Strong Sense Of Self Research Articles

Having a weak versus strong sense of self: The sense of self scale (SOSS)

Clinicians have identified the need for a measure of the strength of sense of self (e.g., Gunderson, 1984). This article reports on the development and initial validation of such a measure—the Sense of Self Scale (SOSS). Three studies involving a total of over 1200 undergraduate college students were conducted to evaluate the reliability and validity of the SOSS. Results indicate a unidimensional factor structure, a high degree of internal consistency and test – retest reliability, excellent convergent validity, and strong predictive and discriminant validity with respect to a checklist measure of self-expressive behaviors and experiences. Although these preliminary psychometric results are quite promising, further studies are needed to establish the scale's ability to predict theory-relevant observable behaviors, its ability to discriminate between a clinical and a normal population, and its sensitivity to treatment response.

Women and the Twelve Steps of Alcoholics Anonymous

This paper examines how women “work” the twelve steps of Alcoholics Anonymous (AA) from a gendered perspective. Feminist critics of AA have challenged the language of AA's Twelve Steps, the spiritual nature of the steps, and the male-dominated culture of the Twelve-Step program. This paper offers insight into how women in AA approach, interpret, and utilize the Twelve Steps to recover from alcoholism. Through survey and narrative data, findings suggests that women working AA's Twelve Steps become empowered and change for the better in spite of the male-dominated culture and language of the Twelve Steps and regardless of the difficulty they may have encountered in completing these steps. In particular, the first three stepsthe “surrender steps”-encourage women to let go of their alcoholic obsession and begin a spiritual path of recovery. Steps Four through Nine require women to “clean house” and get rid of old self-destructive ways so that they may develop a new and stronger sense of self. Finally, on completing Steps Ten through Twelve, women experience a spiritual awakening and then, in turn, “pass on” what they have learned from the Twelve Steps to other women in the program. Woven throughout these women's experiences is an acknowledgment of gender and the role it plays in how they work the Twelve Steps. In the end, these women express a sense of personal empowerment that is particular to a gender-specific orientation to the Twelve Steps of AA.

Creating a Caring Practice Environment Through Self-renewal

The soul of nursing is seeking the good of self and others through compassionate caring. Healing and caring for oneself is vital to have the energy to compassionately care for others. Nurse leaders have the moral responsibility to facilitate self-care, renewal, and healing in the organizational culture to foster caring and trusting relationships. Nurses who have a strong sense of self and caring will provide holistic patient care grounded in caring values.

Courage in the Development of Self in Women

The author discusses the development of self in women, explores the role of courage inherent in this movement, and, employing existentialist notions of courage as authenticity, explicates how these notions may lead to the development of a stronger sense of self. Notes as well that this development of self entails a dangerous complexity and that pastoral care providers will want to aid women in holding together both autonomy and connection.

To No Longer Educate the Gifted: Programming for Gifted Students Beyond the Era of Inclusionism

For many educators, the goal of programs for the gifted is “the education of identified gifted students.” This article argues that this goal makes gifted and talented (GT) programs vulnerable to discontinuation and relegates gifted children to inclusionary, regular classrooms where their needs are rarely met. To avoid these possibilities, the goal of GT should be reformulated to “the development of gifted young adults.” This goal has several advantages, including the possibility of a more enriched curriculum and a more diverse group of children with higher creative-productive potential. It also includes the overt recognition. that these children require both differentiated instruction and specialized guidance to acquire a measure of expertise, establish a strong sense of self, and make personally satisfying career choices. The Growing Giftedness model presented would have GT students work more closely with adults and with one another than the inclusionary model or part-time gifted programs can allow. In addition, this model adumnbrates the elements of a fill-time program.

