nor the way in which cultural assets may attenuate such pathways. The present study is an explicit test of a model of risk for depression that integrates discrimination during adolescence, the hypothalamic-pituitary-adrenal (HPA)-axis as a biological regulator of social stress, and dimensions of racial identity as potential moderators of HPA-axis dysregulation. A subsample of 109 African-American adolescents (age 11-17; M = 12.88, SD = 1.11) who completed a social stress paradigm was drawn from a larger longitudinal study on risk for depression. Utilizing a longitudinal design, variables were collected on prior discrimination experience, cortisol reactivity and recovery during the stress paradigm, racial identity at the time of the stress paradigm, and concurrent and prospective depressive symptoms. A series of regression analyses and t-tests were conducted to test the impact of discrimination on cortisol regulation and depressive symptoms, and the moderating role of racial identity in the relation between cortisol regulation and depressive symptoms. Youth who reported discrimination experienced higher mean levels of depression. Discrimination was not related to cortisol regulation, nor were racial identity dimensions significant moderators in risk for depressive symptoms. This study, the first to explicitly test a culturally relevant model of risk for depression, points to the importance of capturing nuances in stress reactivity to discrimination in explicit tests of culturally-relevant models of depression in minority youth.
Temple University--Theses
APA, Harvard, Vancouver, ISO, and other styles
4

Wang, Ching-Huang Peter. "Self-guided bibliotherapeutic experiences related to identity issues case studies of Taiwanese graduate students in American university settings /." online access from Digital Dissertation Consortium access full-text, 2002. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?3076072.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Kirchner, Sandra R. "Following the Thread: Female Identity and Spirituality." Oxford, Ohio : Miami University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1240678953.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Hines, Allyn R. "Parents' and teachers' perceptions of adolescent storm and stress : relations with parenting and teaching practices." Virtual Press, 2003. http://liblink.bsu.edu/uhtbin/catkey/1263920.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Scheckle, Eileen Margaret Agnes. "Reading identities: a case study of grade 8 learners' interactions in a reading club." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017766.

Full text
Abstract:
This study offers an account of reading clubs as a literacy intervention in a grade 8 English class at a former ‘Coloured’ high school in South Africa. Using Margaret Archer’s social realist methodology, it examines different practices of ‘reading’ used by learners in talking and writing about text. Archer’s analytical dualism and morphogenetic model provided an explanatory framework for this study. Analytical dualism allows for the separation of the parts (structural and cultural elements) from the people (the grade 8 learners) so as to analyse the interplay between structure and culture. The morphogenetic model recognises that antecedent structures predate this, and any study but that through the exercise of agency, morphogenesis, in the form of structural elaboration or morphostasis in the form of continuity, may occur. This study used a New Literacies perspective based on an ideological model of literacy which recognises many different literacies, in addition to dominant school literacies. Learners’ talk about books as well as personal journal writing provided an insight into what cultural mechanisms and powers children bring to the reading of novels. Understandings of discourses as well as of Gee’s (1990; 2008) construct of Discourse provided a framework for examining learners’ identities and shifts as readers. The data in this study, which is presented through a series of vignettes, found that grade 8 learners use many different experiences and draw on different discourses when making sense of texts. Through the separation of the structural and cultural components, this research could explore how reading clubs as structures enabled learners to access different discourses from the domain of culture. Through the process and engagement in the reading clubs, following Gee (2000b), learners were attributed affinity, discoursal and institutional identities as readers. It was found, in the course of the study, that providing a safe space, scaffolding, multiple opportunities to practice and a variety of reading material, helped learners to access and appropriate dominant literacies. In addition, learners need a repertoire of literacy practices to draw from as successful reading needs flexibility and adaptability. Reading and writing inform each other and through gradual induction into literary writing, learners began to appropriate and approximate dominant literacy practices. Following others who have contributed to the field of New Literacy Studies (Heath, 1983; Street, 1984; Gee 1990; Prinsloo & Breier, 1996), this study would suggest that literacies of traditionally underserved communities should not be considered in deficit terms. Instead these need to be understood as resources for negotiating meaning making and as tools or mechanisms to access dominant discourse practices. In addition the resilience and competition from Discourses of popular culture need to be recognised and developed as tools to access school literacies.
APA, Harvard, Vancouver, ISO, and other styles
8

Jordan, C. Greer. "Rethinking Inclusion: Case Studies of Identity, Integration, and Power in Professional Knowledge Work Organizations." Cleveland, Ohio : Case Western Reserve University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=case1238548485.

