Spiritual Identity in Israeli Religious Male Adolescents: Observations and Educational Implications

ERIC Educational Resources Information Center

Fisherman, Shraga

2002-01-01

Based on Herbert's (1987) theory of ego identity development and on interviews of hundreds of Israeli religious male adolescents and young adults who were raised and educated in religious society and later left the fold, this article presents a model of development of religious identity. Three levels of religious identity development--healthy,…

Linking the Leadership Identity Development Model to Collegiate Recreation and Athletics.

PubMed

Hall, Stacey L

2015-01-01

The Leadership Identity Development (LID) Model (Komives, Owen, Longerbeam, Mainella, & Osteen, 2005) provides a stage leadership development model for college students that can be applied to collegiate recreation student staff, volunteers, participants, and varsity student-athletes. This chapter provides guidance to implement the model in these settings and to create environments that support development. © 2015 Wiley Periodicals, Inc., A Wiley Company.

Applying User Centered Design to Research Work

DOE Office of Scientific and Technical Information (OSTI.GOV)

Scholtz, Jean; Love, Oriana J.; Pike, William A.

The SuperIdentity (SID) research project is a collaboration between six universities in the UK (Bath, Dundee, Kent, Leicester, Oxford, and Southampton) and the Pacific Northwest National Laboratory (PNNL). SID offers an innovative and exciting new approach to the concept of identity. The assumption underlying our hypothesis is that while there may be many dimensions to an identity - some more stable than others - all should ultimately reference back to a single core identity or a 'SuperIdentity.' The obvious consequence is that identification is improved by the combination of measures. Our work at PNNL has focused on the developing usemore » cases to use in developing a model of identity and in developing visualizations for both researchers to explore the model and in the future for end users to use in determining various paths that may be possible to obtain various identity attributes from a set that is already known.« less

Building an Ontology for Identity Resolution in Healthcare and Public Health.

PubMed

Duncan, Jeffrey; Eilbeck, Karen; Narus, Scott P; Clyde, Stephen; Thornton, Sidney; Staes, Catherine

2015-01-01

Integration of disparate information from electronic health records, clinical data warehouses, birth certificate registries and other public health information systems offers great potential for clinical care, public health practice, and research. Such integration, however, depends on correctly matching patient-specific records using demographic identifiers. Without standards for these identifiers, record linkage is complicated by issues of structural and semantic heterogeneity. Our objectives were to develop and validate an ontology to: 1) identify components of identity and events subsequent to birth that result in creation, change, or sharing of identity information; 2) develop an ontology to facilitate data integration from multiple healthcare and public health sources; and 3) validate the ontology's ability to model identity-changing events over time. We interviewed domain experts in area hospitals and public health programs and developed process models describing the creation and transmission of identity information among various organizations for activities subsequent to a birth event. We searched for existing relevant ontologies. We validated the content of our ontology with simulated identity information conforming to scenarios identified in our process models. We chose the Simple Event Model (SEM) to describe events in early childhood and integrated the Clinical Element Model (CEM) for demographic information. We demonstrated the ability of the combined SEM-CEM ontology to model identity events over time. The use of an ontology can overcome issues of semantic and syntactic heterogeneity to facilitate record linkage.

Professional Identity Development of Counselor Education Doctoral Students: A Qualitative Investigation

ERIC Educational Resources Information Center

Limberg, Dodie; Bell, Hope; Super, John T.; Jacobson, Lamerial; Fox, Jesse; DePue, M. Kristina; Christmas, Chris; Young, Mark E.; Lambie, Glenn W.

2013-01-01

The professional identity of a counselor educator develops primarily during the individual's doctoral preparation program. This study employed consensual qualitative research methodology to examine the phenomenon of professional identity development in counselor education doctoral students (CEDS) in a cohort model. Cross-sectional focus groups…

Identity Profiles in Lesbian, Gay, and Bisexual Youth: The Role of Family Influences

PubMed Central

Bregman, Hallie R.; Malik, Neena M.; Page, Matthew J. L.; Makynen, Emily; Lindahl, Kristin M.

2012-01-01

Sexual identity development is a central task of adolescence and young adulthood and can be especially challenging for sexual minority youth. Recent research has moved from a stage model of identity development in lesbian, gay, and bisexual (LGB) youth to examining identity in a non-linear, multidimensional manner. In addition, although families have been identified as important to youth's identity development, limited research has examined the influence of parental responses to youth's disclosure of their LGB sexual orientation on LGB identity. The current study examined a multidimensional model of LGB identity and its links with parental support and rejection. One hundred and sixty-nine LGB adolescents and young adults (ages 14–24, 56% male, 48% gay, 31% lesbian, 21% bisexual) described themselves on dimensions of LGB identity and reported on parental rejection, sexuality-specific social support, and non-sexuality-specific social support. Using latent profile analysis (LPA), two profiles were identified, indicating that youth experience both affirmed and struggling identities. Results indicated that parental rejection and sexuality-specific social support from families were salient links to LGB identity profile classification, while non-sexuality specific social support was unrelated. Parental rejection and sexuality-specific social support may be important to target in interventions for families to foster affirmed LGB identity development in youth. PMID:22847752

Using Psychodrama Techniques to Promote Counselor Identity Development in Group Supervision

ERIC Educational Resources Information Center

Scholl, Mark B.; Smith-Adcock, Sondra

2007-01-01

The authors briefly introduce the concepts, techniques, and theory of identity development associated with J. L. Moreno's (1946, 1969, 1993) Psychodrama. Based upon Loganbill, Hardy, and Delworth's (1982) model, counselor identity development is conceptualized as consisting of seven developmental themes or vectors (e.g., issues of awareness and…

Identity Profiles in Lesbian, Gay, and Bisexual Youth: The Role of Family Influences

ERIC Educational Resources Information Center

Bregman, Hallie R.; Malik, Neena M.; Page, Matthew J. L.; Makynen, Emily; Lindahl, Kristin M.

2013-01-01

Sexual identity development is a central task of adolescence and young adulthood and can be especially challenging for sexual minority youth. Recent research has moved from a stage model of identity development in lesbian, gay, and bisexual (LGB) youth to examining identity in a non-linear, multidimensional manner. In addition, although families…

Building an Ontology for Identity Resolution in Healthcare and Public Health

PubMed Central

Duncan, Jeffrey; Eilbeck, Karen; Narus, Scott P.; Clyde, Stephen; Thornton, Sidney; Staes, Catherine

2015-01-01

Integration of disparate information from electronic health records, clinical data warehouses, birth certificate registries and other public health information systems offers great potential for clinical care, public health practice, and research. Such integration, however, depends on correctly matching patient-specific records using demographic identifiers. Without standards for these identifiers, record linkage is complicated by issues of structural and semantic heterogeneity. Objectives: Our objectives were to develop and validate an ontology to: 1) identify components of identity and events subsequent to birth that result in creation, change, or sharing of identity information; 2) develop an ontology to facilitate data integration from multiple healthcare and public health sources; and 3) validate the ontology’s ability to model identity-changing events over time. Methods: We interviewed domain experts in area hospitals and public health programs and developed process models describing the creation and transmission of identity information among various organizations for activities subsequent to a birth event. We searched for existing relevant ontologies. We validated the content of our ontology with simulated identity information conforming to scenarios identified in our process models. Results: We chose the Simple Event Model (SEM) to describe events in early childhood and integrated the Clinical Element Model (CEM) for demographic information. We demonstrated the ability of the combined SEM-CEM ontology to model identity events over time. Conclusion: The use of an ontology can overcome issues of semantic and syntactic heterogeneity to facilitate record linkage. PMID:26392849

Male Archetypes as Resources for Homosexual Identity Development in Gay Men.

ERIC Educational Resources Information Center

McFarland, William P.; McMahon, Timothy R.

1999-01-01

The male archetypes of king, lover, magician, and warrior provide important and timeless insights into mature masculine qualities. Homosexual identity development models describe tasks that confront gay men as they move through the identity development process. Proposes that by understanding the metaphor of male archetypes, gay men will discover…

Towards a Theory of Doctoral Student Professional Identity Development: A Developmental Networks Approach

ERIC Educational Resources Information Center

Sweitzer, Vicki Baker

2009-01-01

This article proposes preliminary models for doctoral student professional identity development. It explores the question, What role do relationships play in doctoral students' professional identity development? In the first section, the author provides an overview of the prior research that informed this study with an emphasis on two previously…

Messages in Collusion: Resident Assistants and White Racial Identity Development

ERIC Educational Resources Information Center

Cook, Kathy; McCoy, Dorian L.

2017-01-01

This critical case study examined the racial identity development of 10 White RAs who participated in 12 hours of diversity and social justice training during a two-week summer program. Helm's White Racial Identity Development Model served as the study's theoretical framework. In this paper, we discuss the incongruence between the Northeast State…

Goal-directedness and personal identity as correlates of life outcomes.

PubMed

Goldman, Barry M; Masterson, Suzanne S; Locke, Edwin A; Groth, Markus; Jensen, David G

2002-08-01

Although much research has been conducted on goal setting, researchers have not examined goal-directedness or propensity to set goals as a stable human characteristic in adults. In this study, a survey was developed and distributed to 104 adult participants to assess their goal-directedness, personal identity, and various life outcomes. A theoretical model was developed and tested using structural equation modeling that proposed that both goal-directedness and personal identity should positivcly influence important life outcomes. Analysis showed that goal-directedness and personal identity are positively related to personal well-being, salary, and marital satisfaction. Further, personal identity was positively related to job satisfaction but, contrary to related research, goal-directedness did not predict job satisfaction.

The Role of Purpose in Life in Healthy Identity Formation: A Grounded Model

ERIC Educational Resources Information Center

Bronk, Kendall Cotton

2011-01-01

Researchers contend that committing to an inspiring purpose in life is an important component of healthy identity development for adolescents; however, little research has focused on how identity and purpose develop together. Therefore, the study followed a sample of eight adolescent purpose exemplars for five years in order to develop a grounded…

Religion and Positive Youth Development: Identity, Meaning, and Prosocial Concerns

ERIC Educational Resources Information Center

Furrow, James L.; King, Pamela Ebstyne; White, Krystal

2004-01-01

The role of religious identity in positive youth development was examined in this study of personal meaning and prosocial concerns in adolescence. A structural equation model was tested on a sample of 801 urban public high school students. Participants responded to questionnaires assessing religious identity, personal meaning, and prosocial…

Development of Deaf Identity: An Ethnographic Study

ERIC Educational Resources Information Center

McIlroy, Guy; Storbeck, Claudine

2011-01-01

This ethnographic study explores the identity development of 9 deaf participants through the narratives of their educational experiences in either mainstream or special schools for the Deaf. This exploration goes beyond a binary conceptualization of deaf identity that allows for only the medical and social models and proposes a bicultural…

Socialization to Student Affairs: Early Career Experiences Associated with Professional Identity Development

ERIC Educational Resources Information Center

Hirschy, Amy S.; Wilson, Maureen E.; Liddell, Debora L.; Boyle, Kathleen M.; Pasquesi, Kira

2015-01-01

In this study, the authors propose and test a model of professional identity development among early career student affairs professionals. Using survey data from 173 new professionals (0-5 years of experience), factor analysis revealed 3 dimensions of professional identity: commitment, values congruence, and intellectual investment. Multivariate…

MINORITY STRESS, POSITIVE IDENTITY DEVELOPMENT, AND DEPRESSIVE SYMPTOMS: IMPLICATIONS FOR RESILIENCE AMONG SEXUAL MINORITY MALE YOUTH

PubMed Central

Bruce, Douglas; Harper, Gary W.; Bauermeister, Jose A.

2015-01-01

Introduction Minority stress processes have been shown to have significant associations with negative mental health outcomes among sexual minority populations. Given that adversity may be experienced growing up as a sexual minority in heteronormative, if not heterosexist, environments, our research on resilience among sexual minority male youth proposes that positive identity development may buffer the effects of a range of minority stress processes. Methods An ethnically diverse sample of 200 sexual minority males ages 16–24 (mean age, 20.9 years) was recruited using mixed recruitment methods. We developed and tested two new measures: concealment stress during adolescence and sexual minority-related positive identity development. We then tested a path model that assessed the effects of minority stressors, positive identity development, and social support on major depressive symptoms. Results Experience of stigma was associated with internalized homophobia (β=.138, p<.05) and major depressive symptoms (β=1.076, OR=2.933, p<.001), and internalized homophobia partially mediated experience’s effects on major depression (β=.773, OR=2.167, p<.001). Concealment stress was associated with positive identity development (β=.155, p<.05) and internalized homophobia (β=.418, p<.001), and positive identity development partially mediated concealment stress’s effects on internalized homophobia (β=−.527, p<.001). Concealment stress demonstrated a direct effect on major depression (β=1.400, OR=4.056, p<.001), and indirect paths to social support through positive identity development. Conclusions With these results, we offer an exploratory model that empirically identifies significant paths among minority stress dimensions, positive identity development, and major depressive symptoms. This study helps further our understanding of minority stress, identity development, and resources of resilience among sexual minority male youth. PMID:26478901

MINORITY STRESS, POSITIVE IDENTITY DEVELOPMENT, AND DEPRESSIVE SYMPTOMS: IMPLICATIONS FOR RESILIENCE AMONG SEXUAL MINORITY MALE YOUTH.

