Relevant bibliographies by topics / Youth identity development

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Youth identity development'

Author: Grafiati
Published: 4 June 2021
Last updated: 19 February 2022

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Journal articles on the topic "Youth identity development"

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Schwartz, Seth J., Alan Meca, Miguel Ángel Cano, Elma I. Lorenzo-Blanco, and Jennifer B. Unger. "Identity Development in Immigrant Youth." European Psychologist 23, no. 4 (October 2018): 336–49. http://dx.doi.org/10.1027/1016-9040/a000335.

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Abstract. Rates of immigration are at an all-time high in many Western countries, and immigration can exert profound influences on identity development. These influences occur both at the individual level and at the group level, but these two sets of influences have rarely been considered simultaneously. Accordingly, this article adopts a multilevel approach to identity development among immigrant youth, with a focus on North American receiving contexts. We focus not only on individual ethnic, national, and personal identity development, but also on the societal-level intergroup processes (e.g., threats and stereotypes) that constrain the identity options available to immigrants. We highlight the prominence of biculturalism – endorsement of both heritage and destination-country identities – but also discuss ways in which biculturalism may be difficult to attain for some immigrants and immigrant groups. We also emphasize the interplay between individual immigrants’ identities and the mechanisms through which defensive policies enacted by “threatened” majority groups may harm identity development among immigrant youth. The article concludes with a listing of priorities for future work.
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Erentaitė, Rasa, Lyda Lannegrand-Willems, Oana Negru-Subtirica, Rimantas Vosylis, Jolanta Sondaitė, and Saulė Raižienė. "Identity Development Among Ethnic Minority Youth." European Psychologist 23, no. 4 (October 2018): 324–35. http://dx.doi.org/10.1027/1016-9040/a000338.

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Abstract. In the context of increasing ethnic diversity in many European countries, a successful development and integration of ethnic minority youth becomes a central concern for the future of Europe. It is particularly important to understand specific challenges and opportunities related to identity development among ethnic minority youth. The aim of this review is to integrate recent findings on identity development among ethnic minority youth in Europe. We identified three crosscutting themes in the literature. The “intensified identity work” approach suggests that ethnic minority youth are more engaged in identity work compared to their mainstream peers. The “diverging identity outcomes” themes represents a discussion on the opposite outcomes of identity development among ethnic minority youth. The “third way or hybrid identity” approach suggests that ethnic minority youth can build on globalization and other cultural resources, as well as on their own developmental flexibility to form novel, adaptive patterns of identity. We discuss the complementarity of the three approaches and suggest directions for further studies with ethnic minority youth. We also show how the findings of this review can help practitioners and policy makers in Europe to support ethnic minority youth in their identity development.
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Corona, Rosalie, Efren Velazquez, Shelby E. McDonald, Melissa Avila, Molly Neff, Adam Iglesias, and Raquel Halfond. "Ethnic labels, pride, and challenges: A qualitative study of Latinx youth living in a new Latinx destination community." Journal of Ethnic and Cultural Studies 4, no. 1 (June 30, 2017): 1. http://dx.doi.org/10.29333/ejecs/67.

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Most of the literature on Latinx youths’ ethnic identity development has been conducted in communities with a large Latinx population. Fewer studies have examined Latinx youths’ ethnic identity in communities with a smaller yet rapidly growing Latinx population (i.e., new Latinx destination communities). Twenty-five Latinx youth (10-15 years)living in a new Latinx destination community participated in semi-structured interviews to identify the ethnic labels they use to describe themselves (i.e., ethnic-identity self-identification) and explore their feelings about being Latinx (i.e., ethnic-identity affirmation). Using an existing coding scheme, we found that most immigrant youth used a national origin label alone, while U.S.-born youth used a pan-ethnic term alone or in combination with an American term. Results of the thematic analysis exploring youths’ ethnic identity affirmation indicated three themes among youths’ account of their ethnic affirmation: (a) pride; (b) communication difficulties; and (c) discrimination. Study findings have implications for examining Latinx youth ethnic identity development in new destination communities.
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Ferrer-Wreder, Laura, Carolyn Cass Lorente, William Kurtines, Ervin Briones, Janene Bussell, Steven Berman, and Ondina Arrufat. "Promoting Identity Development in Marginalized Youth." Journal of Adolescent Research 17, no. 2 (March 2002): 168–87. http://dx.doi.org/10.1177/0743558402172004.

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Freeman, Melvyn. "Seeking Identity — Township youth and Social Development." South African Journal of Psychology 23, no. 4 (December 1993): 157–66. http://dx.doi.org/10.1177/008124639302300401.