Material Girls: Sexual Perceptions of Korean Teenage Girls who have experienced ‘Compensated Dates’

The purpose of this study is to examine sexual perceptions and conflicts among Korean teenage girls who have been involved in ‘compensated dates,’ which is a form of sex work that may be temporarily under-taken by young girls or may lead on to prostitution. I have collected data from 12 girls, using in-depth interviews, who had experienced sexual abuse, and economic deprivation. These girls were rather maladjusted and had been abandoned by their families and schools. Their involvement in compensated dates began out of economic necessity, as they had run away from home. Sexual abuse was reportedly common for the majority of the respondents who had also suffered poverty and unhappy family lives. So these girls tended to seek compensated dates to overcome poverty. With poor education and skills, the girls viewed compensated dates as an easy strategy in the face of privation. In addition, the consumer society encouraged them to become sexually promiscuous to earn money, in order to buy and own more and more goods. The sexual conflict and ambivalence experienced by them were outcomes of their sense of sexual subjectivity. They saw their bodies as resources that were exchangeable for money, but they did not realize the internalized oppression they endured. They knew their bodies were a means of pleasure, but did not realize that sexual violence underlies it. The development of a stronger sense of self may resolve the conflict between the girls' curiosities and experiences concerning their bodies and sexuality.

The Politics of Faith in the Work of Lorna Dee Cervantes, Ana Castillo, and Sandra Cisneros

If Chicanas are perceived as a communal threat because they are closer to the carnal, according to the Church, they paradoxically are worshipped as the female divine within indigenous practices like Yoruba or Mexica as well. In the works of Sandra Cisneros, Ana Castillo, and Lorna Dee Cervantes women's religious commitment is revealed through their possible responses to cultural multiplicity: 1) the rejection of one tradition over another, 2) syncretism, or 3) the continual migration between practices despite contradictory impulses. Using irony to address the tension and seeming impossibility of maintaining distinct traditions simultaneously, these writers intimate how women derive strength and a stronger sense of self primarily by moving between traditions.

DMT: The Spirit Molecule: A Doctor’s Revolutionary Research Into the Biology of Near-Death and Mystical Experiences

DMT: The Spirit Molecule: A Doctor’s Revolutionary Research Into the Biology of Near-Death and Mystical Experiences

Schools Ethos and the Construction of Masculine Identity: Do schools create, condone and sustain aggression?

This article presents the finding of an action research project examining the dynamics of classroom relationships and perceptions of how rights and identities operated in an all boys' comprehensive school in the English West Midlands in the late 1990s. The research was conducted over 4 years. The paper describes how the research school explicitly and implicitly creates, condones and sustains aggression through an authoritarian management style. The experiences of students and staff are reflected on, articulating their discomfort with non-participation and divisive practices. Commitment to the individual is at best transient and this undermines self-confidence and development. The paper advocates active exploration of identities within a trusted and inclusive environment. A strong sense of self was found to be essential. Current practice plays no attention to the personal, negating its importance. This was found to be detrimental to all, with implications far beyond the school context. In conclusion, the paper recommends the adoption of a democratic ethos as the best way to provide schooling which supports holistic and reflective growth for all.

Casting a Wide Net: Reflections on Identity, Integrity, and Community in Physical Therapy Education

At the Annual Conference of the American Physical Therapy Association in June 2002, physical therapy educator after physical therapy educator made their way to the platform and podium to receive the Association's highest honors and awards. These educators were recognized for significant and enduring contributions to the profession of physical therapy, the APTA, and just as important, the lives of individuals whom they have touched-students, patients, and colleagues. Time and time again, as these honorees accepted their awards, they recognized the influence and contributions of other physical therapy educators-their former teachers and mentors-to the course and nature of their own professional development and career. As I sat in the huge audience, I was fortunate to sit next to a current student of one of the award recipients excitedly and proudly informed me that the individual being recognized was ... one of my teachers and she is wonderful. She really deserves this award! The experience of listening to this multigenerational legacy of and learning made me think about how physical therapy educators, be they clinical or academic teachers, cast a wide net. Each of the students we work with will, for the most part, go on to care for hundreds or thousands of patients in the course of their career and will become in some way part of the educational continuum, be it with patients and family members, future students, or other colleagues and professionals. We are teachers of teachers. And our goes well beyond subject matter and method. These ruminations led me to recall and reflect on the work of Parker J Palmer. In his book, The Courage to Teach: Exploring the Inner Landscape of a Teacher's Life,1 Palmer reminds us that there are several important questions we must ask about when teaching and learning are the goals. He points out that we often ask questions about what we should teach, how we should teach, and why we teach (toward what aim?). Less often we ask what he calls the who question-who is the self that teaches?1(p4) As the title of his book suggests, Palmer goes on to explore various dimensions of what he calls the inner landscape of the self1(p4) and asserts that cannot be reduced to technique; good comes from the identity and integrity of the teacher.1(p10) Furthermore, he suggests that good teachers are gifted builders of connections. They have a strong sense of self and are connected with that self while they are also connected with their students, their subject matter, pedagogical methods, and colleagues, and they are actively engaged in communities that provide a venue for ongoing, open dialogue and development of self, others, and their profession. …