PubMed

Bruce, Douglas; Harper, Gary W; Bauermeister, Jose A

2015-09-01

Minority stress processes have been shown to have significant associations with negative mental health outcomes among sexual minority populations. Given that adversity may be experienced growing up as a sexual minority in heteronormative, if not heterosexist, environments, our research on resilience among sexual minority male youth proposes that positive identity development may buffer the effects of a range of minority stress processes. An ethnically diverse sample of 200 sexual minority males ages 16-24 (mean age, 20.9 years) was recruited using mixed recruitment methods. We developed and tested two new measures: concealment stress during adolescence and sexual minority-related positive identity development. We then tested a path model that assessed the effects of minority stressors, positive identity development, and social support on major depressive symptoms. Experience of stigma was associated with internalized homophobia (β=.138, p<.05) and major depressive symptoms (β=1.076, OR=2.933, p<.001), and internalized homophobia partially mediated experience's effects on major depression (β=.773, OR=2.167, p<.001). Concealment stress was associated with positive identity development (β=.155, p<.05) and internalized homophobia (β=.418, p<.001), and positive identity development partially mediated concealment stress's effects on internalized homophobia (β=-.527, p<.001). Concealment stress demonstrated a direct effect on major depression (β=1.400, OR=4.056, p<.001), and indirect paths to social support through positive identity development. With these results, we offer an exploratory model that empirically identifies significant paths among minority stress dimensions, positive identity development, and major depressive symptoms. This study helps further our understanding of minority stress, identity development, and resources of resilience among sexual minority male youth.

Toward an Integrative Social Identity Model of Collective Action: A Quantitative Research Synthesis of Three Socio-Psychological Perspectives

ERIC Educational Resources Information Center

van Zomeren, Martijn; Postmes, Tom; Spears, Russell

2008-01-01

An integrative social identity model of collective action (SIMCA) is developed that incorporates 3 socio-psychological perspectives on collective action. Three meta-analyses synthesized a total of 182 effects of perceived injustice, efficacy, and identity on collective action (corresponding to these socio-psychological perspectives). Results…

A Complex Dynamic Systems Perspective on Identity and Its Development: The Dynamic Systems Model of Role Identity

ERIC Educational Resources Information Center

Kaplan, Avi; Garner, Joanna K.

2017-01-01

Current prominent models of identity face challenges in bridging across divergent perspectives and apparent dichotomies such as personal or social-collective, conscious or unconscious, and epigenetic or discursive-relational, and affording pursuit of research questions that allows integrative answers. This article presents a coherent theoretical…

Co-Regulation of Student Motivation and Emergent Identity

ERIC Educational Resources Information Center

McCaslin, Mary

2009-01-01

In this article I outline a co-regulation model of identity that is based on an emergent interaction perspective derived from Vygotskian theory. I use this model to suggest the role of motivation in identity development. The co-regulation approach is one of many modern attempts (e.g., social cognitive, social constructivist, sociocultural) to…

Biracial Japanese American identity: an evolving process.

PubMed

Collins, J F

2000-05-01

This qualitative study explored the complexity of biracial identity development in Japanese Americans. It is based on the constant comparable method of analysis, or grounded theory. The study focused on how Japanese Americans perceived themselves in relation to other individuals, groups, and their environment. The data consisted of 15 extensive semistructured interviews with 8 men and 7 women (ages 20 to 40 years), each with 1 Japanese parent and 1 non-Asian parent. Findings relate to participants' initiating explorations of identity and perseverance in pursuing a biracial identity, which depended on the degree of support or negative experience within their social networks. Participants explored identity options attempting to develop their own meaning of identity, to develop a confident sense of themselves, and to secure a positive ethnic identity. Identity development among participants varied. It was a long-term process involving changes in the individual-environment relationship, which differed in the way individual participants influenced or selected from environmental opportunities, even creating or recreating some aspects. Within a given setting, as youths, the potential for social experiences were relatively fixed and changed only gradually. As adults, there were opportunities for participants to select their own social and geographic settings, providing opportunity for change. In their new environments, participants were exposed to new contacts and role models, acquired new behavioral repertoire, and underwent role transitions. Depending on this, new and different aspects of biracial identity developed. Participants indicated it was an emotional and conflictual process to positive assertion of identity. Before reaching this, all of the participants experienced periods of confusion. Most asserted biracial identity gradually, through a process of racial identity development consisting of the individual's changing or maintaining certain reference group perspectives, identifications, and allegiances as they passed through a series of life experiences. Instead of staying marginalized, they integrated both cultures, recognizing positive values of both, thus developing an integrated identity. Although the participants' experiences and perceptions were varied, the overarching themes of self-evaluation, confusion of categorization, belonging, infusion/exploration, situational use of identity, and resolution/acceptance/self-verification were presented. On the basis of the research, a model of ethnic identity for biracial individuals is proposed.

Further Conceptualizing Ethnic and Racial Identity Research: The Social Identity Approach and Its Dynamic Model.

PubMed

Verkuyten, Maykel

2016-11-01

This article proposes a further conceptualization of ethnic and racial identity (ERI) as a fundamental topic in developmental research. Adding to important recent efforts to conceptually integrate and synthesize this field, it is argued that ERI research will be enhanced by more fully considering the implications of the social identity approach. These implications include (a) the conceptualization of social identity, (b) the importance of identity motives, (c) systematic ways for theorizing and examining the critical role of situational and societal contexts, and (d) a dynamic model of the relation between ERI and context. These implications have not been fully considered in the developmental literature but offer important possibilities for moving the field forward in new directions. © 2016 The Author. Child Development © 2016 Society for Research in Child Development, Inc.

A computational model of the development of separate representations of facial identity and expression in the primate visual system.

PubMed

Tromans, James Matthew; Harris, Mitchell; Stringer, Simon Maitland

2011-01-01

Experimental studies have provided evidence that the visual processing areas of the primate brain represent facial identity and facial expression within different subpopulations of neurons. For example, in non-human primates there is evidence that cells within the inferior temporal gyrus (TE) respond primarily to facial identity, while cells within the superior temporal sulcus (STS) respond to facial expression. More recently, it has been found that the orbitofrontal cortex (OFC) of non-human primates contains some cells that respond exclusively to changes in facial identity, while other cells respond exclusively to facial expression. How might the primate visual system develop physically separate representations of facial identity and expression given that the visual system is always exposed to simultaneous combinations of facial identity and expression during learning? In this paper, a biologically plausible neural network model, VisNet, of the ventral visual pathway is trained on a set of carefully-designed cartoon faces with different identities and expressions. The VisNet model architecture is composed of a hierarchical series of four Self-Organising Maps (SOMs), with associative learning in the feedforward synaptic connections between successive layers. During learning, the network develops separate clusters of cells that respond exclusively to either facial identity or facial expression. We interpret the performance of the network in terms of the learning properties of SOMs, which are able to exploit the statistical indendependence between facial identity and expression.

Professional Identity Formation in an Advanced Pharmacy Practice Experience Emphasizing Self-Authorship.

PubMed

Johnson, Jessica L; Chauvin, Sheila

2016-12-25

Objective. To examine the extent to which reflective essays written by graduating pharmacy students revealed professional identity formation and self-authorship development. Design. Following a six-week advanced pharmacy practice experience (APPE) grounded in Baxter-Magolda's Learning Partnerships Model of self-authorship development, students completed a culminating reflective essay on their rotation experiences and professional identity formation. Assessment. Thematic and categorical analysis of 41 de-identified essays revealed nine themes and evidence of all Baxter-Magolda's domains and phases of self-authorship. Analysis also suggested relationships between self-authorship and pharmacist professional identity formation. Conclusion. Results suggest that purposeful structuring of learning experiences can facilitate professional identity formation. Further, Baxter-Magolda's framework for self-authorship and use of the Learning Partnership Model seem to align well with pharmacist professional identify formation. Results of this study could be used by pharmacy faculty members when considering how to fill gaps in professional identity formation in future course and curriculum development.

Professional Identity Formation in an Advanced Pharmacy Practice Experience Emphasizing Self-Authorship

PubMed Central

Chauvin, Sheila

2016-01-01

Objective. To examine the extent to which reflective essays written by graduating pharmacy students revealed professional identity formation and self-authorship development. Design. Following a six-week advanced pharmacy practice experience (APPE) grounded in Baxter-Magolda’s Learning Partnerships Model of self-authorship development, students completed a culminating reflective essay on their rotation experiences and professional identity formation. Assessment. Thematic and categorical analysis of 41 de-identified essays revealed nine themes and evidence of all Baxter-Magolda’s domains and phases of self-authorship. Analysis also suggested relationships between self-authorship and pharmacist professional identity formation. Conclusion. Results suggest that purposeful structuring of learning experiences can facilitate professional identity formation. Further, Baxter-Magolda’s framework for self-authorship and use of the Learning Partnership Model seem to align well with pharmacist professional identify formation. Results of this study could be used by pharmacy faculty members when considering how to fill gaps in professional identity formation in future course and curriculum development. PMID:28179721

Promoting the development of professional identity of gerontologists: an academic/experiential learning model.

PubMed

Gendron, Tracey L; Myers, Barbara J; Pelco, Lynn E; Welleford, E Ayn

2013-01-01

Graduate education in gerontology has an essential role in providing the foundational knowledge required to work with a diverse aging population. It can also play an essential role in promoting best-practice approaches for the development of professional identity as a gerontologist. The primary goal of this study was to determine what factors predict the professional identity and career path of gerontologists. In addition, the study explored how experiential learning influenced professional identity for newcomers to the field and for those experienced in an aging-related field ("professional incumbents"). Graduates (N = 146) of Association for Gerontology in Higher Education-affiliated graduate programs participated. Professional identity as a gerontologist was predicted by length of time in the field, age, satisfaction with coworkers, and satisfaction with opportunities for advancement. Experiential learning contributed to professional identity in important but different ways for newcomers to the field and for professional incumbents. The inclusion of an academic/experiential learning model within graduate gerontology programs promotes the development of professional identity and career path for all graduate students.

Considering lesbian identity from a social-psychological perspective: two different models of "being a lesbian".

PubMed

Tate, Charlotte Chuck

2012-01-01

One long-standing project within lesbian studies has been to develop a satisfactory working definition of "lesbian." This article proposes two new models of a definition using principles of social psychology. Each model (a) utilizes the premise that gender lacks a categorical essence and (b) separates behavioral adherence to cultural stereotypes of femininity and masculinity from one's gender self-categorization. From these premises, I generate and critique two internally coherent models of lesbian identity that are inclusive (to different degrees) of various gender identities. For each model, the potential inclusion of trans men, trans women, genderqueers, and lesbian-identified cisgender men is evaluated. The explanatory power of these models is twofold. One, the models can serve as theoretical perspectives for scholars who study the intersection of gender and sexual identity. Two, the models can also characterize the everyday experience of people who have tacit working definitions of lesbian identity.

Development and validation of a measure of criminal social identity within a sample of Polish recidivistic prisoners.

PubMed

Boduszek, Daniel; Adamson, Gary; Shevlin, Mark; Hyland, Philip

2012-12-01

Social identity is a well-established theoretical concept within psychological research; however, the role of criminal social identity has received far less research attention. One salient reason for the limited research relating to the concept of criminal social identity is the absence of a specific measure. To develop and test the construct validity of a new measure of criminal social identity (MCSI) and to provide additional evidence relating to Cameron's three-factor conceptualisation of social identity. The eight-item MCSI was used to collect data from recidivists incarcerated in high-security prison (N=312) to assess criminal social identification. These data were subjected to confirmatory factor analysis. Three alternative models of criminal social identity were specified and tested in Mplus 6, and results revealed that the data were best explained by a three-factor model of criminal social identity (cognitive centrality, in-group affect and in-group ties). The current study is important in terms of future research in criminology and psychology because the MCSI provides the first reliable MCSI, which was developed and validated on a relatively large recidivistic prison sample. Copyright © 2012 John Wiley & Sons, Ltd.

Patterns of Interaction in Family Relationships and the Development of Identity Exploration in Adolescence.

ERIC Educational Resources Information Center

Grotevant, Harold D.; Cooper, Catherine R.

1985-01-01

Developed a model of individuation in family relationships focused on communicative processes. Expressions of four dimensions of the model (self-esteem, separateness, permeability, and mutuality) were predicted to be positively associated with identity exploration in adolescents. Analysis of observations of families in a Family Interaction Task…

Revisiting Feminist Identity Development Theory, Research, and Practice

ERIC Educational Resources Information Center

Moradi, Bonnie; Subich, Linda Mezydlo; Phillips, Julia C.

2002-01-01

The model of feminist identity development proposed by Downing and Roush in 1985 is revisited as a potentially useful framework in counseling psychology theory, research, and practice. An examination of the historical context from which the model arose illustrates how it advanced theory in the psychology of women. A critical review of the extant…

The Impact of Racial Identity and Consciousness Development of African American Male Academic Achievement: Implications for Counseling

ERIC Educational Resources Information Center

Whiteside, Dora

2007-01-01

The purpose of this study was to examine the effect of racial identity/consciousness development on the academic achievement of African American male college freshmen. In the late 1900s Black identity models were developed to help African Americans grasp hold of who they were, as they lived in the residues of the peculiar institution of slavery.…

Longitudinal Relationships Between Family Functioning and Identity Development in Hispanic Adolescents

PubMed Central

Schwartz, Seth J.; Mason, Craig A.; Pantin, Hilda; Szapocznik, José

2009-01-01

The present study was designed to investigate trajectories of identity development and their relationship to family functioning in a sample of Hispanic adolescents and their primary caregivers. Two hundred fifty adolescents completed measures of identity coherence and confusion and of family functioning, and parents completed measures of family functioning. Significant variability over time and across individuals emerged in identity confusion, but not in identity coherence. As a result, the present analyses focused on identity confusion. Changes in adolescent-reported, but not parent-reported, family functioning were significantly related to changes in identity confusion. Follow-up analyses suggested that family functioning primarily influences identity confusion in early adolescence, but that identity confusion begins to exert a reciprocal effect in middle adolescence. Exploratory latent growth mixture modeling (LGMM) analyses produced three classes of adolescents based on their baseline values and change trajectories in identity confusion. The potential for family-strengthening interventions to affect identity development is discussed. PMID:19756226

An integrated developmental model for studying identity content in context.