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The potential of South African youth to play an economically productive and socially reconstructive role in society has been questioned. In this article it is argued that personal development is central to social development, and that appropriate intervention programmes which target the psychological functioning of youth will substantially enhance the chances of youth playing socially constructive roles in society. A framework for such interventions is suggested. The article applies Erikson's theory of identity development to township youth, first within an historical perspective and then to current youth. It is argued that both historically and currently, identity for many young people has been integrally linked with struggle for political change. A major challenge facing psychologists and other change agents is to help youth shift from this identity, to one in which youth see themselves as builders of and contributors towards a new democratic society. Key elements derived from Eriksonian theory which might facilitate this change are presented.
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Brandon-Friedman, Richard A. "Youth Sexual Development: A Primer for Social Workers." Social Work 64, no. 4 (September 25, 2019): 356–64. http://dx.doi.org/10.1093/sw/swz027.

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Abstract Sexuality and sexual expression are core aspects of most clients’ lives, yet most schools of social work fail to cover sexual development, leaving social workers uninformed about this essential area of human development. This is particularly the case when the sexual development of youths is concerned, as youth sexuality is often considered too controversial to explore. Considering a positive approach to youth sexuality that seeks to enhance youths’ sexual development and promote their achievement of full sexual and reproductive rights, this article seeks to provide social workers with a resource they can use to enhance their understanding of youth sexual development and its applicability to social work practice. The two main theoretical orientations used to understand sexual identity development are covered as well as the research support for each. Following the explanation of theory is a discussion of how the two theoretical orientations can be integrated to form a more expansive base for the understanding of sexual identity development. A final section provides guidance on how an advanced understanding of youthful sexual identity development can enhance social work practice at the micro, mezzo, and macro levels.
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Syler, Claire, and Anna Chen. "Casting youth/Developing identity: Casting and racial and ethnic identity development." Youth Theatre Journal 31, no. 2 (July 3, 2017): 92–104. http://dx.doi.org/10.1080/08929092.2017.1370758.

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Michael, Paul K. "Youth Vulnerability and the Challenge of Human Development in Africa." Culture and Dialogue 8, no. 1 (May 19, 2020): 129–46. http://dx.doi.org/10.1163/24683949-12340079.

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Abstract This paper offers a philosophical response to an aspect of the youth question in Africa – the question of youth vulnerability and its consequences on the human development outcome. To achieve the desired goal, first, I stretch the concept of pathogenic vulnerability from being more than ordinarily vulnerable to being far more than ordinarily vulnerable. Second, I identify two elements of African cultural structure – primacy of community over the individual and the belief that elders always possess superior knowledge over the youth – that influence and restrict capacity/capabilities in African youth and therefore make their transition to adulthood defective. Consequently, the African youth is deprived of the special opportunity to develop, encounter and explore the various character options from which he/she learns, selects and forms her identity. Third, I argue that these restraints of capacity/capabilities make African youths far more than ordinarily vulnerable to human development outcome.
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Gambone, Michelle Alberti, Hanh Cao Yu, Heather Lewis-Charp, Cynthia L. Sipe, and Johanna Lacoe. "Youth Organizing, Identity-Support, and Youth Development Agencies as Avenues for Involvement." Journal of Community Practice 14, no. 1-2 (January 2006): 235–53. http://dx.doi.org/10.1300/j125v14n01_14.

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Halverson, Erica Rosenfeld. "InsideOut: Facilitating Gay Youth Identity Development Through a Performance-Based Youth Organization." Identity 5, no. 1 (January 2005): 67–90. http://dx.doi.org/10.1207/s1532706xid0501_5.

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Dissertations / Theses on the topic "Youth identity development"

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Morgan, Amanda K. "Ethnic Identity and Migrant Youth." DigitalCommons@USU, 2005. https://digitalcommons.usu.edu/etd/2847.