Full text
Abstract:
Thesis (Ph.D.)--Case Western Reserve University, 2009
Title from PDF (viewed on 30 July 2009) Department of Organizational Behavior Includes abstract Includes bibliographical references Available online via the OhioLINK ETD Center
APA, Harvard, Vancouver, ISO, and other styles
9

Leverett, Justin Samuel. "Stigmatization and Mental Illness: the Communication of Social Identity Prototypes through Diagnosis Labels." PDXScholar, 2019. https://pdxscholar.library.pdx.edu/open_access_etds/4681.

Full text
Abstract:
This study tested whether participants exposed to a vignette describing an individual experiencing symptoms of depression, which included only the specific diagnosis label of "depression," would report significantly less stigmatized responses than participants exposed to an otherwise identical vignette which included only the non-specific diagnosis label "mental illness." The study is grounded in past research on stigmatization of mental illness and is informed by three theoretical frameworks, the social identity perspective, attribution theory, and labeling theory. Participants were randomly assigned to read one of the two alternate vignettes, then respond to a series of measures testing desire for social distance, negative emotion (affective reaction), beliefs about people with mental illness, and perceived dangerousness of the character in response to the vignette they viewed. The results showed that labelling the character in the vignettes as struggling with "mental illness" did lead to greater perceived dangerousness of the character described, although labelling did not lead to more stigmatization in any of the other measures. This research demonstrated that people tend to consider a character in a vignette as less trustworthy and more of a risk based solely on the label "mental illness." The experiment also tested if people who have had a personal relationship with someone who has experienced mental illness will have less stigmatized responses to mental illness vignettes, but no significant difference was shown. Overall, the results imply that use of specific language in communication labelling an individual as experiencing a mental health condition is less stigmatizing than non-specific language and may improve chances for successful treatment-seeking and future patient outcomes.
APA, Harvard, Vancouver, ISO, and other styles
10

Holmgren, Johan. "Psychology of Political Leaders : a case study of George W Bush." Thesis, Jönköping University, JIBS, Political Science, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-1164.

Full text
Abstract:

The purpose of this thesis is to examine whether the individual political leader is important for the analysis of international relations. Traditionally the focus of investigation in international relations has been on the nation-state, or the systems level, and as a result the individual level has been somewhat neglected. Using the theory of political psychology there is a possibility of finding nuances that might not be found if the focus of the investigation is on the nation-state. With the help of key concepts such as personality, emotion, cognition, and social identity decision making that has affected world politics have been examined. An empirical examination of the political psychology has been made by applying the theory to a case study, George W Bush. By applying the theory of political psychology to the decision making process used by George W Bush and his Administration it will be shown that the individual can impact world politics, especially in the case of the invasion of Iraq. Furthermore, one of the flaws of the theory of political psychology, its problem in handling the concept of global terrorism, is briefly discussed. The conclusion that has been drawn in this thesis is that the individual level of analysis is just as important as the systems level or the domestic level of analysis.

APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Identity (Psychology) in adolescence – Case studies"

1

Garrod, Andrew. Adolescent portraits: Identity, relationships, and challenges. 2nd ed. Boston: Allyn and Bacon, 1995.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

1937-, Garrod Andrew, ed. Adolescent portraits: Identity, relationships, and challenges. 6th ed. Boston, MA: Allyn and Bacon, 2008.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Adolescent portraits: [identity, relationships, and challenges]. 7th ed. Boston: Pearson, 2012.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Garrod, Andrew. Adolescent portraits: Identity, relationships, and challenges. 6th ed. Boston, MA: Allyn and Bacon, 2008.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

La construction identitaire des adolescentes face au genre. Paris: L'Harmattan, 2012.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Mancini, Billson Janet, ed. Pathways to manhood: Young Black males struggle for identity. 2nd ed. New Brunswick, N.J., U.S.A: Transaction Publishers, 1996.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Hein, Kerstin. Hybride Identitäten: Bastelbiografien im Spannungsverhältnis zwischen Lateinamerika und Europa. Bielefeld: Transcript, 2006.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Verkuyten, M. Zelfbeleving van jeugdige allochtonen: Een socio-psychologische benadering. Amsterdam: Swets & Zeitlinger, 1992.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Hybrid identities and adolescent girls being 'half' in Japan. Buffalo, NY: Multilingual Matters, 2009.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Kamada, Laurel D. Hybrid identities and adolescent girls being 'half' in Japan. Buffalo, NY: Multilingual Matters, 2009.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Identity (Psychology) in adolescence – Case studies"

1

Holmes, Robyn M. "Human Development: Processes, Transitions, and Rituals." In Cultural Psychology, 408–52. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780199343805.003.0011.