PubMed

Galliher, Renee V; McLean, Kate C; Syed, Moin

2017-11-01

Historically, identity researchers have placed greater emphasis on processes of identity development (how people develop their identities) and less on the content of identity (what the identity is). The relative neglect of identity content may reflect the lack of a comprehensive framework to guide research. In this article, we provide such a comprehensive framework for the study of the content of identity, including 4 levels of analysis. At the broadest level, we situate individual identity within historical, cultural, and political contexts, elaborating on identity development within the context of shifting cultural norms, values, and attitudes. Histories of prejudice and discrimination are relevant in shaping intersections among historically marginalized identities. Second, we examine social roles as unique and central contexts for identity development, such that relationship labels become integrated into a larger identity constellation. Third, domains of individual or personal identity content intersect to yield a sense of self in which various aspects are subjectively experienced as an integrated whole. We explore the negotiation of culturally marginalized and dominant identity labels, as well as idiosyncratic aspects of identities based on unique characteristics or group memberships. Finally, we argue that the content of identity is enacted at the level of everyday interactions, the "micro-level" of identity. The concepts of identity conflict, coherence, and compartmentalization are presented as strategies used to navigate identity content across these 4 levels. This framework serves as an organizing tool for the current literature, as well as for designing future studies on the identity development. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Coping with the Crickets: A Fusion Autoethnography of Silence, Schooling, and the Continuum of Biracial Identity Formation

ERIC Educational Resources Information Center

Mawhinney, Lynnette; Petchauer, Emery Marc

2013-01-01

This study explores biracial identity development in the adolescent years through fusion autoethnography. Using an ecological model of biracial identity development, this study illustrates how family, peers, and school curricula validate and reject racial self-presentations. We pay specific attention to the different forms of silence (i.e.…

Development of Adolescent Moral and Civic Identity through Community Service: A Qualitative Study in Hong Kong

ERIC Educational Resources Information Center

Xu, Huixuan; Yang, Min

2018-01-01

This article draws on Marcia's model that defines four statuses of adolescents' identity formation to examine adolescent moral and civic identity formation. Interviews were conducted with 23 students at three Hong Kong senior secondary schools to address the following research question: How does community service help adolescents develop their…

Identity Confusion and Materialism Mediate the Relationship Between Excessive Social Network Site Usage and Online Compulsive Buying.

PubMed

Sharif, Saeed Pahlevan; Khanekharab, Jasmine

2017-08-01

This study investigates the mediating role of identity confusion and materialism in the relationship between social networking site (SNS) excessive usage and online compulsive buying among young adults. A total of 501 SNS users aged 17 to 23 years (M = 19.68, SD = 1.65) completed an online survey questionnaire. A serial multiple mediator model was developed and hypotheses were tested using structural equation modeling. The results showed that excessive young adult SNS users had a higher tendency toward compulsive buying online. This was partly because they experienced higher identity confusion and developed higher levels of materialism. Targeted psychological interventions seeking to gradually increase identity clarity to buffer the detrimental effects of SNS usage and identity confusion in young adults are suggested.

Navigating Guilt, Shame, and Fear of Appearing Racist: A Conceptual Model of Antiracist White Feminist Identity Development

ERIC Educational Resources Information Center

Linder, Chris

2015-01-01

In this study, I employed narrative inquiry supported by intersectionality theory to explore the experiences of 6 antiracist, White, feminist undergraduate women. A conceptual model of antiracist identity development emerged from the data. Participants described vivid experiences with guilt, shame, and fear that kept them from engaging in allied…

The Use of the Racial/Cultural Identity Development Model to Understand a Vietnamese American: A Research Case Study

ERIC Educational Resources Information Center

West-Olatunji, Cirecie A.; Frazier, Kimberly N.; Guy, Tanisha L.; Smith, Angie J.; Clay, Latasha; Breaux, Walter, III

2007-01-01

This article presents the sociohistorical experiences of Vietnamese Americans that contextualize the therapeutic relationship. Using a case study approach, researchers illustrate the use of the Racial/Cultural Identity Development model (D. W. Sue & D. Sue, 2003) in the analysis of an interview with a young, adult, Vietnamese immigrant.

Beyond the Gender Binary: A Case Study of Two Transgender Students at a Midwestern Research University

ERIC Educational Resources Information Center

Bilodeau, Brent

2005-01-01

Few non-pathologizing models of transgender identity development currently exist. This study uses an adaptation of the D'Augelli (1994) lifespan model of sexual orientation identity development to consider the lives of transgender college students. Interviews with two transgender-identified students find that they have developmental experiences in…

Characteristics of place identity as part of professional identity development among pre-service teachers

NASA Astrophysics Data System (ADS)

Gross, Michal; Hochberg, Nurit

2016-12-01

How do pre-service teachers perceive place identity, and is there a connection between their formative place identity and the development of their professional teaching identity? These questions are probed among pre-service teachers who participated in a course titled "Integrating Nature into Preschool." The design of the course was based on a multidimensional teaching model that yields a matrix of students' perceptions and the practical aspects derived from them as the students undergo a range of experiences in the course of an academic year. The profile of perceptions uses a mixed-methods analysis that presents statements attesting to four indicators of place identity: familiarity, belonging, involvement, and meaningfulness. These indicators point to a broad spectrum of perceptions arrayed on a continual time axes as well as differences in perception and its complexity. A connection between the development of place identity and that of professional teaching identity is found.

Using a generalised identity reference model with archetypes to support interoperability of demographics information in electronic health record systems.

PubMed

Xu Chen; Berry, Damon; Stephens, Gaye

2015-01-01

Computerised identity management is in general encountered as a low-level mechanism that enables users in a particular system or region to securely access resources. In the Electronic Health Record (EHR), the identifying information of both the healthcare professionals who access the EHR and the patients whose EHR is accessed, are subject to change. Demographics services have been developed to manage federated patient and healthcare professional identities and to support challenging healthcare-specific use cases in the presence of diverse and sometimes conflicting demographic identities. Demographics services are not the only use for identities in healthcare. Nevertheless, contemporary EHR specifications limit the types of entities that can be the actor or subject of a record to health professionals and patients, thus limiting the use of two level models in other healthcare information systems. Demographics are ubiquitous in healthcare, so for a general identity model to be usable, it should be capable of managing demographic information. In this paper, we introduce a generalised identity reference model (GIRM) based on key characteristics of five surveyed demographic models. We evaluate the GIRM by using it to express the EN13606 demographics model in an extensible way at the metadata level and show how two-level modelling can support the exchange of instances of demographic identities. This use of the GIRM to express demographics information shows its application for standards-compliant two-level modelling alongside heterogeneous demographics models. We advocate this approach to facilitate the interoperability of identities between two-level model-based EHR systems and show the validity and the extensibility of using GIRM for the expression of other health-related identities.

Reconceptualising "Identity Slippage": Additional Language Learning and (L2) Identity Development

ERIC Educational Resources Information Center

Armour, William

2009-01-01

This paper reconsiders the theoretical concept of "identity slippage" by considering a detailed exegesis of three model conversations taught to learners of Japanese as an additional language. To inform my analysis of these conversations and how they contribute to identity slippage, I have used the work of the systemic-functional linguist Jay Lemke…

Gender role models in fictional novels for emerging adult lesbians.

PubMed

Cook, Jennifer R; Rostosky, Sharon S; Riggle, Ellen D B

2013-01-01

Novels provide role models for young adult lesbians and thus may influence their identity development. This study focused on 16 lesbian protagonists identified in 11 young adult novels that received 2011 Lambda Literary Award nominations. Content analyses revealed six themes. Three themes defied traditional gender stereotypes: Asserting Oneself, Pursuing Intimacy with Another Woman, and Breaking Free of Constraints to Authentic Self-Expression. Three themes reinforced gender stereotypes: Negative Emotional Experiences Associated with Lesbian Identity, Traditional Masculine Gender Expression, and Traditional Gender Role-Based Sexual Scripts. Each theme is discussed in light of its possible contribution to lesbian identity development.

Identity and the body: Trajectories of body esteem from adolescence to emerging adulthood.

PubMed

Nelson, Sarah C; Kling, Johanna; Wängqvist, Maria; Frisén, Ann; Syed, Moin

2018-06-01

Although Erikson (1968) originally conceptualized identity development as a process of becoming at home in one's body, little work has been done linking identity development and research on the body. This study examines how trajectories of the development of body esteem over time are related to young people's sense of identity and psychological functioning in a longitudinal sample from age 10 to 24 (N = 967). Using group-based trajectory modeling, three cubic subgroups were determined for each of the three types of body esteem: appearance, weight, and attribution. These groups demonstrated significant variations in the ways in which body esteem changes over time. These trajectory groups importantly differed in relationship to gender, identity coherence, identity confusion, and psychological functioning. Results are discussed in terms of the need to use a sociocultural perspective to explore the body's relation to identity development and the importance of disaggregating mean-level findings using person-centered approaches to determine high-risk groups. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Development of deaf identity: an ethnographic study.

PubMed

McIlroy, Guy; Storbeck, Claudine

2011-01-01

This ethnographic study explores the identity development of 9 deaf participants through the narratives of their educational experiences in either mainstream or special schools for the Deaf. This exploration goes beyond a binary conceptualization of deaf identity that allows for only the medical and social models and proposes a bicultural "dialogue model." This postmodern theoretical framework is used to examine the diversity of identities of deaf learners. The inclusion of the researcher's own fluid cross-cultural identity as a bicultural "DeaF" participant in this study provides an auto-ethnographic gateway into exploring the lives of other deaf, Deaf, or bicultural DeaF persons. The findings suggest that deaf identity is not a static concept but a complex ongoing quest for belonging, a quest that is bound up with the acceptance of being deaf while "finding one's voice" in a hearing-dominant society. Through the use of dialogue and narrative tools, the study challenges educators, parents, and researchers to broaden their understanding of how deaf identity, and the dignity associated with being a deaf person is constructed.

The formation of professional identity in medical students: considerations for educators.

PubMed

Goldie, John

2012-01-01

Medical education is about more than acquiring an appropriate level of knowledge and developing relevant skills. To practice medicine students need to develop a professional identity--ways of being and relating in professional contexts. This article conceptualises the processes underlying the formation and maintenance of medical students' professional identity drawing on concepts from social psychology. A multi-dimensional model of identity and identity formation, along with the concepts of identity capital and multiple identities, are presented. The implications for educators are discussed. Identity formation is mainly social and relational in nature. Educators, and the wider medical society, need to utilise and maximise the opportunities that exist in the various relational settings students experience. Education in its broadest sense is about the transformation of the self into new ways of thinking and relating. Helping students form, and successfully integrate their professional selves into their multiple identities, is a fundamental of medical education.

The Relationship between Student Leaders' Constructive Development, Their Leadership Identity, and Their Understanding of Leadership

ERIC Educational Resources Information Center

Sessa, Valerie I.; Ploskonka, Jillian; Alvarez, Elphys L.; Dourdis, Steven; Dixon, Christopher; Bragger, Jennifer D.

2016-01-01

The purpose of our research was to use Day, Harrison, and Halpin's, (2009) theory of leadership development as a premise to investigate how students' constructive development is related to their leader identity development and understanding of leadership. Baxter Magolda's Model of Epistemological Reflection (MER, 1988, 2001) was used to understand…

"I like to Treat Others as Others Would Treat Me": The Development of Prosocial Selves in an Urban Youth Organization

ERIC Educational Resources Information Center

Deutsch, Nancy L.

2005-01-01

The field of moral development has moved toward an identity-based model suggesting that moral action stems not only from moral reasoning but from a desire to act in ways consistent with one's self-concept. Moral identity, in turn, is rooted in social relationships. This idea, that one's sense of self drives moral behavior and that this identity is…

Valuing Diversity

PubMed Central

Fryer, Roland G.; Loury, Glenn C.

2014-01-01

This paper explores the economics of diversity-enhancing policies. A model is proposed in which heterogeneous agents, distinguished by skill level and social identity, purchase productive opportunities in a competitive market. We analyze policies designed to raise the status of a disadvantaged identity group. When agent identity is contractible, efficient policy grants preferred access to slots but offers no direct assistance for acquiring skills. When identity is not contractible, efficient policy provides universal subsidies to skill development when the fraction of the disadvantaged group at the skill development margin is larger than their share at the slot assignment margin. PMID:25525280

Identity processes and personality traits and types in adolescence: directionality of effects and developmental trajectories.

PubMed

Luyckx, Koen; Teppers, Eveline; Klimstra, Theo A; Rassart, Jessica

2014-08-01

Personality traits are hypothesized to be among the most important factors contributing to individual differences in identity development. However, longitudinal studies linking Big Five personality traits to contemporary identity models (in which multiple exploration and commitment processes are distinguished) are largely lacking. To gain more insight in the directionality of effect and the developmental interdependence of the Big Five and identity processes as forwarded in multilayered personality models, the present study assessed personality and identity in 1,037 adolescents 4 times over a period of 3 years. First, using cross-lagged path analysis, Big Five traits emerged as consistent predictors of identity exploration processes, whereas only one significant path from identity exploration to the Big Five was found. Second, using latent class growth analysis, 3 Big Five trajectory classes were identified, resembling the distinctions typically made between resilients, overcontrollers, and undercontrollers. These classes were characterized by different initial levels and (to a lesser extent) rates of change in commitment and exploration processes. In sum, important developmental associations linking personality traits to identity processes were uncovered, emphasizing the potential role of personality traits in identity development. Developmental implications and suggestions for future research are discussed. PsycINFO Database Record (c) 2014 APA, all rights reserved.