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This study sought to examine the relationship between ethnic identity and the grade and gender of the subjects. Changes in ethnic identity over time were also analyzed. Students attending grades four through eight of the Nyssa Migrant School summer program participated in this study. One hundred twenty-four participants completed the pretest, eighty-nine completed the posttest, with a total of seventy-nine completing both the pretest and posttest. Students responded to the Multigroup Ethnic Identity Measure, which examined the subcategories of belonging and exploration to comprise the overall ethnic identity level. Scores were compared by grade and by gender at pretest and at posttest. Scores were also examined in those same subgroups for a change over time in the 79 subjects completing both the pretest and posttest. Though not statistically significant, results indicated a trend for males as a whole to show a greater increase in overall ethnic identity over the course of the summer school program than their female counterparts. Results also showed an increase (although not statistically significant) in ethnic identity for the group as a whole over the course of the six-week program, warranting further investigation into the summer program's effectiveness for enhancing ethnic identity. This aforementioned increase was more pronounced in children in the older grades, supporting a developmental progression of ethnic identity. At both the pretest and posttest, adjusted means for belonging were statistically significantly higher than those for exploration, F(l, 77) = 171.03,p = .000; F(l, 77) = 141.12,p = .000, respectively. Implications of these findings for future programs and future research are discussed.
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Iglesias, Adam. "Ethnic Identity Development among Rural Adolescent Youth." VCU Scholars Compass, 2010. http://scholarscompass.vcu.edu/etd/2308.

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The current study evaluated the factor analytic structure and developmental trajectory of ethnic identity, as measured by the Multigroup Ethnic Identity Measure, (MEIM) among early rural adolescents. The convergent validity of the measure for rural youth was also examined. The sample for this study was drawn from a larger longitudinal study focusing on violence prevention efforts with an early adolescent sample residing in rural Florida. The final sample size for these secondary analyses was 5,695 participants. The sample was 53 % Caucasian, 24% Latino, 15% African American, and 8% Other. The mean age of the students was 11.3 years. Data were collected at seven time points. A confirmatory factor analysis (CFA) was conducted with the entire sample to determine whether a two-factor model was a satisfactory fit for the entire sample at Times 1-7. Individual growth curve modeling was used to determine ethnic identity trajectories. This study demonstrated that the MEIM taps into two factors (Exploration and Commitment) for rural adolescents. Moreover, the findings demonstrated multigroup equivalence across waves 1-7 of data collection for the Caucasian, African American, and Latino groups. Further, results from the growth curve modeling procedures indicated that Caucasian participants demonstrated a greater increase in Exploration relative to Latino and African American participants. Lastly, results from the convergent validity analyses indicated that Commitment was negatively related to attitudes towards violence and positively related towards attitudes towards nonviolence. Implications for future research and prevention programs that incorporate ethnic identity constructs are discussed.
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Mitchell, Thomas. "Identity in elite youth professional football." Thesis, Liverpool John Moores University, 2016. http://researchonline.ljmu.ac.uk/4544/.

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The concepts of Athletic Identity (Brewer, Van Raalte, & Linder,1993) and identity (Erikson, 1950, 1968) both carry notions of having a clear sense of self definition. Applied practitioners in elite professional football settings (e.g. Holt & Dunn, 2004; Harwood, 2008; Nesti & Littlewood, 2010; Nesti, 2013) have championed the notion that individuals who possess a clear sense of self, (generally) cope with the demanding nature of first team football, and the daily challenges that arise from their chosen profession (i.e., injury, de-selection). Conversely, a small number of researchers have consistently argued that professional football club culture may not support the development of a clear sense of identity in (young) players, as it has been described as espousing notions of power, dominance, authority and insecurity (see e.g. Parker, 1995, 1996, 1998, 2001; Roderick, 2006, 2006a). The present thesis explores the role of identity, the impact of football club culture on its formation, and its importance in the career trajectory of youth team footballers. Across three distinct studies, this thesis explores the concepts of Athletic Identity, identity, and the creation of club culture within youth and professional football. Study one used a cross sectional approach, within and across levels of play along with distinct situational, demographic variables to assess any differentiating factors in Athletic Identity in 168 (N = 168) youth team footballers. Football club explained 30% of the variance in exclusivity among players (p = .022). Mean social identity was significantly higher for those players in the first year of their apprenticeship compared to the second year (p = .025). The range of variance for exclusivity amongst players suggested it was the cultural climate created at each individual football club that impacted this subscale of Athletic Identity. Study Two used a qualitative approach with the aim of critically exploring the perceptions of practitioners in relation to; ideal player characteristics, working practices, organisational culture and environmental conditions. These facets are influenced by practitioners within youth development programmes, all of which contribute to shaping a player’s identity (Erikson, 1968). A total of 19 youth development practitioners were interviewed during data collection. Practitioners provided an explicit and clear blueprint of the ideal player characteristics required for successful upward transition, including, self belief, dedication and self awareness, which are synonymous with notions of identity. Finally, Study three used a case study approach to critically examine how players’ experiences of a professional football environment and culture served to shape their identity and allows them to cope with critical moments. A Championship football club served as the case study in which 4 players were interviewed 3 times over the course of one season. Findings were represented as narrative stories of each player. Findings suggested that having a clear sense of identity provided players with a platform for resilience and perseverance throughout a range of critical moments. In summary, it is vital that appropriate internal (club) and external (affiliated organisations) strategies are developed and integrated into practice to ensure that players develop a clear sense of identity and meaning. It is essential that this transcends the professional football domain for players to have the best possible platform for career progression and career termination.
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Stevos, Joyce L. "Youth in action : a study of developing citizen identity /." View online ; access limited to URI, 2005. http://0-wwwlib.umi.com.helin.uri.edu/dissertations/dlnow/3188849.

