Positive Identity Research Articles

Development and Initial Validation of the Counselor Self-Reflection Inventory for Counselors and Counselors-in-Training

Objective The purpose of this study was to develop and validate the Counselor Self-Reflection Inventory (CSRI) from a Transformative Learning Theory framework for counselors, and counselors-in-training to use in clinical and training settings. Method A sample of 351, mostly female (86.89%), white (85.19%), counselors with MS or MA (88.08%) graduate degrees completed the online survey to assess their self-reflective practice. Results The 39-item CSRI was validated using Confirmatory Factor Analysis. A one factor model of counselor self-reflection suggested indices are acceptable and indicate an overall good model fit (CFI = 0.961, TLI = 0.958, RMSEA = 0.04 (90% CI[0.033; 0.049]), and SRMR = 0.065.) with standardized covariance between the CSRI, self-reflection, and awareness at 0.508. Conclusions Counselors and counselor educators can use the CSRI to understand strengths and areas of growth in their work. Counselors and counselors-in-training can take the CSRI to enhance self-reflective practice that promote positive identity development.

Main and interactive effects of discrimination, parent racial/ethnic socialization, and internalizing symptomology on BIPOC teens' ethnic-racial identity.

Research suggests that BIPOC (Black, Indigenous, People of Color) adolescents have the best developmental outcomes when strong, positive ethnic-racial identity (ERI) is acknowledged and embraced. This study investigated whether discrimination, internalizing symptomology, parent socialization, and/or interactions of these variables were associated with adolescent ERI, specifically in exploration, resolution, and affirmation, to illuminate nuanced ways BIPOC youth can achieve positive ERI. Recruited from third-party research panels, surveyed participants were adolescents (Mage = 15.28; 51.6% male) of diverse ethnic/racial groups and socioeconomic backgrounds from all regions of the United States. Overall, results showed that there were four significant main effects on ERI: a negative relation between internalizing symptomology and exploration, a positive relation between parent socialization and exploration, a positive relation between parent socialization and resolution, and a negative relation between internalizing symptomology and affirmation. There were also two significant interactive effects such that (1) discrimination had a stronger negative relation with affirmation under condition of high internalizing, and (2) parent socialization had a stronger positive relation with affirmation under condition of high internalizing. Results show development of ERI in adolescence is subject to multiple, interactive influences. Main and interactive effects highlight the contextual role that mental health implicates for youth of color. Implications for parents and practitioners are discussed.

Associations between sexual identity stigma and positive sexual identity, and depression among men who have sex with men in China: A mediation analysis using structural equation modelling

PurposeHigh levels of depression are common among men who have sex with men (MSM) in China, and there is limited research on the relationship between MSM stigma and depression. Guided by the psychological mediation framework, to explore the relationship between stigma and depression among MSM and how positive sexual identity plays a role in it, we tested this model whether: 1) enacted MSM stigma, perceived MSM stigma, and positive sexual identity are associated with depression; 2) their effects on depression are mediated through resilient coping and social support; and 3) perceived MSM stigma is a mediator of the effects of enacted MSM stigma and positive sexual identity on depression. MethodsWe conducted mediation analyses using structural equation modeling (SEM) on data from a cross-sectional survey conducted among 1014 MSM recruited using a non-probability sampling method in December 2022. The data passed general analyses such as normality and correlation, which allowed for modeling. The final SEM fit metrics indicated that the model was acceptable. ResultsStructural equation modeling results showed that enacted stigma directly and positively affected depressive symptoms (β = 0.558, 95 % confidence interval = 0.457 ～ 0.644, P < 0.001). Perceived stigma had a positive effect on depressive symptoms (β = 0.114, 95 %CI = 0.036 ～ 0.200, P = 0.002). Positive identity had a positive effect on depressive symptoms (β = 0.086, 95 %CI = 0.016 ～ 0.162, P = 0.013). In addition, the results of mediation effect analysis showed that the indirect effect of enacted stigma on the effect of depression through social support was (β = 0.040, 95 %CI = 0.003 ∼ 0.017, P = 0.049); The indirect effect of perceived stigma on the effect of depression through resilient coping was (β = —0.015, 95 %CI = —0.034 ∼ —0.002, P = 0.056); The indirect effects of positive sexual identity on the effect of depression through resilient coping and social support were (β = —0.025, 95 %CI = —0.056 ∼ —0.002, P = 0.052) and (β = —0.056, 95 %CI = —0.101 ∼ —0.023, P = 0.005). ConclusionResilient coping and social support mediated the relationship between stigma and depression, and both were influenced by positive identity. This study reveals that enhancing coping and social support may reduce the impact of stigma on depressive symptoms, both of which are potential targets for interventions for MSM. Guiding MSM to develop a positive sexual identity is conducive to reducing the prevalence of depressive symptoms among MSM.

A qualitative study on identity work and positioning of a Swedish-speaking Finn in the Swiss diaspora

A qualitative study on identity work and positioning of a Swedish-speaking Finn in the Swiss diaspora

Embracing Enablement: Impairment, Community and Disability Identity in Young Adult Fiction

Many authors in recent years have worked to encourage the inclusion of disabled people and to show disability characters in a positive light. In order to accomplish this, they tend to produce counter-disability characters and scenarios to promote enablement. This textual analysis focuses on three young adult fictions that provide positive portrayals of protagonists with disability, including Out of My Mind (Draper, 2010), Five Flavors of Dumb (John, 2010) and Jerk, California (Friesen, 2008). Drawing on the social identity theory and the social model, this paper explores how the protagonists' disability identities are formed. Three themes emerged from the textual analysis: impairment and identity, which looked at the complex interactions between impairment and identity; community transformation, which analyzed factors causing both socially constructed disability and positive interaction; and positive disability identity, which examined how protagonists navigate challenges and form positive identity. This study may offer recommendations for educators, parents, and researchers who might utilize this study to advance and build an inclusive society.

The concept of identity: movement from the abstract to the concrete

The subject of the article is an overview of identitarian research results in Russia reflected in the cycle of the 2010-2023 fundamental scientific publications. The main result is the formation of an original Russian scientific school of identity studies and the establishment of this scientific area as an autonomous subdiscipline of political science. Two substantive dimensions of identitarian studies are identified - analytical-conceptual and substantive-political. Within the framework of the first one, the author analysesthe key theoretical parameters of identity studies, including the substantive evolution of the identity concept, theoretical and methodological context and semantic explications of identity studies. A number of identity theoretical articulations are considered: identity modus operandi (positive, negative), identity crises, development, complex society, political space and political time, social justice, social solidarity, civilisational and geopolitical identity, memory and culture wars, cancellation culture, cultural security and cultural sovereignty, and others. An overview of prospective identity studies is presented, including the synthesis of micro- and macro-level identity analyses; the development of the middle-level theories as the way to bridge the gap between empirical analysis and “big theory” in understanding the changes taking place in different regions of the world, taking into account the historical past, political culture, emotional structure and worldview; the relationship between macro-political identities and ideologies; the correlation between civic and ethnic identities; and the relationship between identity and ideology. The political significance of identity research reflects the need to reorient the contemporary way of thinking as predominantly consumerist to the responsible development imperatives, which is supported by a positive identity.

The importance of developmental assets in HIV prevention behaviors among young black men who have sex with men (MSM)

Developmental assets are critical to the health and wellbeing of youth. The current study examines the influence of developmental assets on PrEP use and HIV testing among YBMSM ages 18–24. Using a cross-sectional survey of YBMSM (N = 225), this study explored the role of external (e.g., family support, other adult support) and internal (e.g., personal responsibility) assets in explaining HIV prevention behaviors. Participants were recruited from Mechanical Turk (M-Turk) internet-based platform, social media sites, and community-based organizations. A path analysis was conducted to investigate the direct/indirect effects of internal and external assets on PrEP use and HIV testing. Family support (β = 0.40, p < 0.001) and other adult support (β = 0.22, p = 0.004) were both associated with personal responsibility. Personal Responsibility (β = 0.15, p = 0.03) and positive identity (β = 0.28, p < 0.001) were both associated with an increase HIV testing. Personal responsibility was positively associated with increased PrEP use (β = 0.30, p < 0.001). Our study results indicated that external assets play a role in helping to build internal assets that support increased HIV testing and PrEP use among YBMSM. Our findings suggest the need for strength-based interventions that help YBMSM build assets and increase HIV prevention behaviors.

Contribution of Social Media in Shaping Self-Perceptions: A Case of Black Women

Purpose: This study aimed to explore how social media representations of Black women’s hair shapes their sense of identity, self-concept and hair care practices. Methodology: A qualitative cross-sectional approach was employed, with a sample size of five Black women in South Africa between the ages of 20 to 29 years old. Semi-structured interviews were conducted online with research participants that were purposively selected from social media platforms Twitter and Instagram. The use of these platforms to select participants also offered convenience to the researcher as these participants were readily available because they are already active in social media. Thematic analysis was used in data analysis while the Social Identity Theory (SIT) was utilised as the theoretical framework to interpret the findings. Findings: Four themes were used to cluster the findings, namely self-categorization, social identification, perceived positive social identity and self-esteem restoration. The findings highlighted the role of social media in perpetuating the stereotypes which is traced to the slavery; and then highlight how the social media is used to reverse the systematic oppression of the Black women based on their hair. They also revealed that positive representations of Black hair on social media creates an attitude of self-acceptance and empowerment among Black women. Similarly, social media provides a space for Black women to connect, discuss their hair and share hair care tips, fostering a sense of belonging within the community. However, this study identified a gap in representation, as there tends to be an overrepresentation of one specific hair texture, leaving some Black women with limited or no representation, mainly those wearing dreadlocks. Unique Contribution to the theory, practice, and policy: The research makes a unique contribution by highlighting the importance of diverse representation in South African advertisements and social media marketing for hair products, as Black women’s hair textures and journeys are not a monolith. The findings concomitantly highlight the role of social media celebrities and/or social media influencers in the social media regarding the matter under investigation from the perspective of South African women. The study also noted the need for awareness and education about the cultural and historical significance of Black hair to reduce cultural appropriation. The findings further highlight the human rights element regarding the discrimination faced by Black women due to their hair texture, this knowledge may contribute to creating inclusivity in both society and social media spaces.

The association between proactive personality and interprofessional learning readiness in nursing students: The chain medication effects of perceived social support and professional identity

BackgroundInterprofessional education (IPE) has been advocated for all healthcare students, and readiness for interprofessional learning significantly influences its effectiveness. It is essential to explore the antecedent factors of readiness for interprofessional learning among nursing students to promote IPE. While a proactive personality might impact readiness for interprofessional learning, its specific role has remained unspecified. ObjectiveTo examine the mediation effects of perceived social support and professional identity on the association between proactive personality and readiness for interprofessional learning among nursing students. DesignThe study utilised a cross-sectional design. SettingsResearch was conducted at two universities and two vocational schools in Hainan Province, China. ParticipantsOn-campus nursing students were invited to participate between March and May 2023. MethodsA flyer was distributed to the participants with a QR code to scan to voluntarily complete the online survey, including the Readiness for Interprofessional Learning Scale (RIPLS), Proactive Personality Scale, Perceived Social Support Scale and Professional Identity Status Questionnaire Scale 5d. Descriptive analysis, Pearson associations and mediation analysis were conducted using SPSS software version 26.0 and PROCESS version 4.2 for SPSS. ResultsThe participants' average RIPLS score was 66.93 ± 9.28. Proactive personality (r = 0.633, p < 0.01), perceived social support (r = 0.605, p < 0.01) and professional identity (r = 0.549, p < 0.01) were all positively related to readiness for interprofessional learning. Meanwhile, the relationship between proactive personality and readiness for interprofessional learning was partly mediated by perceived social support (25.15 %), professional identity (13.35 %) and the chain effects (9.48 %) of perceived social support and professional identity. ConclusionsThe nursing students in Hainan, China demonstrated a medium level of readiness for interprofessional learning. Compound strategies that foster proactive personality, provide social support and boost positive professional identity are warranted to improve nursing students' readiness for interprofessional learning.

Being moral motivates consumers to work harder and accept challenges

ABSTRACT Research on sequential choice has extensively demonstrated moral licensing across traits such as fairness, compassion, and honesty; however, the impact of moral licensing on industriousness remains unexplored. To establish the robustness of moral licensing, diverse moral traits must be considered. This article explores moral licensing versus consistency in sequential behaviour paradigms, specifically focusing on industriousness across three experiments. Employing a single-factor between-subjects design, the first two experiments reveal that individuals engaged in moral activities are subsequently more likely than those who are not involved in moral activities to accept difficult tasks. The third experiment extends these findings, showing that those involved in moral activities are more inclined than those who are not involved in moral activities to choose products requiring effort. Moreover, it confirms the mediating role of positive moral identity in explaining the connection between past moral actions and subsequent industrious behaviours. In contrast to prior research, which emphasised the potential of moral behaviours leading to subsequent unethical actions, this study contributes to the moral licensing literature by demonstrating the positive influence of past moral actions on subsequent industrious behaviour.

Contending with identity and minority rights in transitional justice: the case study of Sri Lanka

ABSTRACT Transitional justice, though heavily problematised, is a burgeoning and transforming field. However, apart from when atrocity crimes such as genocide are committed, it remains negligent of the rights and positionality of non-dominant ethnic, religious and linguistic groups. Sri Lanka, which recently attempted transitional justice, offers a useful case study of the role of identity and minority positioning in conflict related crimes and victim and perpetrator status. Through empirical research in conflict affected parts of the country this article demonstrates this specific minority dimension, including the differential justice demands of ethnic and religious groups, and analyses how neglect of these factors affected the country’s transitional justice process. It also challenges assumptions on the neutrality of a majoritarian ethno-nationalist state in delivering transitional justice to all communities. Though also a contested topic, the article builds on the minority rights framework and proposes an approach to ensure identity groups are actively included in transitional justice and their rights are protected. It concludes that such an approach is crucial, in line with critical transitional justice, to ensure transformative change by guaranteeing equality and non-discrimination, responding to structural violations, and striving towards non-repetition and meaningful reconciliation.

“We got to stand up and speak”: Youth in high-poverty, high-crime urban communities of color reflect on their cross-age mentoring program

This project draws from youth voices to develop theory about outcomes and change mechanisms in a cross-age mentoring out of school program with urban African American and Latine youth living in low-income communities. With instructors’ supports, African American and Latine mentors (N = 148, ages 14–20) in four U.S. urban, high-poverty communities of color mentored children weekly for an average of 16 sessions, followed by a debriefing session. Researchers used qualitative, participatory methods to elicit mentor perspectives about what made their program impactful. Diverse qualitative data were collected by staff and youth and analyzed thematically. Outcomes adolescent mentors deemed meaningful were 1) developing good character, specifically persistence, leadership and listening skills, patience, respectful collaborations, goal-oriented hopefulness, and more positive racial identities, and 2) building trustworthy, supportive relationships with mentees, peers, and instructors. Mechanisms mentors regarded as generating outcomes were 1) being active agents in program implementation and evaluation, and also contributing knowledge about themselves, and 2) the fulfillment of caring for community children, which youth regarded as a partial remedy for deprivations and injustices their communities experience. Differences in emphasis based on gender are described. Outcomes and generative mechanisms are discussed in relation to youths’ community cultural wealth. Comprehensively empowering youth to co-lead program development, implementation, evaluation and theorizing can improve the fidelity of scientific knowledge to youths’ strengths and priorities, and yield theories of intervention consonant with youths’ cultural wealth.

“I will never be Spanish enough”. Gender-based Islamophobia in Spain: socio-educational aspects

ABSTRACT Recent studies have highlighted that Muslim women, as the most likely recipients of Islamophobia, are uniquely vulnerable to this complex phenomenon. In Spain, these are still very incipient, and practically non-existent from a socio-educational approach. Based on the life stories of 10 Muslim women, this research analyses in depth their experiences with gender-based Islamophobia in the Spanish context, and how it influences their processes of identity construction, feelings of belonging and religiosity. The sample includes Moroccan women, women of Moroccan origin (belonging to the so-called second generation) and converts. Four main thematic blocks emerged from the analysis: identity/feeling of belonging, religiosity, Islamophobia and education. In the discourses analysed, the hijab emerges as a key element of empowerment for many of them. In a context where Islam is often presented as incompatible with Western values, the analyses revealed how the participants experience continuous identity contradictions, producing both a rejection of their culture and roots, and a greater identification with it, sometimes in a reactive way. We argue that it is important for educational and social institutions to address the stereotypes and prejudices associated with Muslim women and to promote the positive construction of multiple, positive and non-exclusive identities.

The stories we tell: supporting young mothers’ positive identity through personal narrative performance

ABSTRACT Personal stories can have the power to form new narratives where negative assumptions dominate. This paper celebrates the voices of a group of young mothers who participated in a community/school programme informed by performance making. The process consisted of a series of workshops devised in collaboration with the participants. The findings share a positive experience that generated poetic responses to the challenges of being a young parent. We describe the creative process that position the group as experts in their own lives as they consider their value and identity as caregivers and capable young women, staging new contemporary identities.

Acceptability and Feasibility of a Pilot Multifamily Group Intervention for Fostering Positive Racial Identity

Acceptability and Feasibility of a Pilot Multifamily Group Intervention for Fostering Positive Racial Identity

A Multisubstructure-Based Method for the Assessment of Displacement and Stress in a Fluid–Structure Interaction Framework

A multisubstructure-based method for assessing the deformation and stress of a fine-meshed model according to a coarse model was proposed. Integrating boundary conditions in a local fine-meshed model, a displacement mapping matrix from the coarse model to the fine-meshed model was constructed. The method was verified by a three-level panel in a fluid–structure interaction (FSI) framework by integrating the steady vortex lattice method (VLM). A comparison between the inner deformation distribution of the coarse model and that of the global fine-meshed model obtained from MSC.Nastran was carried out, and the results showed that the coarse model failed to demonstrate reliable strains and stresses. In contrast, the proposed method in this paper can effectively depict the inner deformation and critical stress distribution. The deformation error was lower than 8%, meeting engineering requirements. Moreover, the results of different working conditions can achieve a similar relative error of displacement for an identical position. The easy storage of the displacement mapping matrix and the convenience of the boundary information transformation among all substructure levels are prominent aspects. As a result, there is a solid foundation for addressing the time-dependent problem in spite of the simultaneity and region.

Love beyond gluten: self-esteem, illness identity, and social support in romantic rejection concerns among adolescents with celiac disease.

Fear of stigmatization, high perceived partner burden, or refraining from self-disclosure may manifest in romantic rejection concerns among adolescents with celiac disease (CD), potentially impacting their health-related quality of life (HRQOL). This study examined the prevalence, predictors, and consequences of romantic rejection concerns among adolescents and young adults with CD. A cross-sectional online survey was conducted among 165 German adolescents and young adults (aged 14-22) with self-reported CD. Participants completed measures of romantic rejection concerns, illness identity, self-esteem, peer support, and CD-specific HRQOL. Participants reported moderate levels of concerns about the impact of CD on their romantic relationships, with no significant gender differences. Participants involved in romantic relationships expressed lower concerns of rejection, but similar preference for a "gluten-free partner." Hierarchical regression analysis revealed that higher illness acceptance and peer support predicted lower rejection concerns. Significant interactions emerged between self-esteem and illness acceptance, and between self-esteem and peer support. Higher illness acceptance predicted fewer rejection worries only among those with high self-esteem, while peer support played a mitigating role only for those with low self-esteem. Romantic rejection concerns significantly predicted lower CD-specific HRQOL across all domains. Anxieties about CD's impact on romantic relationships are prevalent among adolescents and may hinder their HRQOL. The findings highlight the complex interplay between self-esteem, illness identity, and social support in shaping romantic concerns. Targeted interventions focusing on peer support and fostering positive illness identity are recommended to alleviate rejection fears and improve HRQOL among youth with CD.

Which Side Are You On? Integration of Two Conflicting Ethnic Identities in Children from Serbo-Croatian Mixed Marriages

Children from Serbian-Croatian mixed marriages face challenges reconciling two potentially conflicting ethnic identities due to implicit and explicit tensions between these two ethnic communities. This article explores the process of reconciling these ethnic identities, focusing on the respondents' narratives about growing up in a Serbian-Croatian mixed marriage. Our sample consisted of 5 male and 3 female respondents born during the 90s, which were marked by brutal conflicts between Serbia and Croatia. The results show that the participants went through the process of forming a coherent ethnic identity, which was marked by distancing from the dominant Serbian influence, and the majority of them opted for a specific identity position: cosmopolitan, Yugoslav, Serbo-Croatian, and a more integral form of the dominant Serbian identity.

Exploring the Interplay between Writing Practices and Identity Formation in Academic Contexts

In academic settings, the relationship between writing practices and identity formation is a cornerstone of scholarly inquiry. As individuals engage in writing, they convey information and construct and negotiate their identities within disciplinary, cultural, and linguistic frameworks. This review paper provides a comprehensive synthesis of existing scholarship on the intricate relationship between writing practices and identity formation in academic contexts. Drawing upon a systematic analysis of 30 studies, the paper illuminates the complex interplay between language, culture, and academic discourse in shaping authorial identities. Key themes explored include conceptualizing writing as an act of identity construction, the challenges faced by distinct student populations in establishing authorial voices, disciplinary variations in identity formation, and pedagogical implications for academic writing instruction. The review integrates diverse theoretical frameworks, such as sociocultural perspectives, academic literacy approaches, and integrationist models, offering a nuanced understanding of the mechanisms underlying identity construction through writing. Furthermore, this review also identifies gaps and potential avenues for future research, including the need for longitudinal studies, the exploration of individual agency in identity formation, and the examination of emerging technologies and interdisciplinary collaborations. Ultimately, this synthesis adds to ongoing conversations about how writing practices affect identity formation. It does this by informing teaching methods and institutional policies that support positive identity development among diverse academic communities.

Becoming a Graduate in a Refugee Camp: Exploring Identity Positioning Through Higher Education

This article discusses the use of multiple identities in narratives by refugees engaged in higher education paths at Kakuma camp (Kenya). Following the Positioning theory, we explored identity displays in narratives collected through semi-structured interviews. The analysis deepens 5 narratives which had been considered exemplary to showcase the transformative valence of higher education. Different identity positioning was analyzed looking at before and after graduation as a crucial episode. Results showed three different narratives, and a range of diverse identity positions: the first narrative is about becoming a community leader, which responds to the very aim of the diploma course; the second narrative is about becoming successful, prevalently as professionals and as community members; and the third one concerns women perspective about an emancipatory and empowering educational path that challenges the status quo. This study contributes to the analysis of refugees’ identities from a critical perspective that challenges stereotyped notions by showing the use of narratives to mobilize and display multi-faceted selves.