Beyond "What Works": Understanding Teacher Identity as a Practical and Political Tool

ERIC Educational Resources Information Center

Mockler, Nicole

2011-01-01

Drawing on previous research that focused upon the formation and mediation of teacher professional identity, this paper develops a model for conceptualising teacher professional identity. Increasingly, technical-rational understandings of teachers' work and "role" are privileged in policy and public discourse over more nuanced and holistic…

Helping Gay and Lesbian Students Integrate Sexual and Religious Identities

ERIC Educational Resources Information Center

Bayne, Hannah Barnhill

2016-01-01

This article explores the impact of sexual and religious identity on college student development, examining developmental models and discussing how counselors can assist gay and lesbian students with integrating these 2 personal identities. Treatment approaches are presented, and the article concludes with an examination of ethical and…

Instructional Designers as Reflective Practitioners: Developing Professional Identity through Reflection

ERIC Educational Resources Information Center

Tracey, Monica W.; Hutchinson, Alisa; Grzebyk, Tamme Quinn

2014-01-01

As the design thinking approach becomes more established in the instructional design (ID) discourse, the field will have to reconsider the professional identity of instructional designers. Rather than passively following models or processes, a professional identity rooted in design thinking calls for instructional designers to be dynamic agents of…

Navigating Cultural Worlds and Negotiating Identities: A Conceptual Model

ERIC Educational Resources Information Center

Mistry, Jayanthi; Wu, Jean

2010-01-01

For children from culturally and linguistically diverse backgrounds the ability to maintain flexible identities and integrate multiple facets of self is a crucial developmental task. We present a conceptual model for the development of expertise in navigating across cultures, delineating how community characteristics interact with family and…

Establishing an Explanatory Model for Mathematics Identity

ERIC Educational Resources Information Center

Cribbs, Jennifer D.; Hazari, Zahra; Sonnert, Gerhard; Sadler, Philip M.

2015-01-01

This article empirically tests a previously developed theoretical framework for mathematics identity based on students' beliefs. The study employs data from more than 9,000 college calculus students across the United States to build a robust structural equation model. While it is generally thought that students' beliefs about their own competence…

The unified model of vegetarian identity: A conceptual framework for understanding plant-based food choices.

PubMed

Rosenfeld, Daniel L; Burrow, Anthony L

2017-05-01

By departing from social norms regarding food behaviors, vegetarians acquire membership in a distinct social group and can develop a salient vegetarian identity. However, vegetarian identities are diverse, multidimensional, and unique to each individual. Much research has identified fundamental psychological aspects of vegetarianism, and an identity framework that unifies these findings into common constructs and conceptually defines variables is needed. Integrating psychological theories of identity with research on food choices and vegetarianism, this paper proposes a conceptual model for studying vegetarianism: The Unified Model of Vegetarian Identity (UMVI). The UMVI encompasses ten dimensions-organized into three levels (contextual, internalized, and externalized)-that capture the role of vegetarianism in an individual's self-concept. Contextual dimensions situate vegetarianism within contexts; internalized dimensions outline self-evaluations; and externalized dimensions describe enactments of identity through behavior. Together, these dimensions form a coherent vegetarian identity, characterizing one's thoughts, feelings, and behaviors regarding being vegetarian. By unifying dimensions that capture psychological constructs universally, the UMVI can prevent discrepancies in operationalization, capture the inherent diversity of vegetarian identities, and enable future research to generate greater insight into how people understand themselves and their food choices. Copyright © 2017 Elsevier Ltd. All rights reserved.

How Mentor Identity Evolves: Findings From a 10-Year Follow-Up Study of a National Professional Development Program.

PubMed

Balmer, Dorene F; Darden, Alix; Chandran, Latha; D'Alessandro, Donna; Gusic, Maryellen E

2018-02-20

Despite academic medicine's endorsement of professional development and mentoring, little is known about what junior faculty learn about mentoring in the implicit curriculum of professional development programs, and how their mentor identity evolves in this context. The authors explored what faculty-participants in the Educational Scholars Program implicitly learned about mentoring and how the implicit curriculum affected mentor identity transformation. Semi-structured interviews with 19 of 36 former faculty-participants were conducted in 2016. Consistent with constructivist grounded theory, data collection and analysis overlapped. The authors created initial codes informed by Ibarra's model for identity transformation, iteratively revised codes based on patterns in incoming data, and created visual representations of relationships amongst codes in order to gain a holistic and shared understanding of the data. In the implicit curriculum, faculty-participants learned the importance of having multiple mentors, the value of peer mentors, and the incremental process of becoming a mentor. The authors used Ibarra's model to understand how the implicit curriculum worked to transform mentor identity: faculty-participants reported observing mentors, experimenting with different ways to mentor and to be a mentor, and evaluating themselves as mentors. The Educational Scholars Program's implicit curriculum facilitated faculty-participants taking on a mentor identity via opportunities it afforded to watch mentors, experiment with mentoring, and evaluate self as mentor, key ingredients for professional identity construction. Leaders of professional development programs can develop faculty as mentors by capitalizing on what faculty-participants learn in the implicit curriculum and deliberately structuring post-graduation mentoring opportunities.

Academic Identity Development through Self-Determination: Successful College Students with Learning Disabilities

ERIC Educational Resources Information Center

Anctil, Tina M.; Ishikawa, Michele E.; Tao Scott, Amy

2008-01-01

This study provides a model of academic identity development for college students with learning disabilities from the integrative self-determination themes of persistence, competence, career decision making, and self-realization. Nineteen self-determined and high-achieving participants were interviewed. The participants' stories illustrate how…

Creating Meaning from Intersections of Career and Cultural Identity

ERIC Educational Resources Information Center

Gross, Linda S.

2004-01-01

For Latino students, career development and planning includes the negotiation of family influences, peer expectations, and challenges as they develop career efficacy in work experiences as undergraduates. The model presented here outlines how students can benefit from a holistic perspective on the intersections of career and cultural identity.…

Identity Processes and Personality Traits and Types in Adolescence: Directionality of Effects and Developmental Trajectories

ERIC Educational Resources Information Center

Luyckx, Koen; Teppers, Eveline; Klimstra, Theo A.; Rassart, Jessica

2014-01-01

Personality traits are hypothesized to be among the most important factors contributing to individual differences in identity development. However, longitudinal studies linking Big Five personality traits to contemporary identity models (in which multiple exploration and commitment processes are distinguished) are largely lacking. To gain more…

Transcending Tradition: Situated Activity, Discourse, and Identity in Language Teacher Education

ERIC Educational Resources Information Center

Mantero, Miguel

2004-01-01

This article explores the concept of tradition within language teacher education (LTE) and extends our understanding of the elements involved in the formation of identity in preservice, second language teachers. After reviewing various perspectives of identity formation, a discursive model is offered as an approach to individual development within…

Confronting Color-Blind STEM Talent Development: Toward a Contextual Model for Black Student STEM Identity

ERIC Educational Resources Information Center

Collins, Kristina Henry

2018-01-01

What is Black student's science, technology, engineering, and mathematics (STEM) identity? The author addresses this question through a synthesis of the literature that includes studies that explore Black student identity. Background information regarding STEM achievement and persistence followed by empirical studies that explore STEM attitudes…

Bridging Multidimensional Models of Ethnic-Racial and Gender Identity Among Ethnically Diverse Emerging Adults.

PubMed

Wilson, Antoinette R; Leaper, Campbell

2016-08-01

The purpose of this study was to integrate and validate a multidimensional model of ethnic-racial identity and gender identity borrowing constructs and measures based on social identity and gender identity theories. Participants included 662 emerging adults (M age  = 19.86 years; 75 % female) who self-identified either as Asian American, Latino/a, or White European American. We assessed the following facets separately for ethnic-racial identity and gender identity: centrality, in-group affect, in-group ties, self-perceived typicality, and felt conformity pressure. Within each identity domain (gender or ethnicity/race), the five dimensions generally indicated small-to-moderate correlations with one another. Also, correlations between domains for each dimension (e.g., gender typicality and ethnic-racial typicality) were mostly moderate in magnitude. We also noted some group variations based on participants' ethnicity/race and gender in how strongly particular dimensions were associated with self-esteem. Finally, participants who scored positively on identity dimensions for both gender and ethnic-racial domains indicated higher self-esteem than those who scored high in only one domain or low in both domains. We recommend the application of multidimensional models to study social identities in multiple domains as they may relate to various outcomes during development.

The Influence of Social Presence on e-Loyalty in Women Online Shoppers: An Application of the Social Identity Approach to Website Design

ERIC Educational Resources Information Center

Coverdale, Tonjia Simmone

2010-01-01

The objective of this study is to propose and test the Social Identity Approach to Website Design research model, which extends the traditionally examined interaction between website design and e-Commerce Success by considering the role of Social Identity in the development of e-Loyalty in women online shoppers. The Social Identity Approach is a…

[AIT (Adolescent Identity Treatment) - an Integrative Treatment Model for the Treatment of Personality Disorders].

PubMed

Schlüter-Müller, Susanne

2017-07-01

AIT (Adolescent Identity Treatment) - an Integrative Treatment Model for the Treatment of Personality Disorders Personality disorders are patterns of maladaptive personality traits that have an impact on the individual throughout the life span. Borderline Personality Disorder (BPD) is a very severe, but treatable mental disorder. Identity disturbance is seen as the central construct for detecting severe personality pathology - and, most notably, borderline personality disorder - in adults and adolescents. Crises in the development of identity usually resolve into a normal and consolidated identity with flexible and adaptive functioning whereas identity diffusion is viewed as a lack of integration of the concept of the self and significant others. It is seen as the basis for subsequent personality pathology, including that of borderline personality disorder. Although BPD has its onset in adolescence and emerging adulthood the diagnosis is often delayed. In most cases, specific treatment is only offered late in the course of the disorder and to relatively few individuals. Adolescent Identity Treatment (AIT) is a treatment model that focuses on identity pathology as the core characteristic of personality disorders. This model integrates specific techniques for the treatment of adolescent personality pathology on the background of object-relation theories and modified elements of Transference-Focused Psychotherapy. Moreover, psychoeducation, a behavior-oriented homeplan and intensive family work is part of AIT.

Leadership, New Public Management and the Re-Modelling and Regulation of Teacher Identities

ERIC Educational Resources Information Center

Hall, David; Gunter, Helen; Bragg, Joanna

2013-01-01

This article examines the rapidly shifting relationship between teachers and the state and efforts to re-model teacher identities within the wider context of public sector modernization and the New Public Management. The construction and development of officially authorized and normative discursive practices relating to leadership and the…

A Model of Asian and Pacific Islander Sexual Minority Acculturation

ERIC Educational Resources Information Center

Hahm, Hyeouk Chris; Adkins, Chris

2009-01-01

In the United States, the interplay of racism, sexism, and acculturation creates psychological and social stressors that may affect the development of positive ethnic/sexual identities among Asian and Pacific Islander (API) adolescents. This article proposes a new model of identity formation theory for API gay, lesbian, bisexual, and transgender…

Māori identity signatures: A latent profile analysis of the types of Māori identity.

PubMed

Greaves, Lara M; Houkamau, Carla; Sibley, Chris G

2015-10-01

Māori are the indigenous peoples of New Zealand. However, the term 'Māori' can refer to a wide range of people of varying ethnic compositions and cultural identity. We present a statistical model identifying 6 distinct types, or 'Māori Identity Signatures,' and estimate their proportion in the Māori population. The model is tested using a Latent Profile Analysis of a national probability sample of 686 Māori drawn from the New Zealand Attitudes and Values Study. We identify 6 distinct signatures: Traditional Essentialists (22.6%), Traditional Inclusives (16%), High Moderates (31.7%), Low Moderates (18.7%), Spiritually Orientated (4.1%), and Disassociated (6.9%). These distinct Identity Signatures predicted variation in deprivation, age, mixed-ethnic affiliation, and religion. This research presents the first formal statistical model assessing how people's identity as Māori is psychologically structured, documents the relative proportion of these different patterns of structures, and shows that these patterns reliably predict differences in core demographics. We identify a range of patterns of Māori identity far more diverse than has been previously proposed based on qualitative data, and also show that the majority of Māori fit a moderate or traditional identity pattern. The application of our model for studying Māori health and identity development is discussed. (c) 2015 APA, all rights reserved).

Discrete Effects of Religiosity and Spirituality on Gay Identity and Self-Esteem.

PubMed

Stern, Suzanne; Wright, A Jordan

2018-01-01

Previous research has indicated that although spirituality may bolster development of a positive gay identity, religiosity may prove detrimental. Because the majority of this research confounds these constructs, there is little evidence as to the discrete roles religiosity and spirituality may play in LGB identity development. The present study endeavored to tease apart the unique effects of religion and spirituality on positive and negative gay identity and self-esteem. A sample of 376 self-identified sexual minority adults were given measures of religiosity, spirituality, LGB identity, and self-esteem. Models were built to evaluate the effects of religiosity (independent of spirituality) and spirituality (independent of religiosity), understanding that the constructs are greatly overlapped, on identity and self-esteem. Results included a positive association between spirituality and identity affirmation, identity superiority, and self-esteem. Religiosity was negatively associated with identity affirmation and self-esteem and positively associated with internalized homonegativity and heteronormativity. Limitations and implications are discussed.

Eating Disorder Symptomatology and Identity Formation in Adolescence: A Cross-Lagged Longitudinal Approach.

PubMed

Verschueren, Margaux; Claes, Laurence; Bogaerts, Annabel; Palmeroni, Nina; Gandhi, Amarendra; Moons, Philip; Luyckx, Koen

2018-01-01

Introduction: Eating disorder symptomatology, comprising both psychological and behavioral aspects of subclinical eating concerns, constitutes a clear precursor of developing eating disorders. It is crucial to investigate its antecedents and correlates to subsequently inform eating disorder prevention programs. The present study focused on identity formation, a core developmental task in adolescence, that has increasingly been linked to eating disorder development. Our main aim was to examine the temporal sequence between eating disorder symptomatology and identity formation. Methods: Data on eating disorder symptomatology and identity formation were collected in 530 high school students (at Time 1: mean age = 15 years; SD = 1.84; range: 12-18 years; 50.6% females) using self-report questionnaires at three annual measurement points. Cross-lagged structural equation modeling was performed to examine the directionality of effects. Results: Results indicated bidirectional effects between eating disorder symptomatology and identity formation. Identity confusion seemed to increase vulnerability to body dissatisfaction and bulimia symptoms, whereas identity synthesis seemed to protect against their development. Additionally, identity synthesis seemed to protect against the development of drive for thinness as well. At the same time, body dissatisfaction and bulimia symptoms positively predicted identity confusion and negatively predicted identity synthesis over time. Conclusion: The present study adds to the growing body of literature on identity and eating disorders by focusing on their temporal interplay in a community sample of adolescents. As bidirectional effects emerged, a greater emphasis on identity formation in eating disorder prevention programs is advocated.