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Albrecht, Richard E. "A model of self-transformative identity development in troubled adolescent youth." FIU Digital Commons, 2007. http://digitalcommons.fiu.edu/etd/1199.

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Within the Stage II program evaluation of the Miami Youth Development Project's (YDP) Changing Lives Program (CLP), this study evaluated CLP intervention effectiveness in promoting positive change in emotion-focused identity exploration (i.e. feelings of personal expressiveness; PE) and a "negative" symptom of identity development (i.e. identity distress; ID) as a first step toward the investigation of a self-transformative model of identity development in adolescent youth. Using structural equation modeling techniques, this study found that participation in the CLP is associated with positive changes in PE (path = .841, p < .002), but not changes in ID. Increase in ID scores was found to be associated with increases in PE (path = .229, p < .002), as well. Intervention effects were not moderated by age/stage, gender, or ethnicity, though differences were found in the degree to which participating subgroups (African- American/Hispanic, male/female, 14-16 years old/17-19 years old) experience change in PE and ID. Findings also suggest that moderate levels of ID may not be deleterious to identity exploration and may be associated with active exploration.
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Al, Agha Khalil. "New media, identity, and Arab youth in Britain." Thesis, University of Northampton, 2015. http://nectar.northampton.ac.uk/7892/.

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The role of the new media in young people’s lives has led to a debate about the potential of the internet as a means of influencing identity formation and youth participation. A growing body of academic research has shown an interest in understanding this influence. This thesis sets out to study political participation as a form of online engagement through the use of the various new media platforms and how it may affect the process of identity development of Arab youth in Britain. Prior to the recent political developments in the Middle East and the so-called ‘Arab Spring’, British Arab youth were suffering identity uncertainty and had expressed little interest in political participation. During the early stages of the Arab Spring, British Arab youth became involved, in one way or another, in political activities, mainly online. This research combines quantitative and qualitative methodologies in order to achieve accurate results. The targeted group for this study is those between 18 and 25 years old, who were born in Britain or have been living continuously in Britain for at least 10 years. Data collected includes a total of 178 questionnaire samples, and forty individual semi-structured interviews. The core argument of this study is that British Arab youth are willing to participate in politics as long as it is meaningful to them and to the people of their countries of origin. This engagement helps them to balance their cultural identity (Arab) with the host culture (British). That may not contradict with the fact that British Arab youth describe Britain as ‘home’ with confidence. In fact, the balance between Arab and British cultures serves as a stabiliser in the process of identity formation and reformation. The thesis also explores how this active political engagement is reflected, in general, on their own identity construction and development. The evidences of this study suggest that, while online media has a role in providing British Arab youth with accessible and effective online tools, the mechanism of participating and debating all issues without reservation, may contradict the cultural heritage of stepping back from political participation. Therefore, this research affirms the importance of online media tools for British Arab youth reaching new horizons. Participating in political activities is one form of negotiating identity formation or reformation, that in one way or another can contribute to a more effective role of the British Arab community in the public, political and cultural spheres of multicultural Britain.
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Jourdan, Neil Russell. "An investigation into the socio-musical identity of at risk adolescents involved in music therapy." Diss., University of Pretoria, 2005. http://hdl.handle.net/2263/31438.

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The context of this study is the National Youth Development Outreach Project (YDO) situated in Eersterust, Pretoria. This study is conducted within a qualitative research paradigm. The data comprises of sentence completion exercises designed to elicit information regarding at risk adolescents’ attitudes towards music. The data is coded, categorized and organized into themes. The themes highlight five different life aspects through which these at risk adolescents identify with music. The study revealed that music therapy is an effective and appropriate way to afford at risk adolescents access to these identified life aspects and is able to facilitate the addressing of various issues within these life aspects.
Dissertation (MMus (Music Therapy))--University of Pretoria, 2005.
Music
MMus (Music Therapy)
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Purnell, Rachelle Ashley. "Exploring Cultural Identity and Engagement among Hispanic Youth: Implications for Food Justice and Food System Development." Thesis, Virginia Tech, 2017. http://hdl.handle.net/10919/79144.