Agricultural Health Nurses

Agricultural health nurses address the health and safety issues of farmers, agricultural workers, and farm families. This nurse role incorporates both public health and occupational health nurse specialty practice. The purpose of this study was to describe agricultural health nurse job functions and competencies used in providing services to agricultural populations. A two round modified Delphi technique was used to attain a consensus among participants related to agricultural health nurse functions and competencies. In Round I, a mailed survey assessing demographic characteristics, and job functions and competencies was sent to an identified list of 61 nurses. A second mailed survey, with categorized job function and competency responses elicited through Round I, was sent to the 32 Round I respondents to assess the importance of the job functions and competencies and the frequency of performing each job function. Twenty four Round II surveys were returned. Job functions rated highest were: Serve as a liaison for the agricultural, health and medical, and nonfarm communities. Promote agricultural health and safety issues through the media. Implement educational courses for various groups. Conduct follow up assessment of injury, illness, or disease occurring as a result of an agricultural exposure. Function as a resource for information to victims of agricultural injury and illness and their families. The competencies of greatest importance were interpersonal communication skills, knowledge of injury prevention principles and measures, ability to recognize potential hazards within the work and home environment, and demonstrate a strong sense of self. This study adds to the body of knowledge needed to define the agricultural health nurse role.

Consequences of the Black Sense of Self

In this study, the authors proposed that African Americans, unlike their European American counterparts, fashion a sense of self with a more collectivistic focus. Moreover, it was hypothesized that Black self-constructs should have a marked influence on a range of outcomes. Using a sample of African American adults, the influence of a multifaceted Black self-construct (African self-consciousness, ethnic identity, and Black identity) was examined on specific social and political orientations. Separating these self-constructs into African-centered and non-African-centered, the authors were able to show that the separate facets of the self-construct are correlated, reflect a strong sense of self, indicate a collectivist orientation, and tend to affect a number of important social and political orientations. African self-consciousness, as an example of African-centered theorizing of the concept of self, had an effect on almost all the outcomes in predictable ways and, in a comparative sense, was a more significant construct than the other facets.

Reunión del Grupo de Trabajo de Patología Vascular

New managers of small and medium sized enterprises (SMEs) face an overwhelming array of information, messages, and competing stakeholder interests as they assume leadership of the SMEs. Characteristically, during the first 100 days in office, a new manager undertakes an intensive process of making sense of the environment. The aim of the study is to clarify the elements of sensemaking from the perspective of a newly-hired President of an SME (i.e., a for-profit private graduate school of business) in Asia. The new President was the focus of an in-depth interview to examine how he made sense of the assortment of information, ideas, and groups he encountered after taking on the leadership role. Preliminary results show that the new leader balanced a strong sense of self while methodically engaging multiple stakeholders, both inside and outside the organization. The findings provide new leaders a multi-perspective view of the sensemaking process and contribute to current understanding of the process during the initial turbulent period of making sense of the organization. An enhanced understanding of the process is important since the initial months of sensemaking by a new manager form the foundation for strategic decisions in the future.

Master of One’s Psychological Domain? Not Likely if One’s Self-Esteem is Unstable

The authors examined the extent to which self-esteem (SE) stability relates to self-regulatory styles, self-concept clarity (SCC), and goal-related affect. The results supported the notion that individuals with unstable SE are not likely to possess a strong sense of self. Specifically, unstable as compared to stable SE was associated with (a) self-regulatory styles reflecting lower levels of self-determination, (b) lower SCC, and (c) goal-related affect characterized by greater tenseness and less interest. Theoretical implications are discussed.

Diana in Search of Herself: Portrait of a Troubled Princess

Diana in Search of Herself: Portrait of a Troubled Princess

Facilitating Identity Formation for Adolescent Girls Using Experientially-Based Outdoor Activities

Recent research reveals that adolescent females experience a tremendous decrease in self-esteem and self-worth. In this article, the authors provide an overview of female psychological development, as well as an explanation of the female adolescent's struggles in developing a strong sense of self. Given a young woman's fragile sense of self, the authors explore how school counselors can facilitate identity development through the use of experientially-based outdoor activities.

An Intergenerational Examination of Patterns of Individual and Family Adjustment

SUZANNE BARTLE-HARING The Ohio State University RONALD SABATELLI University of Connecticut* Using a multigenerational-systemic model of individual and family development, we propose a model connecting parents' experiences of family of origin, parents' marital adjustment, and parents' psychosocial adjustment to adolescents' experiences of their family of origin. A sample of middle-aged parents and their late-adolescent children were questioned about their perceptions of the dynamics within their respective families of origin. Additionally, the middle-aged adults were given standardized measures of personal and marital adjustment. Using structural equation modeling for the path analysis, we found limited support for the proposed model. Key Words: differentiation, family adjustment, family of origin, individual adjustment, intergenerational relationships, marital adjustment. Multigenerational perspectives on individual and family development are based on the assumption that the dynamics within the family of origin constitute a legacy that impacts the trajectory of both individual and family development (Allison & Sabatelli, 1988; Bowen, 1978; Farley, 1979; Harvey & Bray, 1991). A secondary assumption of intergenerational family-systems theory is that the influence of the family of origin is sustained whether or not the person continues to interact with the family. As a result, important relational patterns of interaction and adjustment are presumed to be transmitted across generational boundaries (Boszormenyi-Nagy & Ulrich, 1981; Bowen, 1978; Williamson, 1982). These assumptions serve as the focal point for this study, which endeavors to empirically investigate the intergenerational transmission of family patterns of interaction. Despite the growing popularity of multigenerational perspectives, research primarily has explored the interrelationship between the dynamics of family systems and individual development as they apply to a particular generational stage. For example, adolescent's perceptions of their family of origin covaries with adolescent developmental outcomes (cf. Bartle & Sabatelli, 1995; BartleHaring, 1997; Gavazzi, 1993). Researchers have only begun to explore the interrelationship of developmental and systemic variables from a multigenerational perspective (Harvey & Bray, 1991; Harvey, Curry, & Bray, 1991). Such research is needed for a more comprehensive understanding of the intergenerational transmission of patterns of personal and family adjustment. A MULTIGENERATIONAL-SYSTEMIC MODEL OF INDIVIDUAL AND FAMILY DEVELOPMENT The model guiding the research described here is presented in Figure 1. The conceptual foundation for the proposed model is derived from a combination of intergenerational (Boszormenyi-Nagy & Ulrich, 1981; Bowen, 1978; Napier, 1988) and developmental-systemic (Farley, 1979; Meyers, 1980; Sabatelli & Mazor, 1985) theories of individual and family functioning. The model asserts that the experiences of individuals in their families of origin establish a legacy that influences patterns of adjustment from generation to generation within a family system. That is, the experiences of individuals in their families of origin impact their personal adjustment, how they structure and experience their intimate partnerships in adulthood, how they interact with their own children, and their children's subsequent levels of adjustment. A multigenerational-systemic model of individual and family development presumes that the patterns of interaction in the family of origin have a significant influence on individual development. For individuals in healthy families, there exists a legacy of tolerance for both intimacy and individuality that results in a strong sense of self as separate (autonomy, uniqueness, freedom of personal expression) and a strong sense of self as connected (support, involvement, personal relationship; Bowen,1978; Farley, 1979). …