Eating Disorder Symptomatology and Identity Formation in Adolescence: A Cross-Lagged Longitudinal Approach

PubMed Central

Verschueren, Margaux; Claes, Laurence; Bogaerts, Annabel; Palmeroni, Nina; Gandhi, Amarendra; Moons, Philip; Luyckx, Koen

2018-01-01

Introduction: Eating disorder symptomatology, comprising both psychological and behavioral aspects of subclinical eating concerns, constitutes a clear precursor of developing eating disorders. It is crucial to investigate its antecedents and correlates to subsequently inform eating disorder prevention programs. The present study focused on identity formation, a core developmental task in adolescence, that has increasingly been linked to eating disorder development. Our main aim was to examine the temporal sequence between eating disorder symptomatology and identity formation. Methods: Data on eating disorder symptomatology and identity formation were collected in 530 high school students (at Time 1: mean age = 15 years; SD = 1.84; range: 12–18 years; 50.6% females) using self-report questionnaires at three annual measurement points. Cross-lagged structural equation modeling was performed to examine the directionality of effects. Results: Results indicated bidirectional effects between eating disorder symptomatology and identity formation. Identity confusion seemed to increase vulnerability to body dissatisfaction and bulimia symptoms, whereas identity synthesis seemed to protect against their development. Additionally, identity synthesis seemed to protect against the development of drive for thinness as well. At the same time, body dissatisfaction and bulimia symptoms positively predicted identity confusion and negatively predicted identity synthesis over time. Conclusion: The present study adds to the growing body of literature on identity and eating disorders by focusing on their temporal interplay in a community sample of adolescents. As bidirectional effects emerged, a greater emphasis on identity formation in eating disorder prevention programs is advocated. PMID:29915548

Skin Color in the Development of Identity: A Biopsychosocial Model

PubMed Central

Fullilove, Mindy Thompson; Reynolds, Tyrone

1984-01-01

The role of skin color in the development of identity has been studied by a variety of paradigms. This paper applies the biopsychosocial model to this problem, with the hope that systems hierarchies offer a way to understand how many variables have an impact on a single point. This model postulates that complex social interactions are the life setting for the individual whose development also reflects biological endowment, including the contributions of heredity and nurturance. The final personal integration of an adult understanding of skin color requires an active assertion by the individual. This model is explored through the writings of Jessie Fauset, a leading participant in the literary movement known as the Harlem Renaissance. PMID:6748102

An expanded model of the moral self: Beyond care and justice.

PubMed

Miles, Andrew; Upenieks, Laura

2018-05-01

Most research on moral identities conceptualizes morality exclusively in terms of care and justice, but work from across the social sciences indicates that these represent only a corner of the moral landscape. Emphasizing care and justice alone severely restricts the scope of moral identity models, and risks under-estimating the influence of moral self-processes. To address this, we develop and validate measures of moral identity focused on group loyalty, authority, and purity, three additional facets of morality highlighted in Moral Foundations Theory. Although the loyalty identity is remarkably similar to the care/justice identity, the authority and purity identities are distinct, and demonstrate adequate convergent, divergent, and nomological validity. These identities also predict a wide range of behaviors that traditional care/justice focused moral identities miss. Taken together, our work indicates that the moral self is more complex - and has a much wider scope of influence - than previously supposed. Copyright © 2018 Elsevier Inc. All rights reserved.

Knowing Me, Knowing You: UK and Japanese Academic Developer Identities at Two Research-Intensive Institutions

ERIC Educational Resources Information Center

Chadha, Deesha; Sato, Hiroaki

2015-01-01

In 2004, Ray Land produced extensive literature on the 12 orientations of academic developers. These orientations provided academic developers with a useful tool through which they have been able to better articulate their roles and their place in academia. We have used the orientations model to establish, compare, and contrast the identity of…

Identity, morals, and taboos: beliefs as assets.

PubMed

Bénabou, Roland; Tirole, Jean

2011-01-01

We develop a theory of moral behavior, individual and collective, based on a general model of identity in which people care about “who they are” and infer their own values from past choices. The model sheds light on many empirical puzzles inconsistent with earlier approaches. Identity investments respond nonmonotonically to acts or threats, and taboos on mere thoughts arise to protect beliefs about the “priceless” value of certain social assets. High endowments trigger escalating commitment and a treadmill effect, while competing identities can cause dysfunctional capital destruction. Social interactions induce both social and antisocial norms of contribution, sustained by respectively shunning free riders or do-gooders.

A conceptual model of incarcerated adolescent fatherhood: adolescent identity development and the concept of intersectionality.

PubMed

Shade, Kate; Kools, Susan; Weiss, Sandra J; Pinderhughes, Howard

2011-05-01

Little is known about teen fathers though they are found to be disproportionately represented among incarcerated youth. SOURCE USED: This article is developed from a qualitative pilot study of adolescent fathers in the justice system. The authors theorize about teen fathers and the process by which they accept, reject, or are "barriered" from a father identity and role. Adolescence as a developmental period during which an identity is forming is viewed in concert with the concept of hegemonic masculinity and the concept of intersectionality. Risk factors in childhood and adolescence complete the conceptual model through which incarcerated adolescent fathers can be examined. © 2011 Wiley Periodicals, Inc.

The Effects of Autonomy-Supportive Coaching, Need Satisfaction, and Self-Perceptions on Initiative and Identity in Youth Swimmers

ERIC Educational Resources Information Center

Coatsworth, J. Douglas; Conroy, David E.

2009-01-01

This study tested a sequential process model linking youth sport coaching climates (perceived coach behaviors and perceived need satisfaction) to youth self-perceptions (perceived competence and global self-esteem) and youth development outcomes (initiative, identity reflection, identity exploration). A sample of 119 youth between the ages of 10…

Developing Professional Identity in Undergraduate Pharmacy Students: A Role for Self-Determination Theory

PubMed Central

Mylrea, Martina F.; Sen Gupta, Tarun; Glass, Beverley D.

2017-01-01

Professional identity development, seen as essential in the transition from student to professional, needs to be owned by the universities in order to ensure a workforce appropriately prepared to provide global health care in the future. The development of professional identity involves a focus on who the student is becoming, as well as what they know or can do, and requires authentic learning experiences such as practice exposure and interaction with pharmacist role models. This article examines conceptual frameworks aligned with professional identity development and will explore the role for self-determination theory (SDT) in pharmacy professional education. SDT explains the concepts of competence, relatedness and autonomy and the part they play in producing highly motivated individuals, leading to the development of one’s sense of self. Providing support for students in these three critical areas may, in accordance with the tenets of SDT, have the potential to increase motivation levels and their sense of professional identity. PMID:28970428

Developing Professional Identity in Undergraduate Pharmacy Students: A Role for Self-Determination Theory.

PubMed

Mylrea, Martina F; Sen Gupta, Tarun; Glass, Beverley D

2017-03-24

Professional identity development, seen as essential in the transition from student to professional, needs to be owned by the universities in order to ensure a workforce appropriately prepared to provide global health care in the future. The development of professional identity involves a focus on who the student is becoming, as well as what they know or can do, and requires authentic learning experiences such as practice exposure and interaction with pharmacist role models. This article examines conceptual frameworks aligned with professional identity development and will explore the role for self-determination theory (SDT) in pharmacy professional education. SDT explains the concepts of competence, relatedness and autonomy and the part they play in producing highly motivated individuals, leading to the development of one's sense of self. Providing support for students in these three critical areas may, in accordance with the tenets of SDT, have the potential to increase motivation levels and their sense of professional identity.

Racial identity invalidation with multiracial individuals: An instrument development study.

PubMed

Franco, Marisa G; O'Brien, Karen M

2018-01-01

Racial identity invalidation, others' denial of an individual's racial identity, is a salient racial stressor with harmful effects on the mental health and well-being of Multiracial individuals. The purpose of this study was to create a psychometrically sound measure to assess racial identity invalidation for use with Multiracial individuals (N = 497). The present sample was mostly female (75%) with a mean age of 26.52 years (SD = 9.60). The most common racial backgrounds represented were Asian/White (33.4%) and Black/White (23.7%). Participants completed several online measures via Qualtrics. Exploratory factor analyses revealed 3 racial identity invalidation factors: behavior invalidation, phenotype invalidation, and identity incongruent discrimination. A confirmatory factor analysis provided support for the initial factor structure. Alternative model testing indicated that the bifactor model was superior to the 3-factor model. Thus, a total score and/or 3 subscale scores can be used when administering this instrument. Support was found for the reliability and validity of the total scale and subscales. In line with the minority stress theory, challenges with racial identity mediated relationships between racial identity invalidation and mental health and well-being outcomes. The findings highlight the different dimensions of racial identity invalidation and indicate their negative associations with connectedness and psychological well-being. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

A proposed model of psychodynamic psychotherapy linked to Erik Erikson's eight stages of psychosocial development.

PubMed

Knight, Zelda Gillian

2017-09-01

Just as Freud used stages of psychosexual development to ground his model of psychoanalysis, it is possible to do the same with Erik Erikson's stages of development with regards to a model of psychodynamic psychotherapy. This paper proposes an eight-stage model of psychodynamic psychotherapy linked to Erik Erikson's eight stages of psychosocial development. Various suggestions are offered. One such suggestion is that as each of Erikson's developmental stages is triggered by a crisis, in therapy it is triggered by the client's search. The resolution of the search often leads to the development of another search, which implies that the therapy process comprises a series of searches. This idea of a series of searches and resolutions leads to the understanding that identity is developmental and therapy is a space in which a new sense of identity may emerge. The notion of hope is linked to Erikson's stage of Basic Trust and the proposed model of therapy views hope and trust as essential for the therapy process. Two clinical vignettes are offered to illustrate these ideas. Psychotherapy can be approached as an eight-stage process and linked to Erikson's eight stages model of development. Psychotherapy may be viewed as a series of searches and thus as a developmental stage resolution process, which leads to the understanding that identity is ongoing throughout the life span. Copyright © 2017 John Wiley & Sons, Ltd.

A developmental perspective of the relationship of racial-ethnic identity to self-construct, achievement, and behavior in African American children.

PubMed

Smith, Chaundrissa Oyeshiku; Levine, Douglas W; Smith, Emilie Phillips; Dumas, Jean; Prinz, Ron J

2009-04-01

This longitudinal study examines the development of racial-ethnic identity among African American children. Racial preferences were assessed in early elementary school with the Racial Attitudes, Beliefs, and Stereotypes Measure-II, a projective technique using paired comparisons of pictures of African American, Asian, Latino, and Caucasian children. Racial-ethnic identity in 3rd grade was assessed using the Multi-Ethnic Identity Measure Ethnic Belonging subscale. Multilevel models indicated that own-group racial preferences increased with age. Second-grade own-group preferences were positively related to 3rd-grade racial-ethnic identity scores. Third-grade racial-ethnic identity was associated positively with self-esteem variables (scholastic, social, physical appearance, and behavioral) and with academic performance. Identity correlated negatively with parent-rated aggression and externalizing and internalizing behaviors. The findings suggest that children's racial-ethnic identity develops differentially by gender, with girls showing faster growth but lower initial ethnic identity. Racial-ethnic identity was shown to be modestly but statistically significantly associated with various important child outcomes.

Reflections on Feminist Identity Development: Implications for Theory, Measurement, and Research

ERIC Educational Resources Information Center

Hansen, Nancy Downing

2002-01-01

One of the original authors of the feminist identity model reflects on the 16 subsequent years of work in the field as described in this major contribution. The original model is clarified and measurement issues are examined, particularly in relation to the Synthesis and Active Commitment subscales. The author also evaluates existing research and…

Racial/Ethnic Socialization and Identity Development in Black Families: The Role of Parent and Youth Reports

PubMed Central

Peck, Stephen C.; Brodish, Amanda B.; Malanchuk, Oksana; Banerjee, Meeta; Eccles, Jacquelynne S.

2014-01-01

Racial/ethnic (R/E) socialization is widely practiced in R/E minority families. However, only recently have models been developed to understand how parents’ R/E socialization messages influence adolescent development. The primary goal of the present study was to clarify and extend existing work on R/E socialization in African American (Black) families by distinguishing between parent and youth reports of parents’ R/E socialization messages and examining the extent to which adolescents and their parents agree about these socialization messages. In addition, we tested a theoretical model in which parent reported R/E socialization messages have an indirect effect on the development of youth R/E identity through youth reports of their parents’ R/E socialization messages. Using a combination of open- and close-ended data from a longitudinal study of self-identified Black adolescents and their parents, we found statistically significant parent-youth agreement about whether or not parents send both general R/E socialization messages and, for daughters, specific R/E socialization messages. R/E socialization messages focused on promoting cultural pride and history were associated positively with R/E identity development, whereas messages focused on preparing youth for discrimination tended to be unrelated to R/E identity development. The results largely supported the hypothesis that parent reports of parents’ R/E socialization messages are related indirectly to the development of adolescent R/E identity via youth reports of parents’ R/E socialization messages. PMID:24798504

Secondary science teachers' view toward and classroom translation of sustained professional development

NASA Astrophysics Data System (ADS)

Lewis, Elizabeth Blake

This study concerns the phenomenon of secondary science teacher learning and enacting instructional strategies learned at the Communication in Science Inquiry Project (CISIP) teacher professional development events, as well as teacher perception of, and relationship to, this year-long professional development program. The CISIP program teaches science teachers how to build scientific classroom discourse communities with their students. Some of the science teachers were previous participants in the professional development, and acted as mentor teachers. The research design employed an integrated conceptual framework of situated learning theory with an analytical lens of teachers' professional, institutional and affinity, identities. A multi-method approach was used to generate data. Throughout the 2007-2008 academic year, the teachers' fidelity to the professional development model was measured using a classroom observation instrument aligned with the professional development model. From these observation data a longitudinal model, using hierarchical linear modeling, was constructed. In addition, surveys and interview data were used to construct both whole group and case studies of two high school science teachers who taught biology at the same school. The results indicated that there was a significant difference between previous and new participants; specifically, the longer teachers had participated in the professional development, and adopted a mentorship role, the greater their fidelity of classroom instruction to the CISIP model. Additionally, the case study teacher who developed a CISIP model-aligned affinity identity implemented more of the instructional strategies than the teacher who maintained his school-based institutional identity.