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Creating healthy lifestyles and access to quality, nutritious food for marginalized groups, specifically Hispanics, is becoming an increasing topic of conversation. However, issues of access, availability, lack of initiatives in many areas which allow these individuals to become involved in the local food movement have plagued this population, especially the youth. In recent years, Georgetown, Delaware has become a major immigration hub, seeing large populations of Hispanics migrating to the area. Like many locations which see large numbers of individuals of a particular ethnic group not known to the area, the need for culturally relevant and responsive resources becomes imperative. Considering that youth are a vital part of society and are widely impacted by issues of food insecurity and unhealthy food choices, it is important to address their intentions to become actively engaged in their local food system and the role that their identity as Hispanic youth plays in that intention. To assess Hispanic youth's intentions to engage in their local food system and food heritage, the researcher selected a group of 11 Hispanic youth from Georgetown, Delaware, to participate in a Photovoice project, which called on them to take pictures of items salient to their identity, how they understood their local food system and perceived barriers. Following the two-week photo taking period, youth then participated in two focus group sessions, one to obtain information relevant to the research topic and the other, serving as a member check and to elicit further information. Findings of this study include the idea that cultural identity serves as a major influential factor to youth engagement in the food movement and in food heritage. Cultural identity shapes the attitudes of Hispanic youth towards engaging. Further, attitudes toward food movement involvement and educating others positively impacts youth intentions to engage. Hispanic youth's attitudes toward protecting the authenticity of food and culture serve as an additional influential factor for engaging in the food movement and advocating for food justice. Social pressure from family and peers significantly impacts the food choices and cultural engagement of Hispanic youth. Food system knowledge and awareness contributes to youth attitudes towards the food movement and food and cultural heritage. Lack of knowledge can potentially impede engagement. Lastly, self-efficacy concerning the food movement acts as both a facilitator and inhibitor to youth engagement. However, cultural identity and familial support serve as factors which boost the confidence levels of Hispanic youth to engage in the food movement and food heritage.
Master of Science in Life Sciences
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Meyer, Lucille Yvonne. "Youth experiences of a holistic approach to personal transformation : a narrative inquiry." Thesis, Cape Peninsula University of Technology, 2017. http://hdl.handle.net/20.500.11838/2628.

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Thesis (DEd (Education))--Cape Peninsula University of Technology, 2017.
Many youth experience some form of identity crisis as they transition into adulthood. This crisis is amplified in the lives of many working-class youth who have to contend with heading households owing to the absence or death of parents and a socioeconomic context of poverty, lack of access to quality learning opportunities, unemployment and deepening inequality. A recent analysis of youth unemployment statistics in South Africa shows that at the end of 2016, at least 7.5 million youth were not in employment, education or training (NEET), with a large percentage residing in the Western Cape. The growing NEET numbers present a huge problem to youth, communities and the state, as youth who are not in employment, education or training have a greater propensity to become disengaged and disconnected from self, family and social, economic, political and cultural activities, further minimising their opportunities for growth and development. Despite the growing NEET numbers, there remains a paucity of research on credible and sustainable solutions to the NEET crises, including research that gives credence to youth voice and experience. The key purpose of the study was to explore youth experiences of a holistic approach to personal transformation as one particular programmatic approach or developmental pathway for vulnerable youth. The imperative is to explore ways of addressing the current NEET crisis and simultaneously deepen the theory and practice of youth development. The study used an ecological perspective as its theoretical framework that illuminated the influence of relationships and contexts on the development of children and youth. A phenomenological approach was chosen as it was deemed best suited to exploring and understanding people’s perceptions and experiences of a particular phenomenon. Narrative inquiry was employed as the methodological framework to explore the views of five youth respondents and their parents or guardians. Techniques to enhance the credibility and trustworthiness of the data included triangulation, which was effected through the collection of two sets of data, an extensive literature review and use of a reflective journal. The findings illustrate that a holistic perspective, as one particular philosophical and programmatic approach to personal transformation, has the potential to foster connection with self and family, enhance the psychological capital of young people and provide the impetus for them to remain on a positive developmental trajectory. The significance of a holistic approach lies in its ability to recognise and integrate all dimensions of their being into the learning process and meet a variety of needs as a result of their particular socioeconomic and psychosocial realities.
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Rinaldi, Roberto L. "A Developmental Intervention Science Outreach Research Approach to Promoting Positive Youth Development." FIU Digital Commons, 2011. http://digitalcommons.fiu.edu/etd/342.