Full text
Abstract:
Chapter 11 explores the ways culture shapes developmental processes and outcomes throughout the lifespan. It discusses models of development, childbirth, cross-cultural childbirth comparisons, infant mortality, infancy, infant sleeping arrangements, temperament, goodness of fit, and culture and temperament. Childhood subtopics include socialization processes, culture-specific and cross-cultural childhood studies, gender socialization and culture, and moral development models. Adolescent subtopics include 21st century experiences, parent–adolescent conflict, culture–specific studies, body image, rites of passage, social media use, and dating. Emerging adulthood topics include self and identity, love and sexuality, and media and technology. Late adulthood subtopics include culture and aging, culture–specific and cross-cultural studies, and Alzheimer’s disease and culture. This chapter includes a case study, Culture Across Disciplines box, chapter summary, key terms, a What Do Other Disciplines Do? section, thought-provoking questions, and class and experiential activities.
APA, Harvard, Vancouver, ISO, and other styles
2

Smith, Frances. "Rethinking the Teen Movie." In Rethinking the Hollywood Teen Movie, 7–20. Edinburgh University Press, 2017. http://dx.doi.org/10.3366/edinburgh/9781474413091.003.0002.

Full text
Abstract:
There have always been teenagers. But it was only in 1904 that American psychologist G. Stanley Hall’s ground-breaking publication, Adolescence: its Psychology and its Relations to Physiology, Anthropology, Sex, Crime and Education, established the existence of a hitherto undocumented period of ‘storm and stress’ between childhood and adulthood (Hall 1904: 2). As the case studies in later chapters will demonstrate, it is this sense of liminality that motivates my interest in the construction of identity found in the Hollywood teen movie. Here, I address both the evolution of the on-screen teenager in Hollywood cinema and, in tandem, the various ways in which film scholars have conceived the teen movie as a genre. With this understanding of how the field has developed over time, I explain how this book aims to rethink the Hollywood teen movie.
APA, Harvard, Vancouver, ISO, and other styles
3

Gallo, Laura L. "Saving Our Students." In Advances in Psychology, Mental Health, and Behavioral Studies, 255–74. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7319-8.ch014.

Full text
Abstract:
Suicide is the second leading cause of death for youth in the US. School counselors are in a pivotal position to identify and intervene with children and adolescents struggling with suicide. School counselors have a legal and ethical obligation to incorporate suicide prevention efforts into their schools. This chapter focuses on current research, including evidence-based practices, as an important aspect of suicide prevention work. This chapter provides vital information related to prevention and intervention activities school counselors can utilize to help prevent suicide. Information related to the formation and function of crisis response teams as well as postvention is also included.
APA, Harvard, Vancouver, ISO, and other styles
4

Holmes, Robyn M. "The Self, Identity, and Personality." In Cultural Psychology, 244–87. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780199343805.003.0007.

Full text
Abstract:
Chapter 7 explores the ways culture shapes our conceptions of self, identity, and personality. It discusses self-definitions, culture and self-definitions, cross-cultural comparisons of self-definitions, types of self-concepts, cultural contexts and the self, and culture-specific and cross-cultural studies of the self. It explores self-efficacy, culture-specific and cross-cultural studies on self-efficacy, face, face and self-concepts, and face and dignity cultural communities. It also discusses definitions and the construction of identity, whether identity is fluid and whether it is possible to have more than one identity. Finally, it addresses the self and personality, the five-factor model, cross-cultural studies on personality, the applied value of the five-factor model, and indigenous personalities. This chapter includes a case study, Culture Across Disciplines box, chapter summary, key terms, a What Do Other Disciplines Do? section, thought-provoking questions, and class and experiential activities.
APA, Harvard, Vancouver, ISO, and other styles
5

Kriti, Charu. "Selective Mutism." In Advances in Psychology, Mental Health, and Behavioral Studies, 363–80. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-4955-0.ch019.

Full text
Abstract:
Selective mutism is a disorder that is characterized by a failure to speak in certain social settings, like the school, while speaking normally in other settings, like home. The settings in which the failure to speak occur are those where speech is expected from the individual. It is a disorder that onsets in childhood, and if left untreated, may go well into adolescence. For a very long time, this disorder has been overlooked and understudied. Though rare, the disorder may pose a potential threat to the social and academic development of a child suffering from it. The DSM-5 has classified selective mutism as an anxiety disorder. The present chapter intends to cover the psychosocial approach to the disorder, the diagnostic criteria, the etiology, the treatment of the disorder, and the management by respective caregivers. An analysis of case studies has also been given in the chapter.
APA, Harvard, Vancouver, ISO, and other styles
6

Thorsos, Nilsa J. "Language Loss." In Advances in Psychology, Mental Health, and Behavioral Studies, 181–95. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7582-5.ch010.