Inhabiting the sexual landscape: toward an interpretive theory of the development of sexual orientation and identity.

PubMed

Gordon, Liahna E; Silva, Tony J

2015-01-01

Building on Paula Rust's (1996) concept of a sexual landscape, we propose an interpretive theory of the development of both sexual orientation and sexual identity. We seek to reconcile human agency with active and shifting influences in social context and to recognize the inherent complexity of environmental factors while acknowledging the role that biological potential plays. We ground our model in the insights of three compatible and related theoretical perspectives: social constructionism, symbolic interactionism, and scripting theory. Within this framework, we explain how sexual orientation and sexual identities develop and potentially change.

Factor Structure of a Multidimensional Gender Identity Scale in a Sample of Chinese Elementary School Children

PubMed Central

Yu, Lu; Xie, Dong; Shek, Daniel T. L.

2012-01-01

This study examined the factor structure of a scale based on the four-dimensional gender identity model (Egan and Perry, 2001) in 726 Chinese elementary school students. Exploratory factor analyses suggested a three-factor model, two of which corresponded to “Felt Pressure” and “Intergroup Bias” in the original model. The third factor “Gender Compatibility” appeared to be a combination of “Gender Typicality” and “Gender Contentment” in the original model. Follow-up confirmatory factor analysis (CFA) indicated that, relative to the initial four-factor structure, the three-factor model fits the current Chinese sample better. These results are discussed in light of cross-cultural similarities and differences in development of gender identity. PMID:22701363

Awakening to the politics of food: Politicized diet as social identity.

PubMed

Chuck, Chelsea; Fernandes, Samantha A; Hyers, Lauri L

2016-12-01

In this qualitative study, the process of developing a politicized identity around diet was explored through a social psychological lens. Applying one of the most influencial models of group identity development proposed by Cross (1978) in which an "encounter" experience spurs an awakening into a politicized identity, we asked 36 participants who followed alternative diets due to political reasons to describe their unique encounter experiences that brought them to their politicized awakening. Their self-identified diets included pescetarian, vegetarian, vegan, raw, non-GMO/organic, and reduced meat consumption. Participants described the rationale for their diets, their "encounter" or awakening to their politicized diets, and whether they viewed their diet as a part of their identity. Using thematic analysis, we identified four key types of encounters that sparked their politicization: a series of integrated events, exposure to educational materials, a direct visceral emotional experience, and guidance from a role model. We discuss the results with regard to the politics of food, the nature of the politicized dieter's identity as part of a minority food culture, and the difficulties of engaging in political action through one's diet. The underexplored benefits of applying social psychological theories of identity to research on dietary subcultures is also discussed. Copyright © 2016 Elsevier Ltd. All rights reserved.

Understanding the Identities of Mixed-Race College Students through a Developmental Ecology Lens.

ERIC Educational Resources Information Center

Renn, Kristen A.

2003-01-01

Using an ecology model of human development, frames the exploration of racial identities of 38 college students with multiple racial heritages. Maps the influence of interactions within and between specific environments on students' decisions to identify in one or more of five patterns of mixed race identity found in a previous study. (Contains 43…

Seeking Researcher Identity through the Co-Construction and Representation of Young People's Narratives of Identity

ERIC Educational Resources Information Center

Kearns, Sarah

2012-01-01

This paper tells the story of how a model of action research was used to examine my own development and emerging identity as a researcher through the Master of Research programme at my employing university in Scotland. It is located within a context of increasing expectations on academics within vocational training departments of UK universities…

Integrating Personal and Professional Development.

ERIC Educational Resources Information Center

Lippitt, Gordon L.

1980-01-01

The author outlines ways to integrate work identity and social identity in order to improve the quality of life. He presents a model for maintaining balance between personal and professional growth, which can stimulate achievement in six areas of human potential. (SK)

Acting and Teacher Education: The BEING Model for Identity Development

ERIC Educational Resources Information Center

Ozmen, Kemal Sinan

2011-01-01

This study follows three pre-service teachers during three academic semesters in which they took an acting course for teachers and participated in practicum with a special focus on rehearsing and developing their teacher identities. In order to create the necessary context for them, an acting course for pre-service teacher education was designed…

Developing College Students' Civic Identity: The Role of Social Perspective Taking and Sociocultural Issues Discussions

ERIC Educational Resources Information Center

Johnson, Matthew

2015-01-01

The development of college students' civic identity is understudied, but worthy of attention because of its salience to many students and higher education's commitment to fostering an engaged citizenry. Using 45,271 participants from the 2009 Multi-Institutional Study of Leadership, this study uses structural equation modeling to explore…

Identity as a Moderator and Mediator of Communication Effects: Evidence and Implications for Message Design.

PubMed

Comello, Maria Leonora G; Farman, Lisa

2016-10-02

Advertisements, movies, and other forms of media content have potential to change behaviors and antecedent psychological states by appealing to identity. However, the mechanisms that are responsible for persuasive effects of such content have not been adequately specified. A recently proposed model of communication effects (the prism model) advances the study of mechanisms and argues that identity can serve as both a moderator and mediator of communication effects on behavior-relevant outcomes. These intervening roles are made possible by the complex nature of identity (including multiple self-concepts and sensitivity to cues) and messages that cue the importance of and activate particular self-concepts. This article builds on development of the model by presenting empirical support based on re-analysis of an experiment in which participants viewed either a more-stigmatizing or less-stigmatizing portrayal of a recovering drug addict. In line with the model's propositions, exposure to the less-stigmatizing condition led to increases in perspective taking which then led to more acceptance (mediation by identity), while level of perspective taking also changed the effect of condition on acceptance (moderation by identity). These results provide support for the model's proposition of simultaneous intervening roles. The authors discuss implications for strategic communication research and practice.

A Critique of the STEM Pipeline: Young People's Identities in Sweden and Science Education Policy

ERIC Educational Resources Information Center

Mendick, Heather; Berge, Maria; Danielsson, Anna

2017-01-01

In this article, we develop critiques of the pipeline model which dominates Western science education policy, using discourse analysis of interviews with two Swedish young women focused on "identity work". We argue that it is important to unpack the ways that the pipeline model fails to engage with intersections of gender, ethnicity,…

Professional identity in medical students: pedagogical challenges to medical education.

PubMed

Wilson, Ian; Cowin, Leanne S; Johnson, Maree; Young, Helen

2013-01-01

Professional identity, or how a doctor thinks of himself or herself as a doctor, is considered to be as critical to medical education as the acquisition of skills and knowledge relevant to patient care. This article examines contemporary literature on the development of professional identity within medicine. Relevant theories of identity construction are explored and their application to medical education and pedagogical approaches to enhancing students' professional identity are proposed. The influence of communities of practice, role models, and narrative reflection within curricula are examined. Medical education needs to be responsive to changes in professional identity being generated from factors within medical student experiences and within contemporary society.

Transactional Pathways of Transgender Identity Development in Transgender and Gender Nonconforming Youth and Caregivers from the Trans Youth Family Study

PubMed Central

Katz-Wise, Sabra L.; Budge, Stephanie L.; Fugate, Ellen; Flanagan, Kaleigh; Touloumtzis, Currie; Rood, Brian; Perez-Brumer, Amaya; Leibowitz, Scott

2017-01-01

Background A growing body of research has examined transgender identity development, but no studies have investigated developmental pathways as a transactional process between youth and caregivers, incorporating perspectives from multiple family members. The aim of this study was to conceptualize pathways of transgender identity development using narratives from both transgender and gender nonconforming (TGN) youth and their cisgender (non-transgender) caregivers. Methods The sample included 16 families, with 16 TGN youth, ages 7–18 years, and 29 cisgender caregivers (N = 45 family members). TGN youth represented multiple gender identities, including trans boy (n = 9), trans girl (n = 5), gender fluid boy (n = 1), and girlish boy (n = 1). Caregivers included mothers (n = 17), fathers (n = 11), and one grandmother. Participants were recruited from LGBTQ community organizations and support networks for families with transgender youth in the Midwest, Northeast, and South regions of the United States. Each family member completed a one-time in-person semi-structured qualitative interview that included questions about transgender identity development. Results Analyses revealed seven overarching themes of transgender identity development, which were organized into a conceptual model: Trans identity development, sociocultural influences/societal discourse, biological influences, family adjustment/impact, stigma/cisnormativity, support/resources, and gender affirmation/actualization. Conclusions Findings underscore the importance of assessing developmental processes among TGN youth as transactional, impacting both youth and their caregivers. PMID:29527139

Understanding the Science Experiences of Successful Women of Color: Science Identity as an Analytic Lens

ERIC Educational Resources Information Center

Carlone, Heidi B.; Johnson, Angela

2007-01-01

In this study, we develop a model of science identity to make sense of the science experiences of 15 successful women of color over the course of their undergraduate and graduate studies in science and into science-related careers. In our view, science identity accounts both for how women make meaning of science experiences and how society…

Positive Parenting in Adolescence and Its Relation to Low Point Narration and Identity Status in Emerging Adulthood: A Longitudinal Analysis

ERIC Educational Resources Information Center

Dumas, Tara M.; Lawford, Heather; Tieu, Thanh-Thanh; Pratt, Michael W.

2009-01-01

In this longitudinal study, we examined identity development using the life story model (McAdams, 2001), in addition to a traditional identity status approach, in order to explore the association between perceived parenting in adolescence and the subsequent quality of life story narration in emerging adulthood. Participants (N = 100) were given a…

Reprogramming cellular identity for regenerative medicine

PubMed Central

Cherry, Anne B.C.; Daley, George Q.

2012-01-01

The choreographed development of over 200 distinct differentiated cell types from a single zygote is a complex and poorly understood process. Whereas development leads unidirectionally towards more restricted cell fates, recent work in cellular reprogramming has proven that striking conversions of one cellular identity into another can be engineered, promising countless applications in biomedical research and paving the way for modeling disease with patient-derived stem cells. To date, there has been little discussion of which disease models are likely to be most informative. We here review evidence demonstrating that because environmental influences and epigenetic signatures are largely erased during reprogramming, patient-specific models of diseases with strong genetic bases and high penetrance are likely to prove most informative in the near term. However, manipulating in vitro culture conditions may ultimately enable cell-based models to recapitulate gene-environment interactions. Here, we discuss the implications of the new reprogramming paradigm in biomedicine and outline how reprogramming of cell identities is enhancing our understanding of cell differentiation and prospects for cellular therapies and in vivo regeneration. PMID:22424223

Professional identity and pedagogical discontentment in high school science teachers participating in a professional development institute

NASA Astrophysics Data System (ADS)

Hathcock, Stephanie J.

Although science teachers regularly participate in PD experiences involving reform-based practices, even our best teachers struggle to change their teaching practices to coincide with these pedagogics, and when they do change, it occurs at differential rates. The aim of this study was to better understand teachers' self-systems by analyzing their experiences in a PD institute program through the lens of professional identity. This multiple case study involved five high school science teachers participating in a summer PD initiative. Data were collected through interviews, written reflections and exploration and commitment cards, and a scale designed to capture participants' perceived level of pedagogical discontentment, or unease with teaching practices (Southerland, et al., 2012). Data were analyzed using the Theoretical Model of Professional Identity (Kaplan, et al., 2012), which highlights the dynamic interplay of teachers' self-perceptions, beliefs, purposes, and practices. Data were also analyzed for pedagogical discontentment, and the two were compared. Analysis led to patterns of change in professional identities, triggers for changes to professional identities, insights into perceptions of pedagogical discontentment, and ultimately, the potential relationship between professional identity and pedagogical discontentment. The model of professional identity served to capture teachers' experience of the PD, including tensions that arose as they began to explore portions of their professional identity. Pedagogical discontentment served to assist in better problematizing portions of the participants' professional identities, and assisted in identifying tensions and potential changes in less elaborative interviewees. However, the professional identity model was better able to capture the underlying causes of discontentment and planning associated with alleviating discontent. These emergent models can provide conceptual tools for future use, as well as guide evaluating and designing PD experiences for teachers.

Longitudinal associations between exercise identity and exercise motivation: A multilevel growth curve model approach.

PubMed

Ntoumanis, N; Stenling, A; Thøgersen-Ntoumani, C; Vlachopoulos, S; Lindwall, M; Gucciardi, D F; Tsakonitis, C

2018-02-01

Past work linking exercise identity and exercise motivation has been cross-sectional. This is the first study to model the relations between different types of exercise identity and exercise motivation longitudinally. Understanding the dynamic associations between these sets of variables has implications for theory development and applied research. This was a longitudinal survey study. Participants were 180 exercisers (79 men, 101 women) from Greece, who were recruited from fitness centers and were asked to complete questionnaires assessing exercise identity (exercise beliefs and role-identity) and exercise motivation (intrinsic, identified, introjected, external motivation, and amotivation) three times within a 6 month period. Multilevel growth curve modeling examined the role of motivational regulations as within- and between-level predictors of exercise identity, and a model in which exercise identity predicted exercise motivation at the within- and between-person levels. Results showed that within-person changes in intrinsic motivation, introjected, and identified regulations were positively and reciprocally related to within-person changes in exercise beliefs; intrinsic motivation was also a positive predictor of within-person changes in role-identity but not vice versa. Between-person differences in the means of predictor variables were predictive of initial levels and average rates of change in the outcome variables. The findings show support to the proposition that a strong exercise identity (particularly exercise beliefs) can foster motivation for behaviors that reinforce this identity. We also demonstrate that such relations can be reciprocal overtime and can depend on the type of motivation in question as well as between-person differences in absolute levels of these variables. © 2017 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Professional Identity Development of Teacher Candidates Participating in an Informal Science Education Internship: A focus on drawings as evidence

NASA Astrophysics Data System (ADS)

Katz, Phyllis; McGinnis, J. Randy; Hestness, Emily; Riedinger, Kelly; Marbach-Ad, Gili; Dai, Amy; Pease, Rebecca

2011-06-01

This study investigated the professional identity development of teacher candidates participating in an informal afterschool science internship in a formal science teacher preparation programme. We used a qualitative research methodology. Data were collected from the teacher candidates, their informal internship mentors, and the researchers. The data were analysed through an identity development theoretical framework, informed by participants' mental models of science teaching and learning. We learned that the experience in an afterschool informal internship encouraged the teacher candidates to see themselves, and to be seen by others, as enacting key recommendations by science education standards documents, including exhibiting: positive attitudes, sensitivity to diversity, and increasing confidence in facilitating hands-on science participation, inquiry, and collaborative work. Our study provided evidence that the infusion of an informal science education internship in a formal science teacher education programme influenced positively participants' professional identity development as science teachers.

The role of siblings in identity development in adolescence and emerging adulthood.

PubMed

Wong, Thessa M L; Branje, Susan J T; VanderValk, Inge E; Hawk, Skyler T; Meeus, Wim H J

2010-10-01

This study examined the role of siblings on identity formation in adolescence and emerging adulthood, using a three-wave longitudinal design. Measures of identity formation were filled out by 498 sibling dyads. Sibling effects differed as a function of age and gender configuration within the dyads. Controlled for age, earlier-born siblings reported the most advanced levels of identity formation, and later-born siblings the lowest. Positive relations between siblings' identity and changes in identity of respondents provided support for modeling processes between siblings. The identity of earlier-born same-sex siblings, in particular, tends to be important in influencing identity formation. Contrary to the expectations, differentiation processes between siblings did not appear to influence identity formation. It is apparent from this study that both the gender and birth order of siblings affect whether their own identity formation processes influence those of adolescents and emerging adults.

The emergence, structure and development of ethnic identity during childhood: the case of Roma identity.

PubMed

Pnevmatikos, Dimitris; Geka, Maria; Divane, Maria

2010-12-01

This study investigates the emergence, development and structure of ethnic identity during childhood. Forty Roma children living in Greece aged between 2.8 and 11.9 years answered questions about their awareness/recognition of four aspects of their ethnic identity-namely place of habitation, traditional costumes, the Roma language, and early betrothal of children-their identity and their sense of stability and constancy. The study also investigates how the children feel about the abandonment of those four aspects. The evidence from the current data supports the hypothesis that awareness of ethnic identity emerges before the age of 4. Moreover, this study offers direct empirical evidence of the multidimensionality of ethnic identity. A model of three concentric rings is proposed, extending from a core containing the most highly valued aspects of ethnic identity to the outer annulus that comprises the nonpermanent and nonstable aspects of ethnic identity. The aspects in each annulus differ in terms of the development of the sense of stability and constancy and the feelings associated with loss of the aspects in question. Even the youngest participants considered the aspects in the core to be stable and constant as well as emotionally charged; and even the 11-year-olds did not consider the aspects contained in the outer, more fluid annulus as stable and constant aspects of their ethnic identity. The development of an aspect is determined by what the majority of adults in a society, at a particular time in history, consider to be most important.

Examining the Protective Effect of Ethnic Identity on Drug Attitudes and Use Among a Diverse Youth Population.

PubMed

Zapolski, Tamika C B; Fisher, Sycarah; Banks, Devin E; Hensel, Devon J; Barnes-Najor, Jessica

2017-08-01

Ethnic identity is an important buffer against drug use among minority youth. However, limited work has examined pathways through which ethnic identity mitigates risk. School-aged youth (N = 34,708; 52 % female) of diverse backgrounds (i.e., African American (n = 5333), Asian (n = 392), Hispanic (n = 662), Multiracial (n = 2129), Native American (n = 474), and White (n = 25718) in grades 4-12 provided data on ethnic identity, drug attitudes, and drug use. After controlling for gender and grade, higher ethnic identity was associated with lower past month drug use for African American, Hispanic, and Multiracial youth. Conversely, high ethnic identity was associated with increased risk for White youth. An indirect pathway between ethnic identity, drug attitudes, and drug use was also found for African American, Hispanic, and Asian youth. Among White youth the path model was also significant, but in the opposite direction. These findings confirm the importance of ethnic identity for most minority youth. Further research is needed to better understand the association between ethnic identity and drug use for Multiracial and Hispanic youth, best ways to facilitate healthy ethnic identity development for minority youth, and how to moderate the risk of identity development for White youth.

Everyone Feels Empowered: Understanding Feminist Self-Labeling

ERIC Educational Resources Information Center

Liss, Miriam; Erchull, Mindy J.

2010-01-01

Research findings raise questions about whether the feminist identity development model provides information about women's social identification as a feminist. Specifically, the penultimate stage, Synthesis, has been theorized to capture when feminist identity formation coalesces and women take on the feminist label. However, available data have…

A map of terminal regulators of neuronal identity in Caenorhabditis elegans

PubMed Central

2016-01-01

Our present day understanding of nervous system development is an amalgam of insights gained from studying different aspects and stages of nervous system development in a variety of invertebrate and vertebrate model systems, with each model system making its own distinctive set of contributions. One aspect of nervous system development that has been among the most extensively studied in the nematode Caenorhabditis elegans is the nature of the gene regulatory programs that specify hardwired, terminal cellular identities. I first summarize a number of maps (anatomical, functional, and molecular) that describe the terminal identity of individual neurons in the C. elegans nervous system. I then provide a comprehensive summary of regulatory factors that specify terminal identities in the nervous system, synthesizing these past studies into a regulatory map of cellular identities in the C. elegans nervous system. This map shows that for three quarters of all neurons in the C. elegans nervous system, regulatory factors that control terminal identity features are known. In‐depth studies of specific neuron types have revealed that regulatory factors rarely act alone, but rather act cooperatively in neuron‐type specific combinations. In most cases examined so far, distinct, biochemically unlinked terminal identity features are coregulated via cooperatively acting transcription factors, termed terminal selectors, but there are also cases in which distinct identity features are controlled in a piecemeal fashion by independent regulatory inputs. The regulatory map also illustrates that identity‐defining transcription factors are reemployed in distinct combinations in different neuron types. However, the same transcription factor can drive terminal differentiation in neurons that are unrelated by lineage, unrelated by function, connectivity and neurotransmitter deployment. Lastly, the regulatory map illustrates the preponderance of homeodomain transcription factors in the control of terminal identities, suggesting that these factors have ancient, phylogenetically conserved roles in controlling terminal neuronal differentiation in the nervous system. WIREs Dev Biol 2016, 5:474–498. doi: 10.1002/wdev.233 For further resources related to this article, please visit the WIREs website. PMID:27136279

Building professional identity as computer science teachers: Supporting high school computer science teachers through reflection and community building

NASA Astrophysics Data System (ADS)

Ni, Lijun

Computing education requires qualified computing teachers. The reality is that too few high schools in the U.S. have computing/computer science teachers with formal computer science (CS) training, and many schools do not have CS teacher at all. Moreover, teacher retention rate is often low. Beginning teacher attrition rate is particularly high in secondary education. Therefore, in addition to the need for preparing new CS teachers, we also need to support those teachers we have recruited and trained to become better teachers and continue to teach CS. Teacher education literature, especially teacher identity theory, suggests that a strong sense of teacher identity is a major indicator or feature of committed, qualified teachers. However, under the current educational system in the U.S., it could be challenging to establish teacher identity for high school (HS) CS teachers, e.g., due to a lack of teacher certification for CS. This thesis work centers upon understanding the sense of identity HS CS teachers hold and exploring ways of supporting their identity development through a professional development program: the Disciplinary Commons for Computing Educators (DCCE). DCCE has a major focus on promoting reflection on teaching practice and community building. With scaffolded activities such as course portfolio creation, peer review and peer observation among a group of HS CS teachers, it offers opportunities for CS teachers to explicitly reflect on and narrate their teaching, which is a central process of identity building through their participation within the community. In this thesis research, I explore the development of CS teacher identity through professional development programs. I first conducted an interview study with local HS CS teachers to understand their sense of identity and factors influencing their identity formation. I designed and enacted the professional program (DCCE) and conducted case studies with DCCE participants to understand how their participation in DCCE supported their identity development as a CS teacher. Overall, I found that these CS teachers held different teacher identities with varied features related to their motivation and commitment in teaching CS. I identified four concrete factors that contributed to these teachers' sense of professional identity as a CS teacher. I addressed some of these issues for CS teachers' identity development (especially the issue of lacking community) through offering professional development opportunities with a major focus on teacher reflection and community building. Results from this work indicate a potential model of supporting CS identity development, mapping the characteristics of the professional development program with particular facets of CS teacher identity. This work offers further understanding of the unique challenges that current CS teachers are facing in their CS teaching, as well as the challenges of preparing and supporting CS teachers. My findings also suggest guidelines for teacher education and professional development program design and implementation for building committed, qualified CS teachers in ways that promote the development of CS teacher identity.

Becoming physics people: Development of integrated physics identity through the Learning Assistant experience

NASA Astrophysics Data System (ADS)

Close, Eleanor W.; Conn, Jessica; Close, Hunter G.

2016-06-01

[This paper is part of the Focused Collection on Preparing and Supporting University Physics Educators.] In this study, we analyze the experience of students in the Physics Learning Assistant (LA) program at Texas State University in terms of the existing theoretical frameworks of community of practice and physics identity, and explore the implications suggested by these theories for LA program adoption and adaptation. Regression models from physics identity studies show that the physics identity construct strongly predicts intended choice of a career in physics. The goal of our current project is to understand the details of the impacts of participation in the LA experience on participants' practice and self-concept, in order to identify critical elements of LA program structure that positively influence physics identity and physics career intentions for students. Our analysis suggests that participation in the LA program impacts LAs in ways that support both stronger "physics student" identity and stronger "physics instructor" identity, and that these identities are reconciled into a coherent integrated physics identity. Increased comfort in interactions with peers, near peers, and faculty seems to be an important component of this identity development and reconciliation, suggesting that a focus on supporting community membership is useful for effective program design.

Brothers in Excellence: An Empowerment Model for the Career Development of African American Boys

ERIC Educational Resources Information Center

Grimmett, Marc A.

2010-01-01

The author describes Brothers in Excellence (BE), a conceptual model for understanding African American boys and helping them to be successful. BE addresses 3 domains of development proposed to be essential to the success of all African American boys: identity development, social development, and career development. (Contains 1 figure.)

Stability of Attachment Representations during Adolescence: The Influence of Ego-Identity Status.

ERIC Educational Resources Information Center

Zimmermann, Peter; Becker-Stoll, Fabienne

2002-01-01

Examines two core assumptions of attachment theory: internal working models of attachment should increase in stability during development, and attachment is related to the adaptive solution of stage-salient issues, in adolescence, specifically to identity formation. Results show secure attachment representation was positively associated with the…

"Heading up the Street": Localised Opportunities for Shared Constructions of Knowledge

ERIC Educational Resources Information Center

Lee, Carol D.; Majors, Yolanda J.

2003-01-01

Success and failure in school is contingent upon one's ability to regulate and situate identities, utilise culturally-developed semiotic tools and negotiate models of meaning in shared social activity. However, many language minority students lack such success, struggling with conflicts between their primary-and community-based identities, and…

Student Affairs: Moving from Theories and Theorists to Practice and Practitioners

ERIC Educational Resources Information Center

Gillett-Karam, Rosemary

2016-01-01

Student affairs and student services practices are concepts that can replace traditional models of student development, now emphasizing student identity, student voice, and emancipatory advocacy. A new identity is suggested to replace the title for student affairs professionals and student affairs programs in community colleges: student success…

A Qualitative Exploration of the "Coming Out" Process for Asexual Individuals.

PubMed

Robbins, Nicolette K; Low, Kathryn Graff; Query, Anna N

2016-04-01

"Coming out" is an important process not only for identity formation in sexual minorities, but also for increasing access to romantic partners of similar identities (Vaughan & Waehler, 2010). It is unclear how asexuality and the variations within the asexual community are revealed and communicated in the coming out process. Some asexual individuals may find no practical value in coming out, as they do not seek romantic partnerships, while others pursue romantic relationships that are devoid of sexual activity. To date, virtually no psychological research has explored the "coming out" experience for those with an asexual identity. The current research analyzed the "coming out" narratives of 169 self-identified asexual individuals recruited from three online asexual communities using a phenomenological approach. Salient themes were extracted from narratives about the experience of developing an asexual identity. Themes included skepticism from family and friends, lack of acceptance and misunderstanding, non-disclosure of the asexual identity, relief upon discovering the asexual community, and the role of the internet in asexual identity discovery and expression. A theoretical model of asexual identity development is proposed based on these findings.