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Recent intervention efforts in promoting positive identity in troubled adolescents have begun to draw on the potential for an integration of the self-construction and self-discovery perspectives in conceptualizing identity processes, as well as the integration of quantitative and qualitative data analytic strategies. This study reports an investigation of the Changing Lives Program (CLP), using an Outcome Mediation (OM) evaluation model, an integrated model for evaluating targets of intervention, while theoretically including a Self-Transformative Model of Identity Development (STM), a proposed integration of self-discovery and self-construction identity processes. This study also used a Relational Data Analysis (RDA) integration of quantitative and qualitative analysis strategies and a structural equation modeling approach (SEM), to construct and evaluate the hypothesized OM/STM model. The CLP is a community supported positive youth development intervention, targeting multi-problem youth in alternative high schools in the Miami Dade County Public Schools (M-DCPS). The 259 participants for this study were drawn from the CLP’s archival data file. The model evaluated in this study utilized three indices of core identity processes (1) personal expressiveness, (2) identity conflict resolution, and (3) informational identity style that were conceptualized as mediators of the effects of participation in the CLP on change in two qualitative outcome indices of participants’ sense of self and identity. Findings indicated the model fit the data (χ2 (10) = 3.638, p = .96; RMSEA = .00; CFI = 1.00; WRMR = .299). The pattern of findings supported the utilization of the STM in conceptualizing identity processes and provided support for the OM design. The findings also suggested the need for methods capable of detecting and rendering unique sample specific free response data to increase the likelihood of identifying emergent core developmental research concepts and constructs in studies of intervention/developmental change over time in ways not possible using fixed response methods alone.
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Books on the topic "Youth identity development"

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Côté, James E. Youth Development in Identity Societies. New York, NY : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9780429433856.

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Schwartz, Wendy. The identity development of multiracial youth. [New York, NY]: ERIC Clearinghouse on Urban Education, 1998.

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Chen, Charles P., and Wendy Wing Yin Lee. Ethnicity and careers of Chinese-Canadian young adults. Hauppauge, N.Y: Nova Science Publishers, 2011.

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Guérin, Chantal. Le sort tomba sur le plus jeune: Recherche qualitative sur des jeunes adultes en insertion professionnelle difficile : travail, chomâge, précarité, loisir, identité. Marly-le-Roi: INEP, 1987.

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Council, Population. The Adolescent experience in-depth: Using data to identify and reach the most vulnerable young people, Zambia 2007 : data, tables, graphs and maps based on the demographic and health surveys. New York: Population Council, 2009.

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Côté, James E., and Charles G. Levine. Identity Formation, Youth, and Development. Psychology Press, 2015. http://dx.doi.org/10.4324/9780203767047.

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Identity development in adolescents and youth: A developmental perspective. Ottawa: National Library of Canada = Bibliothèque nationale du Canada, 1993.

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Boer, A. Marian. Identity development in adolescents and youth: A developmental perspective. 1992.

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Levine, Charles, and James E. Cote. Identity, Youth, and Human Development: An Introduction. Taylor & Francis Group, 2015.

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Identity, Youth, and Human Development: An Introduction. Taylor & Francis Group, 2015.

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Book chapters on the topic "Youth identity development"

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Côté, James E. "Adulthood in Identity Societies." In Youth Development in Identity Societies, 175–99. New York, NY : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9780429433856-7.

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Côté, James E. "Growing up in Identity Societies." In Youth Development in Identity Societies, 67–97. New York, NY : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9780429433856-4.

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Côté, James E. "The Principal Paradox." In Youth Development in Identity Societies, 3–16. New York, NY : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9780429433856-1.

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Côté, James E. "From Roles to Identities." In Youth Development in Identity Societies, 17–39. New York, NY : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9780429433856-2.

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Côté, James E. "Finding Direction and Forming Identities." In Youth Development in Identity Societies, 40–64. New York, NY : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9780429433856-3.

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Côté, James E. "The Paradoxes of Universal Higher Education." In Youth Development in Identity Societies, 98–131. New York, NY : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9780429433856-5.

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Côté, James E. "The Student Mental Health Crisis." In Youth Development in Identity Societies, 132–71. New York, NY : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9780429433856-6.

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Côté, James E. "The Brave New Adult of Identity Societies." In Youth Development in Identity Societies, 200–223. New York, NY : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9780429433856-8.

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Côté, James E. "Conclusion." In Youth Development in Identity Societies, 224–46. New York, NY : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9780429433856-9.

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Savin-Williams, Ritch C. "Identity Development Among Sexual-Minority Youth." In Handbook of Identity Theory and Research, 671–89. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-7988-9_28.

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Conference papers on the topic "Youth identity development"

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Orestova, Vasilisa R. "Identity Of Modern Youth Through The Prism Of Mass Culture." In Psychology of subculture: Phenomenology and contemporary tendencies of development. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.07.62.

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Gutiérrez Pérez, Bárbara Mariana, Sara Serrate González, José Manuel Muñoz Rodríguez, Arsenio Dacosta, Patricia Torrijos Fincias, and María José Hernández Serrano. "YOUTH HYPERCONNECTED IDENTITY. MEASURING INSTRUMENT DESIGN FOR THE INITIAL PHASE OF QUALITATIVE RESEARCH." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.0480.

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RZĄSA, Krzysztof, and Marek OGRYZEK. "THE SOCIAL ACTIONS OF THE STATE FORESTS IN POLAND." In RURAL DEVELOPMENT. Aleksandras Stulginskis University, 2018. http://dx.doi.org/10.15544/rd.2017.170.

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Poland is in one of a leading position in Europe in terms of forested area. Forests grow over 9.4 million hectares, which is 29.5% of the territory of Poland. The vast majority of this area is forests owned by the state, out of which almost 7.6 million hectares are under the management of the State Forests Holding. Educating society about forestry and environment is one of the main priorities of the State Forests. The State Forests’ educational offer is aimed at children, youths and adults, including people with disabilities. It is all about popularising knowledge about forestry and sustainable forest management. This article focuses on the social actions of the State Forests’ operations based on an analysis of the data obtained from reports made by the State Forests. These information and materials were analysed to identify the social aspects of actions carried out by the State Forests in Poland. The authors analysed various kinds of activities of the State Forests connected with social aims. The results of the analyses were presented in table format. The results were used to analyse and describe the social aspects of the State Forests’ operations in the forested area in Poland. The social actions of the State Forests in Poland have been very positively evaluated by the authors based on the achieved analyses.
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Leal Fonseca, Diego Ernesto, Ana María Vargas Betancur, and Leydy Johana García Pineda. "DIADEMMA: A tool to promote peer-mentoring in Colombian higher education." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13076.

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Mentoring programs in higher education have gained importance in recent years for their contribution to the development of professional and personal skills, as well as improving student retention and completion. Considering this, the program Generation E, –created by the Colombian Ministry of Education to provide socioeconomic support to underprivileged youth for their access to higher education–, started to include mentoring strategies in 2019 as a key element to foster completion. In 2020, a development model was designed to assess the situation of these programs in higher education institutions across the country. This article describes an analytic tool –called DIADEMMA (Diagnosis of Mentoring Moments Development)– which articulates five development moments with six factors key to any mentoring program, drawing on a structure proposed by an existing model for the assessment of higher education programs for student retention in Colombia. The first implementation of DIADEMMA allowed to identify the status of peer-mentoring initiatives in an initial group of institutions, providing input to define actions to support their consolidation, considering the nature and possibilities of each one of them.
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Angelova, Olga Yurevna, and Tatiana Olegovna Podolskaia. "Tools for the Development of Super-Professional Competencies for Gifted Youth in the Conditions of an Unstable Labor Market." In International Research-to-practice conference. Publishing house Sreda, 2020. http://dx.doi.org/10.31483/r-96543.

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Instruments for developing super-professional skills, such as entrepreneurial activity, creativity, teamwork, communication skills, are especially necessary for graduates whose professions are at risk of a decrease in employment opportunities in a changing labor market due to a pandemic. The problem is especially acute for graduates of areas related to services, tourism, catering and others. The paper presents the Lobachevsky University experience in the implementation of mass education competition of projects with use online platform i-generation. Such tools are important for gifted students, which motivation depends on the recognition and validation of their high results, from professional and behavioral content that help identify giftedness.
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Shapovalov, V. К., I. F. Igropulo, M. M. Аrutyunyan, and E. V. Khokhoeva. "Psychological and pedagogical features of development of nonformal social-entrepreneural education in the north caucasus." In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.708.723.