Full text
Abstract:
This chapter explores the phenomenon of heritage language loss (mother tongue) and the implications for English only speakers born in the USA with parents who are first- and second-generation English language learners. Drawing from critical race theory (CRT), first language loss is examined in the perceptions of Americanism, nationalism, citizenship, otherness, and discrimination. In addition, the chapter examines the dynamics of Latinx parents' decision to encourage their children to speak English only and as a result erode their ability to speak their first language (L1) or mother tongue and cultural identity. The author makes the case for language maintenance and assurance of all children learning English, without losing their mother tongue.
APA, Harvard, Vancouver, ISO, and other styles
7

Holmes, Robyn M. "Language and Nonverbal Communication." In Cultural Psychology, 161–204. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780199343805.003.0005.

Full text
Abstract:
Chapter 5 explores the ways culture shapes how we communicate through our verbal language, gestures, and eye gaze. It discusses language, language components, how we acquire language, communicative styles, contexts for learning communicative styles, and culture-specific and cross-cultural studies. It addresses language development; second language learning; language socialization; contemporary positions on the Sapir-Whorf hypothesis; language, culture, and cognition; sociolinguistics; dialects; code-mixing and code-switching; and the interconnectedness of language and cultural identity. Finally, it discusses nonverbal behavior, social media and nonverbal communication, eye gaze, and examples of language translation miscommunications in marketing. This chapter includes a case study, Culture Across Disciplines box, chapter summary, key terms, a What Do Other Disciplines Do? section, thought-provoking questions, and class and experiential activities.
APA, Harvard, Vancouver, ISO, and other styles
8

Nicholas, Lucy. "Positive regard for difference without identity." In The politics of identity. Manchester University Press, 2018. http://dx.doi.org/10.7228/manchester/9781526110244.003.0013.

Full text
Abstract:
The contact hypothesis has been the go-to social psychology concept for promoting better relations between unequal social groups since its inception in the context of ‘racial’ de-segregation in the USA. The idea that contact between groups reduces prejudice has been applied to a range of dominant / subordinate social groups such as ethnic groups, homo/heterosexuals, cis and trans people. This chapter will question whether the aims and premises of contact theory are still useful in the context of increasingly subtle and systemic biases and inequalities, and whether and how it might be usefully extended to relations between more complex identities than simple pre-defined oppositional ‘in’ and ‘out’ groups. To do so, it considers some examples of intergroup othering using case studies pertaining to backlashes against gender, sexual and ethnic diversity in the contemporary Australian context. This chapter proposes the fruitful combination of queer ethics, post-tolerance political theory and the social psychology concept of ‘allophilia’ (love for the other) to move towards fostering ‘positive regard’ as an alternative way to tackle prejudice. It suggests that queer ethics can lend a convincing strategy here, which I call ‘reading queerly’, that is, being able to approach an other with an openness that neither homogenises nor subordinates difference.
APA, Harvard, Vancouver, ISO, and other styles
9

Schwartz, Ryan, and Carolyn Laub. "From “Dignity” to “Success”." In Sexual Orientation, Gender Identity, and Schooling, 272–86. Oxford University Press, 2016. http://dx.doi.org/10.1093/med:psych/9780199387656.003.0016.

Full text
Abstract:
This chapter chronicles how advocates in California have applied strategic communications research and practice to change policies and build the movement for inclusive and affirming schools. It begins with an exploration of lessons from psychology, neuroscience, and political theory about changing opinions and how those lessons apply to efforts to create schools that are more welcoming for people who are lesbian, gay, bisexual, and transgender. It then shows how advocates put those lessons into practice through campaigns that ensured students in California can go to a school that is free of discrimination and includes positive portrayals of people of diverse sexual orientations and gender identities. While anchored in case studies from the United States, the underlying concepts of how people think, feel, and act—and how advocates can better shape their communications—are universal.
APA, Harvard, Vancouver, ISO, and other styles
10

Liu, James H., and Dario Páez. "Social Representations of History as Common Ground for Processes of Intergroup Relations and the Content of Social Identities." In The Handbook of Culture and Psychology, 586–614. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190679743.003.0018.

Full text
Abstract:
Social representations of history (SRH) provide symbolic resources enabling a society or culture to communicate what has worked for it in the past when facing challenges today. SRH (or collective memories) enrich process-oriented psychology with content that moderates and provides mediators for culture-general theories. They are produced by nation-states to provide a “warrant of antiquity” that legitimizes their claims to sovereignty. SRH are considered as a form of narrative for national or global identity, with schematic narrative templates casting groups or individuals as heroes and villains in the psyche of peoples, from which lessons can be drawn. Through the World History Survey and national case studies, this chapter illustrates how collective memory retains from the past only that which is still capable of living in the consciousness of the groups in the present, and, through a continual process of selection, interpretation, and retention enables both continuity and change in managing social identities.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Identity (Psychology) in adolescence – Case studies' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography