Development Of Self-identity Research Articles

A World Called Home: Global Citizenship Education at Sunshine Preschool

Development of positive self-identity is the foundation for appreciating one's place within the global community. For children who encounter negative messages about their worth, learning to feel good about themselves and their position in the world is even more important. If children are to be truly empathic and respectful of others, they need to understand the common bonds they have with children around the globe. Sunshine Preschool in New York City strives to immerse their students in an environment of love for themselves and connections with the world beyond.

What’s in a name? A psychoanalytic exploration of self and identity in transgender individuals who were assigned female at birth

This study explores the development of self and gender identity within the lived experience of transgender individuals who were assigned female at birth and now identify as male or male spectrum. A psychoanalytically informed interview technique was employed here, involving six participants, aged 20–37 for 3–4 one-hour interviews. Alongside close attention to the content and the manner of representation of self and other across interviews, the analysis was also informed by counter-transference processes. Three core themes emerged from the data: ‘What’s in a Name?’; ‘Rejected, Bullied, Ignored and Forgotten’; and ‘I’m a Boy (not a Girl)’. Recollections of traumatic experiences and the use of laughter were other notable details that appeared across participants. Links are made between the emerging themes and concepts of incongruent mirroring and the development of a false self. Directions for further research and clinical implications for working with transgender clients in a psychotherapeutic context are also outlined.

The disorder of lived corporeality: A possible link between attachment style and eating disorder psychopathology

IntroductionAccording to the trans-diagnostic perspective, disturbances in eating patterns of eating disorders (EDs) are considered as epiphenomena secondary to the patient's overvaluation of his/her body shape and weight.ObjectivesThe phenomenological theory states that the main feature of ED psychopathology is a disturbance in the way affected persons experience their own body (embodiment). Insecure attachment may promote the development of unstable self-identity leading to use body weight as a source of self-definition.AimsThe aim of our study was to assess the role of embodiment impairments in the relationships between attachment stiles and ED psychopathology.MethodsOne hundred twelve ED patients and 108 healthy subjects filled in the Identity and Eating Disorders (IDEA) questionnaire, which assesses embodiment and personal identity abnormalities, the eating disorder inventory-2 (EDI-2) and the experiences in close relationships (ECR) scale, which defines attachment styles.ResultsED patients showed IDEA, EDI-2 and ECR scores significantly higher than controls. Significant correlations between IDEA scores, insecure attachment and almost all EDI-2 sub-item scores emerged in ED patients but not in controls. IDEA total score mediated the relationship between avoidant attachment and EDI-2 interoceptive awareness.ConclusionsThese findings demonstrate that in ED patients insecure attachment is correlated to disorder of identity and lived corporeality that, in turn, mediates the association between attachment and a specific ED psychopathological trait. Therefore, we suppose that early relationships, through the development of disturbances in identity and embodiment, lead to altered perception of bodily signals and deranged discrimination of one's emotions, which could contribute to EDs.Disclosure of interestThe authors have not supplied their declaration of competing interest.

Making meaning of the virginity experience: young men's perceptions in the United States

ABSTRACTA qualitative grounded theory approach was used to analyze 34 narratives from young men about their experience of retaining, losing, or giving away their virginity, where 7 said they were virgins, 26 said they were non-virgins, and one did not mention his virginity status. We found that virginity is a multidimensional concept, with two distinct dimensions: the experiential and the developmental. The experiential dimension refers to young men's perception and understanding of their virginity in four overlapping areas: physical, spiritual, relational, and emotional. The developmental dimension refers to young men's perception of their underlying sexual identity growth processes and the gendered and sexual double standards that influence this understanding. Clinical implications of this study are useful in education and counseling. They seek to empower young men with information relating to the multidimensional nature of virginity experience, and minimize the negative effects on romantic relationships, sexual adjustment, and self-identity development. The findings are helpful in designing interventions for young men and women who are at high risk for sexually transmitted infections and can help them negotiate mutually safe and pleasurable experiences regarding their virginity.

Application of Psychomotricity to the 2015 Revised Compulsory Basic Curriculum for Special School

Background/Objestives: The purpose of this research is to analyze the relationship of the basic curriculum and to find the positive psychomotor applications in the system. Methods/Statistical Analysis: The purpose of this report was to identify the possibility of psychomotor application to the curriculum by analyzing the content based on basic curriculum and the concept of psychomotricity. In order to achieve this goal, the author limited to and analyzed documents related to curriculum and psychomotricity among the basic curricula published by the Ministry of Education and Science Technology. Findings: Health, Similar to the contents of body schema's body boundary and body image in the somatic process of psychomotricity. Challenge, Material in children's developmental process utilizes creativity and tools, and through such play activities the property and principle of matter are grasped. This becomes an important factor in enhancement of sociality and spirit of challenge in cooperative play with children. Competition, Social experience from competition, cooperation, and alliance with friends through play, understanding of each other, feeling the emotions of victory and defeat in competition, and building of conflicting interests becomes an important factor in development of sociality. Expression, Expression becomes an important factor in development of self-identity in activities where one's and emotions from physical, material, and social experiences in psychomotricity are expressed. Safety, Safety becomes an important factor in development of respect for life by understanding one's body and others through and mental development, and recognizing environmental changes. Application/Improvement: By analyzing psychomotricity in basic curriculum physical education has found out following results includes 5 different areas which suggest a correlation with psychomotricity

English

This paper examines the connections between love relationships and self-identity development of two selected heroines belonging to two different minority groups in America -- the Indian and the Chinese. For this purpose, two chick lit novels, Tanuja Desai Hidier’s Born Confused (2002) and Kim Wong Keltner’s The Dim Sum of All Things (2004) are selected. By employing a conceptualised framework, influenced by Bronfenbrenner’s ecological systems of development and Berry’s model of acculturation, the present paper focuses on the ethnic community and the American society in which the individuals are set. Comparing the love relationships as represented within both novels indicates how the connections and interactions between the selected heroines’ and their self-identity development influence the ways they acculturate with the mainstream culture as well as retain their own ethnicity. Although the theme of love has always dominated the chick lit genre, the present paper aims to fuse the notion of romance with culture and diaspora. This investigation shows how the selected theme is significant in the identity development process of the female protagonists. Therefore, this paper explicates the different aspects of a love relationship with regards to the heroines’ interactions with the ethnic community and the American society. The findings show different cultural orientations between choosing a love target who belongs to the same minority group of the selected heroine and that of the mainstream Caucasian society. Furthermore, the findings indicate the influential role of a love relationship on identity development as represented within the selected novels. DOI: http://doi.org/10.17576/gema-2016-1602-10

“I Am Normal”: Claiming Normalcy in Christian-Identified HIV-Infected Adolescent and Emerging Adult Males

Acquiring HIV in adolescence and young adulthood, when development of self-identity, personal values, and life purpose are central, is challenging. The purpose of our study was to explore the spiritual needs of young people with HIV, learning strategies they used to cope with the disease. A constructivist grounded theory study was conducted. A purposive sample of 21 Christian-identified HIV-infected males was interviewed. The iterative coding phases of grounded theory, including open, axial, selective, and theoretical, were used to analyze data, and a theory of claiming normalcy with HIV was generated. We present the salient theme "I am normal," describing young people's attempts to function the same as peers despite requiring daily treatment. Conditions associated with feelings of normalcy included disclosure status, stigma experiences, support, and health status. Participants sought meaning in the disease, ongoing social engagement, and self-belief. Reinforcing feelings of normalcy may help young people cope with HIV.

Sexualised music media and children’s gender role and self-identity development: a four-phase study

There has been much concern about the perceived increase in sexualised media and its potential impact on children’s well-being and development. This phenomenon was examined in a four-phase study focusing, specifically on music media. Phase 1 investigated the prevalence of sexualised music media broadcast on Australian free-to-air television in child-friendly time periods. Phase 2 examined children’s preferred music genres, artists and videos to assess their engagement with sexualised music media. Phase 3 examined children’s perceptions of gender roles and self-identities. Phase 4 explored children’s imitations of music media artists and performances. The study used a mixed-method approach incorporating content analysis, individual and group interviews, children’s activities and observations. Findings reveal that music media is a substantive influence shaping children’s everyday lives and proposes educating children about media influences from a young age.

Problem of a physical culture teacher’s professional self-development in educational theory and practice

The article highlights the results of the theoretical analysis of the problem on professional self-development of a physical culture teacher. Philosophical, pedagogical, psychological actualiteties have been defined in solving the problem of a teacher’s self-development. The importance of self-identity development has been proved as a special process of social activity of the individual. It is proved that at present self-development of a physical culture teacher is one of the key trends and ways to increase its level of professional competence

多层次整合视角下的自我同一性发展

自我同一性发展受到诸多因素的影响和交互影响。采用多层次整合的生物生态系统理论视角，能够很好地阐明这种复杂的影响机制。自我同一性发展是持续进行的过程，并且以人的特征作为发展的前提和基础。自我同一性发展受到多层次情境因素的影响，不同情境因素之间存在着层层嵌套的交互作用。随着时间的推进，自我同一性也发生着变化，体现出发展的个人阶段和社会阶段特点。生物生态系统理论提供了个人性、层次性、整合性、动态性视角，对未来的自我同一性研究和干预具有全新的指导意义。 Self-identity development process is influenced by many factors and those factors interact with each other. The bioecological systems theory with multi-level integrated perspective can clarify the complex impact mechanism clearly. Self-identity development is an ongoing process with the premise and foundation of person’s characteristics. Self-identity development is influenced by multiple levels of situational factors. There are interactions between the different layers of nested contextual factors. With the advancement of time, self-identity is changing, reflecting the devel-opment characteristics of personal stages and social stages. The bioecological systems theory pro-vides the individual, hierarchical, integrated, and dynamic perspectives for future self-identity researches.

Understanding how I became: Exploring leadership-self identity from the perspective of retirement

In this study, we focus on the development of leadership self-identity over the lifespan of a career, from entry into an organization to retirement. We examine narrative accounts from eight retired business executives in which they describe the development of their self-identity as leaders. We develop and use a leadership self-identity development (LeadSID) model to theorize and make sense of the process of leadership self-identity development. The concepts of individual internalization, relational recognition and collective endorsement of leadership self-identity were examined over four stages of development: awareness, exploration and engagement, synthesis and retirement. This framework contributes to a broader understanding of how individuals develop leadership identity over time in organizations. If individuals better understand the process of the development of themselves as leaders over time, the organizational experience will make sense to them. They may become better contributors to the organizati...

Analysing the disability- sexuality controversy

Sexuality is one of the many phenomena which are least openly discussed particularly in the African culture. Sexuality is conceived variously in different cultures and disability is seen as a threat to sexuality in many of the cultures. Meanwhile, sexuality is regarded as a central theme in the development of self-esteem and self-identity since it has been conceived within the bodily perfection and bodily beauty complexes. Thus, the way sexuality is conceived for people with disabilities forms the central thrust of this paper. Views about the sexuality of people with disabilities have manifested in the construction of what we term the disability- sexuality controversy. The paper examines this controversy and explores ways of resolving it in the context of educational programming. The paper concludes that the disability- sexuality controversy is more of a social than a biological construct. This conclusion is premised on the hypothetical view that both disability and sexuality are intimately tied to the concept of self in which case sexuality is constructed within the social realm of the bodily beauty complexes. The way forward is a multi- sectorial approach towards the eradication of disability stereotypes. In addition, the paper recommends active parental involvement in the programming and implementation of sexuality education for their children with disabilities.

EFL Learning and Identity Development: A Longitudinal Study in 5 Universities in China

Combining psychological and social perspectives and using mixed methods, this 4-year longitudinal study examined the EFL learning and self-identity development of about 1,000 students from 5 universities in Beijing, China. The self-designed questionnaire, administered 5 times during the 4 years, consisted of 7 identity categories of identity changes: positive self-confidence, negative self-confidence, subtractive, additive, productive, split, and zero change. This was coupled with qualitative data including semester interviews, learning diaries, and class observations. Results revealed that positive self-confidence change was the most prominent throughout the 4 years; subtractive change started low but underwent steady increase; additive, productive, and split changes underwent marked increase in the fourth year. Specific meanings of these changes varied at different stages and for different learners; relations of the changes displayed complexities and ambivalence. The findings indicate that L2 identity development in EFL settings in the context of globalization deserves broader research attention.

Educational Value of Autobiographical Writings for Self-identity Development and Orienteering

The following paper will report back an implementation of a broader research project based on the acknowledged value in education (and self-education too) of autobiographical writings, as recognized at national and international level, for example by Demetrio, Alberici, Merrill, West, etc. The present section of the research had been performed on a sample consisting of adult immigrants (half male and half female of 20-40 years old) in a class who were attending training courses within a CTP (Permanent Territorial Centre) in Italy. Most of immigrants were from East Europe, South America, Africa and China. So, such class was characterized by heterogeneous histories and experiences which initially may be perceived by the same students as problematic and an obstacle, but that have always been transformed into an opportunity for share and discussions about peculiar differences as a resource and a value both in an intercultural and in educational perspective. An original autobiographical format had been administered to them and it had been considered by participants as very useful for development of self identity, to enhance their own experiences and for a better orienteering too.

A Qualitative Exploration of Maternal Perspectives on the Impact of Stuttering on the lives of 6–10-year-old children

Objective: The study aimed to explore maternal perspectives of the impact of stuttering on the lives of 6–10-year-old children’s relationships, self-identity, and academic development. Method: A qualitative design was used: five semi-structured interviews were conducted with mothers of children aged 6–10 years who stutter. The data was analyzed using thematic network analysis. Main results: While participants differed in their perceptions of the extent to which stuttering influenced their child’s life, all five discussed aspects of how their child’s relationships, self-identity and academic development had been impacted. Mothers described their child’s personal characteristics, their school environment, how their child communicated with family members and peers and how others related to their child. Conclusion: The findings indicate that, when developing goals for therapy, speech and language therapists should consider how stuttering may be affecting a child in all areas of his/her life. An unexpected finding related to maternal stress levels associated with their child’s stuttering which may be an important variable to consider in treatment. The findings can inform clinical decision-making regarding treatment goals for children who stutter and their parents.

A physical activity program dedicated to adolescents

Adolescence is a life stage in which the development of individuality and self-identity occurs. The recent study of the SIP evaluated the life style in adolescents, highlighting the low participation to continuative sports programs and the high incidence to sports drop out, interesting more than 30% of adolescents. These problems are partially linked to low compliance of adolescents to coaches training, partially to the request of a sport close to adolescents requirements. However sports participation is beneficial for physical and psychological development of adolescents. Sports programs promote responsible social behaviours and greater academic success, confidence in personal physical abilities, appreciation of personal health and fitness and strong social bonds with individuals and institutions. Adolescents involved in physical activities fare better academically, have higher relationship skills, are more team-oriented and are healthier as determined by fitness standards. For these reasons the program of the physical activity dedicated to the adolescent needs a personal evaluation of own desires and personal abilities, with a daily promotion of an active life style, preferring group activities (to go to school and to come back home by foot or by bike with friends, to walk for familial needs, etc.). The sport choice must be carried out together with them, in order to guarantee a four times a week physical activity, in conformity with scholastic needs. Once a week they need to have special physical activities in accordance to familial requests. The skills of this program are: the education to a maintained physical assignment; the prevention of social deviation and/or alcohol, smoke, drugs dependence; the education to roles and rules, responsibilities, loyalty, cooperation, friendship.

Image of Film Hero as Identification Model of Development of Self-identity in Adolescence

Peculiarities of identification model with film heroes in adolescence are considered. The factor analysis of semantic differential allows defining specific strategies of identification with heroes and value transformation of ideal and anti-ideal. 3 identification models were revealed – first model with no identification with heroes, second model with identification with main hero, third model with complicated I-ideal and I-anti-ideal changes.

A new kind of normal: Qualitative accounts of Multifamily Group Therapy for acquired brain injury

Acquired brain injuries (ABI) can have a major impact on social participation, causing increased social isolation and emotional distress for people with the injury and their family members. Multifamily Group Therapy (MFGT) provides information, resources, problem-solving strategies and opportunities for social networking for families where one member has an illness. By qualitatively examining the experience of group participation from the perspectives of both individuals with ABI and their family members, the present study aimed to elucidate the processes underlying and factors influencing success of facilitated MFG programmes with families impacted by ABI. Following participation in the 12-week MFGT, 29 individuals with brain injury and 30 caregivers participated in 90-minute, semi-structured focus groups. The overarching theme emerging from the transcripts was that of “Finding One's Place”, with sub-themes of Connectedness, Identity, and Knowledge and Understanding. The MFGT experience made a contribution to participants' efforts to find their place in the world after an ABI. This was enhanced by connection with others within the group, sharing experiences, the development of self and family identity, and the gaining of knowledge and understanding. These findings consolidate a growing literature, which points to the importance of “Reconstruction of a place in the world” and “Reconstruction of personhood” in ABI recovery.

A new therapeutic community: development of a compassion-focussed and contextual behavioural environment.

Social relationships and communities provide the context and impetus for a range of psychological developments, from genetic expression to the development of core self-identities. This suggests a need to think about the therapeutic changes and processes that occur within a community context and how communities can enable therapeutic change. However, the 'therapeutic communities' that have developed since the Second World War have been under-researched. We suggest that the concept of community, as a change process, should be revisited within mainstream scientific research. This paper briefly reviews the historical development of therapeutic communities and critically evaluates their current theory, practice and outcomes in a systematic review. Attention is drawn to recent research on the nature of evolved emotion regulation systems, the way these are entrained by social relationships, the importance of affiliative emotions in the regulation of threat and the role of fear of affiliative emotions in psychopathology. We draw on concepts from compassion-focussed therapy, social learning theory and functional analytical psychotherapy to consider how members of a therapeutic community can be aware of each other's acts of courage and respond using compassion. Living in structured and affiliative-orientated communities that are guided by scientific models of affect and self-regulation offers potential therapeutic advantages over individual outpatient therapy for certain client groups. This conclusion should be investigated further. Key Practitioner Message Current therapeutic community practice is not sufficiently evidence based and may not be maximizing the potential therapeutic value of a community. Compassion-focussed therapy and social learning theory offer new approaches for a therapeutic environment, involving an understanding of the role, nature and complexities of compassionate and affiliative relationships from staff and members, behavioural change guided by learning theory, a clear formulation based on threat-derived safety strategies, goal setting and positive reinforcement.

“This is a piece of coral received from captain Bob”: meanings and functions of tourist souvenirs

Purpose – Tourists' special possessions are under-studied in consumer research despite their importance in self-identity development. Furthermore, extant studies about tourist souvenirs fail in providing an extensive and in-depth view of souvenirs, and in exploring both their functional and symbolic dimensions. This paper aims to better and deeply understand the symbols and meanings attached to tourist souvenirs as well as the functions they fulfil in contemporary consumption. Design/methodology/approach – A naturalistic interpretive approach has been privileged. A total of 19 informants have been interviewed and observed at home in a triangulation perspective. Interview transcripts, field notes, and pictorial material were analyzed and interpreted through the grounded theory approach. Findings – A new typology of four types of symbolic souvenirs including touristic trinkets, destination stereotypes, paper mementoes, and picked-up objects is developed. The typology is grounded on four major functions souvenirs may fulfil in terms of meanings and identity construction, that is: categorization, self-expression, connectedness, and self-creation. Originality/value – This study contributes to a better knowledge of tourist souvenirs, which is a typical case of consumers' special possessions that may be central in self-identity processes. Considered as powerful “messengers of meaning”, tourist souvenirs help consumers to maintain material links with cherished past experiences and to convey individual and cultural meanings to their broader existence. Typologies such as the one developed in this paper are crucial not only for researchers but also for marketers and retailers.