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The current situation in the North Caucasus is characterized by a high level of social tension, the severity of socio-economic problems, the solution of which is possible on the basis of the potential of social entrepreneurship. The lack of a scientifically based methodological and theoretical basis for teaching social entrepreneurship in the system of non-formal education is a constraining factor in the rapid, holistic development of social entrepreneurship in the republics of the North Caucasus. The aim of the study is to analyze the content-structural and technological features of informal social and entrepreneurial education. The research methodology is based on the application of the basic ideas of system-activity, ecosystem, axiological, andragogical and competency-based approaches. When solving research problems, methods of a comparative analysis of scientific literature on the problem of social entrepreneurship, entrepreneurial education, methods of comparing and summarizing scientific and theoretical results and empirical information were used. The analysis of the experience in the region allowed the authors to identify and present the characteristics of the psychological and pedagogical features of informal social and entrepreneurial education in the North Caucasus: – strategic orientation of non-formal social and entrepreneurial education on advancing social transformations in the region; institutionalization of the system of social and cultural norms that promote the development and support of social entrepreneurship as a factor in youth self-employment, its involvement in innovative socio-educational practices; – axiological potential of non-formal social and entrepreneurial education: the formation of students’ sustained interest in socially oriented entrepreneurial activity; systematic development of their entrepreneurial competencies; – openness of non-formal social and entrepreneurial education: strengthening the relationship of subjects of social and entrepreneurial education in the regions with the external sociocultural environment, actively involving existing social entrepreneurs in the development of the local entrepreneurial community based on the values of the public good, taking into account dynamic social changes in a wide regional and global context. An analysis of the results allows us to conclude that the development of nonformal social and entrepreneurial education involves the widespread use of interactive educational technologies in the formation of applied entrepreneurial competencies of students, the establishment of a new style of interaction of social entrepreneurs based on trust, resource sharing, value-semantic coordination of ideas and approaches to innovative development of the republics North Caucasus.
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Reports on the topic "Youth identity development"

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Rummell, Christian. A Unique Support for Sexual-Minority Identity Development: An Interpretative Phenomenological Analysis of a Long-Term Formal Mentoring Relationship Between an Adult and a Youth From the Gay Community. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1486.

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Ahmed AlGarf, Yasmine. Harnessing the Power of the Collective: The Women’s Handicrafts Production Cooperative in Aswan, Egypt. Oxfam IBIS, August 2021. http://dx.doi.org/10.21201/2021.7857.

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The Women’s Handicrafts Production Cooperative is a success story that has transformed the lives of its members, who had been finding it hard to obtain employment. They are now focused on creating their own enterprise. Started in 2018, today the cooperative’s membership has expanded tenfold and created employment opportunities by using the principles of social solidarity economy and collective business models. The Youth Participation and Employment (YPE) project in Egypt, developed in partnership with the Better Life Association for Community Development (BLACD), provided technical training to the cooperative in handicrafts production, as well as life skills training, to empower the workers to continue despite all the societal pressure for them to give up. Assistance from BLACD came in when it was needed. Particularly during the COVID-19 crisis, with the tourism market shut down, BLACD has provided crucial technical advice and support, supporting the cooperative to brainstorm and identify several parallel income-generating activities. This case study contains some testimonies from members of the cooperative on how their collective strength was harnessed to create employment and income.
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Bolstad, Rachel. Opportunities for education in a changing climate: Themes from key informant interviews. New Zealand Council for Educational Research, October 2020. http://dx.doi.org/10.18296/rep.0006.

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How can education in Aotearoa New Zealand respond to climate change? This report, part of our wider education and climate change project, outlines findings from 17 in-depth interviews with individuals with a range of viewpoints about climate change and the role of education. Five priority perspectives are covered: youth (aged 16–25); educators; Māori; Pacific New Zealanders; and people with an academic, education system, or policy perspective. Key findings are: Education offers an important opportunity for diverse children and young people to engage in positive, solutions-focused climate learning and action. Interviewees shared local examples of effective climate change educational practice, but said it was often down to individual teachers, students, and schools choosing to make it a focus. Most interviewees said that climate change needs to be a more visible priority across the education system. The perspectives and examples shared suggest there is scope for growth and development in the way that schools and the wider education system in Aotearoa New Zealand respond to climate change. Interviewees’ experiences suggest that localised innovation and change is possible, particularly when young people and communities are informed about the causes and consequences of climate change, and are engaged with what they can do to make a difference. However, effective responses to climate change are affected by wider systems, societal and political structures, norms, and mindsets. Interviewee recommendations for schools, kura, and other learning settings include: Supporting diverse children and young people to develop their ideas and visions for a sustainable future, and to identify actions they can take to realise that future. Involving children and young people in collective and local approaches, and community-wide responses to climate change. Scaffolding learners to ensure that they were building key knowledge, as well as developing ethical thinking, systems thinking, and critical thinking. Focusing on new career opportunities and pathways in an economic transition to a low-carbon, changed climate future. Getting children and young people engaged and excited about what they can do, rather than disengaged, depressed, or feeling like they have no control of their future.
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