Observations on the Corporate Culture of a Gay and Lesbian Congregation

This article presents a naturalistic study based on analysis of archival and other data of the corporate culture of the Metropolitan Community Church of Austin, Inc., a local congregation associated with the Universal Fellowship of Metropolitan Community Churches (UFMCC). UFMCC is a Christian denomination which has traditionally served a largely homosexual membership. Guided by a definition of essentialism as given by Warner (1995: 97-99) - the right to be who you are - the data suggest that this congregation has used essentialistic means to form a strong sense of self. It has freely relied upon political, social, psychological, and religious approaches and actions to foster its sense of worth. Corporate cultural themes present in the congregation include actions directed at positive identity formation and self-esteem enhancement; study and dissemination of a theology based on historical-critical analysis; religious ceremony, preaching and ministry which recognizes its legitimacy as a Christian church; commitment to social and political actions in terms of human and political rights; fostering of friendship and bonding among members; recognizing and dealing with internal conflict; and development of a sense of historical importance.

Grading journals in clinical practice: a delicate issue.

Offering students opportunities to gain a strong sense of self, a positive professional image, and a chance to articulate their clinical practice is a challenge for nurse educators. Writing journals in clinical placements is one way in which students can create a dialogue with their teacher and reflect upon and explore their clinical experiences in the context in which these experiences occur. However, grading journals according to numerous predetermined criteria can sabotage the benefits and opportunities of writing journals. Judgment and control are two aspects of evaluation and subsequent grading that can sabotage the benefits. Limiting predetermined criteria and not assigning grades to students' journals are two answers to this delicate issue. To function as competent practitioners, nursing students must be able to meet standards of practice; they must achieve a strong sense of self and a positive professional image. Clinical placements offer students the opportunity to explore the experience of clinical nursing and the context in which these experiences unfold. As students acquire skills and explore the practice of nursing, they also face the reality that their instructors will award a judgment of worth to their efforts. This evaluation is necessary to determine whether students have met the required standards. Evaluation and subsequent grades, therefore, must be an integral part of the students' clinical experience. Writing journals is often used as a method of exploring experiences in clinical nursing. Journals are also used as a method of clinical evaluation. Assigning a grade to student journals has a detrimental effect on the purpose of the assignment. An emphasis on exploring the purpose of writing journals and an analysis of the impact that grading has on this exercise will expose the incompatibility between writing and grading journals.

EXERCISE EXPERIENCES OF ACTIVE, OLDER AFRICAN-AMERICAN WOMEN 687

Growing evidence supports the role of regular physical activity in improving quality of life as well as increasing longevity. Research indicates the majority of older African-American women are sedentary. Gaining an understanding of the exercise experiences of those who are active may lead to interventions that improve exercise adherence and thereby lead to positive health outcomes. In the present study, physically active African-American females between 55 and 79 years old were identified and interviewed using a series of open-ended questions. Each subject engaged in moderate to vigorous exercise for at least 20 minutes on 3 or more days per week and had been engaging in this behavior for at least the last year. An interview was conducted with each subject during which she characterized her exercise experience and identified her reasons for regular exercise participation. Analysis utilizing qualitative methodology revealed five major themes: (1) The Segregated South, (2) Physical Work, Activity, and Walking as a Way of Life,(3) External Support, (4) Determination, Positive Attitude, and Strong Sense of Self, and (5) Awareness of Aging and Commitment to Activity. It was evident that the past experience of the women shaped their ideas about exercise and helped determine the types of exercise they prefer. In programming, it is necessary to acknowledge the importance of supportive persons for encouraging exercise participation in this group. These women had a strong self-concept and commitment to exercise despite the physical changes related to aging. It remains to be determined if this positive psychological state was a“cause” or “effect” of an active lifestyle. Future studies examining exercise adherence in this group should incorporate the above themes.