The role of recognition and interest in physics identity development

NASA Astrophysics Data System (ADS)

Lock, Robynne

2016-03-01

While the number of students earning bachelor's degrees in physics has increased in recent years, this number has only recently surpassed the peak value of the 1960s. Additionally, the percentage of women earning bachelor's degrees in physics has stagnated for the past 10 years and may even be declining. We use a physics identity framework consisting of three dimensions to understand how students make their initial career decisions at the end of high school and the beginning of college. The three dimensions consist of recognition (perception that teachers, parents, and peers see the student as a ``physics person''), interest (desire to learn more about physics), and performance/competence (perception of abilities to complete physics related tasks and to understand physics). Using data from the Sustainability and Gender in Engineering survey administered to a nationally representative sample of college students, we built a regression model to determine which identity dimensions have the largest effect on physics career choice and a structural equation model to understand how the identity dimensions are related. Additionally, we used regression models to identify teaching strategies that predict each identity dimension.

A Review of Calibration Transfer Practices and Instrument Differences in Spectroscopy.

PubMed

Workman, Jerome J

2018-03-01

Calibration transfer for use with spectroscopic instruments, particularly for near-infrared, infrared, and Raman analysis, has been the subject of multiple articles, research papers, book chapters, and technical reviews. There has been a myriad of approaches published and claims made for resolving the problems associated with transferring calibrations; however, the capability of attaining identical results over time from two or more instruments using an identical calibration still eludes technologists. Calibration transfer, in a precise definition, refers to a series of analytical approaches or chemometric techniques used to attempt to apply a single spectral database, and the calibration model developed using that database, for two or more instruments, with statistically retained accuracy and precision. Ideally, one would develop a single calibration for any particular application, and move it indiscriminately across instruments and achieve identical analysis or prediction results. There are many technical aspects involved in such precision calibration transfer, related to the measuring instrument reproducibility and repeatability, the reference chemical values used for the calibration, the multivariate mathematics used for calibration, and sample presentation repeatability and reproducibility. Ideally, a multivariate model developed on a single instrument would provide a statistically identical analysis when used on other instruments following transfer. This paper reviews common calibration transfer techniques, mostly related to instrument differences, and the mathematics of the uncertainty between instruments when making spectroscopic measurements of identical samples. It does not specifically address calibration maintenance or reference laboratory differences.

Transforming physics educator identities: TAs help TAs become teaching professionals

NASA Astrophysics Data System (ADS)

Gretton, Anneke L.; Bridges, Terry; Fraser, James M.

2017-05-01

Research-based instructional strategies have been shown to dramatically improve student learning, but widespread adoption of these pedagogies remains limited. Post-secondary teaching assistants (TAs), with their current positions in course delivery and future roles as academic leaders, are an essential target group for teacher training. However, the literature suggests that successful TA professional development must address not only pedagogical practices but also the cultivation of physics educator identity. The primary goal of this study is to build a framework for TA professional development that strengthens the TA's identity as a physics educator. We base this framework on Etienne Wenger's model for communities of practice and Côté and Levine's personality and social structure identity perspective. We explore this framework in the context of a 12-week, low-cost, TA-led and TA-centered professional development intervention. Our qualitative and quantitative data suggest that this efficient community-based intervention strengthened TAs' identification as physics educators.

Meristem identity and phyllotaxis in inflorescence development

PubMed Central

Bartlett, Madelaine E.; Thompson, Beth

2014-01-01

Inflorescence morphology is incredibly diverse. This diversity of form has been a fruitful source of inquiry for plant morphologists for more than a century. Work in the grasses (Poaceae), the tomato family (Solanaceae), and Arabidopsis thaliana (Brassicaceae) has led to a richer understanding of the molecular genetics underlying this diversity. The character of individual meristems, a combination of the number (determinacy) and nature (identity) of the products a meristem produces, is key in the development of plant form. A framework that describes inflorescence development in terms of shifting meristem identities has emerged and garnered empirical support in a number of model systems. We discuss this framework and highlight one important aspect of meristem identity that is often considered in isolation, phyllotaxis. Phyllotaxis refers to the arrangement of lateral organs around a central axis. The development and evolution of phyllotaxis in the inflorescence remains underexplored, but recent work analyzing early inflorescence development in the grasses identified an evolutionary shift in primary branch phyllotaxis in the Pooideae. We discuss the evidence for an intimate connection between meristem identity and phyllotaxis in both the inflorescence and vegetative shoot, and touch on what is known about the establishment of phyllotactic patterns in the meristem. Localized auxin maxima are instrumental in determining the position of lateral primordia. Upstream factors that regulate the position of these maxima remain unclear, and how phyllotactic patterns change over the course of a plant's lifetime and evolutionary time, is largely unknown. A more complete understanding of the molecular underpinnings of phyllotaxis and architectural diversity in inflorescences will require capitalizing on the extensive resources available in existing genetic systems, and developing new model systems that more fully represent the diversity of plant morphology. PMID:25352850

Meristem identity and phyllotaxis in inflorescence development.

PubMed

Bartlett, Madelaine E; Thompson, Beth

2014-01-01

Inflorescence morphology is incredibly diverse. This diversity of form has been a fruitful source of inquiry for plant morphologists for more than a century. Work in the grasses (Poaceae), the tomato family (Solanaceae), and Arabidopsis thaliana (Brassicaceae) has led to a richer understanding of the molecular genetics underlying this diversity. The character of individual meristems, a combination of the number (determinacy) and nature (identity) of the products a meristem produces, is key in the development of plant form. A framework that describes inflorescence development in terms of shifting meristem identities has emerged and garnered empirical support in a number of model systems. We discuss this framework and highlight one important aspect of meristem identity that is often considered in isolation, phyllotaxis. Phyllotaxis refers to the arrangement of lateral organs around a central axis. The development and evolution of phyllotaxis in the inflorescence remains underexplored, but recent work analyzing early inflorescence development in the grasses identified an evolutionary shift in primary branch phyllotaxis in the Pooideae. We discuss the evidence for an intimate connection between meristem identity and phyllotaxis in both the inflorescence and vegetative shoot, and touch on what is known about the establishment of phyllotactic patterns in the meristem. Localized auxin maxima are instrumental in determining the position of lateral primordia. Upstream factors that regulate the position of these maxima remain unclear, and how phyllotactic patterns change over the course of a plant's lifetime and evolutionary time, is largely unknown. A more complete understanding of the molecular underpinnings of phyllotaxis and architectural diversity in inflorescences will require capitalizing on the extensive resources available in existing genetic systems, and developing new model systems that more fully represent the diversity of plant morphology.

The Self in Movement: Being Identified and Identifying Oneself in the Process of Migration and Asylum Seeking.

PubMed

Watzlawik, Meike; Brescó de Luna, Ignacio

2017-06-01

How migration influences the processes of identity development has been under longstanding scrutiny in the social sciences. Usually, stage models have been suggested, and different strategies for acculturation (e.g., integration, assimilation, separation, and marginalization) have been considered as ways to make sense of the psychological transformations of migrants as a group. On an individual level, however, identity development is a more complex endeavor: Identity does not just develop by itself, but is constructed as an ongoing process. To capture these processes, we will look at different aspects of migration and asylum seeking; for example, the cultural-specific values and expectations of the hosting (European) countries (e.g., as identifier), but also of the arriving individuals/groups (e.g., identified as refugees). Since the two may contradict each other, negotiations between identities claims and identity assignments become necessary. Ways to solve these contradictions are discussed, with a special focus on the experienced (and often missing) agency in different settings upon arrival in a new country. In addition, it will be shown how sudden events (e.g., 9/11, the Charlie Hebdo attack) may challenge identity processes in different ways.

Predicting organizational citizenship behavior from the functional analysis and role identity perspectives: further evidence in Spanish employees.

PubMed

Dávila, Ma Celeste; Finkelstein, Marcia A

2010-05-01

Organizational citizenship behavior (OCB) is a prosocial activity with similarities to volunteerism. The purpose of this work is to contribute new evidence about the relevance to OCB of two models of sustained volunteerism, functional analysis and role identity theory. A total of 983 Spanish employees at49 organizations completed surveys measuring amount of OCB, motives for engaging in citizenship behavior, and the degree to which respondents developed an organizational citizen role identity. The results showed that both motives and role identity were significant predictors of OCB, with motive partially mediating the role identity-OCB relationship. The findings suggest that similar mechanisms are involved in sustaining volunteerism and OCB.

Nurse to educator? Academic roles and the formation of personal academic identities.

PubMed

Duffy, Richelle

2013-06-01

This aim of this research was to investigate the academic role of the nurse educator and its contribution to the formation of personal academic identity. Data was gathered using in-depth interviews (n=14) with experienced nurse educators employed within pre-1992 and post-1992 universities. Prolonged analysis, reflection and theorisation of the findings indicated that participants experienced multiple challenges when seeking to assimilate personal academic identity, adopting, and adapting a variety of identities over time. A conceptual model of identity transformation encompassing five stages: pre-entry, reaffirming, surmounting, stabilising and actualising, provides a useful analytical framework to inform and shape the professional development of nurse educators. Copyright © 2012 Elsevier Ltd. All rights reserved.

Modelling a Learning Journey towards Teacher Ecological Self

ERIC Educational Resources Information Center

Raus, Rea

2016-01-01

The article discusses the notion of the ecological self as a key concept for teacher identity construction during teacher education in the context of sustainable development (SD). Substantial amount of literature supports the understanding that the solution to the global sustainability crisis lies in the field of education where teacher identity,…

Using Combinatorial Approach to Improve Students' Learning of the Distributive Law and Multiplicative Identities

ERIC Educational Resources Information Center

Tsai, Yu-Ling; Chang, Ching-Kuch

2009-01-01

This article reports an alternative approach, called the combinatorial model, to learning multiplicative identities, and investigates the effects of implementing results for this alternative approach. Based on realistic mathematics education theory, the new instructional materials or modules of the new approach were developed by the authors. From…

The Importance of Being Gifted: Stages of Gifted Identity Development, Their Correlates and Predictors

ERIC Educational Resources Information Center

Baudson, Tanja Gabriele; Ziemes, Johanna Fee

2016-01-01

Identity formation is particularly challenging for stigmatized minorities. The minority stress model (MSM) posits that both negative stereotypes and their internalization represent stressors. There is evidence that this applies to the gifted, too. However, their status is ambiguous, given that both negative and positive stereotypes exist.…

Creating Stories to Live By: Caring and Professional Identity Formation in a Longitudinal Integrated Clerkship

ERIC Educational Resources Information Center

Konkin, Jill; Suddards, Carol

2012-01-01

Building on other models of longitudinal integrated clerkships (LIC), the University of Alberta developed its Integrated Community Clerkship with guiding principles of continuity of care, preceptor and learning environment. Professionalism is an important theme in medical education. Caring is important in professional identity formation and an…

The Impact of Illness Identity on Recovery from Severe Mental Illness.

PubMed

Yanos, Philip T; Roe, David; Lysaker, Paul H

2010-04-01

The impact of the experience and diagnosis of mental illness on one's identity has long been recognized; however, little is known about the impact of illness identity, which we define as the set of roles and attitudes that a person has developed in relation to his or her understanding of having a mental illness. The present article proposes a theoretically driven model of the impact of illness identity on the course and recovery from severe mental illness and reviews relevant research. We propose that accepting a definition of oneself as mentally ill and assuming that mental illness means incompetence and inadequacy impact hope and self-esteem, which further impact suicide risk, coping, social interaction, vocational functioning, and symptom severity. Evidence supports most of the predictions made by the model. Implications for psychiatric rehabilitation services are discussed.

Taiwanese adolescent cognitive autonomy and identity development: the relationship of situational and agential factors.

PubMed

Lee, Chien-Ti; Beckert, Troy E

2012-01-01

Taiwanese professionals have adopted information about adolescent psychosocial development from Western societies. However, scholars know little about whether they have properly applied the models to both rural and urban youth. The purpose of this study was to examine the development of cognitive autonomy and ego identity in Taiwanese adolescents from Taipei City and surrounding rural counties. We controlled for gender and examined both situational (residential location, family income, and school type) and agential factors (culture value affiliation, attachment, and resiliency) to determine the extent to which each predicted psychosocial developmental outcomes. Among all the factors in this study, resiliency had the most distinctive relationship with adolescent psychosocial development. Each factor successfully predicted specific aspects of psychosocial development for these youth. We conclude with a discussion of the utility of using Western models of development.

USign--a security enhanced electronic consent model.

PubMed

Li, Yanyan; Xie, Mengjun; Bian, Jiang

2014-01-01

Electronic consent becomes increasingly popular in the healthcare sector given the many benefits it provides. However, security concerns, e.g., how to verify the identity of a person who is remotely accessing the electronic consent system in a secure and user-friendly manner, also arise along with the popularity of electronic consent. Unfortunately, existing electronic consent systems do not pay sufficient attention to those issues. They mainly rely on conventional password based authentication to verify the identity of an electronic consent user, which is far from being sufficient given that identity theft threat is real and significant in reality. In this paper, we present a security enhanced electronic consent model called USign. USign enhances the identity protection and authentication for electronic consent systems by leveraging handwritten signatures everyone is familiar with and mobile computing technologies that are becoming ubiquitous. We developed a prototype of USign and conducted preliminary evaluation on accuracy and usability of signature verification. Our experimental results show the feasibility of the proposed model.

Identity Processes and Statuses in Patients with and without Eating Disorders.

PubMed

Verschueren, Margaux; Luyckx, Koen; Kaufman, Erin A; Vansteenkiste, Maarten; Moons, Philip; Sleuwaegen, Ellen; Berens, Ann; Schoevaerts, Katrien; Claes, Laurence

2017-01-01

Problems with identity formation are associated with a range of psychiatric disorders. Yet, the mechanisms underlying such problems and how they are refined into specific diagnostic presentations require further investigation. The present study investigated identity processes among 123 women with eating disorders (ED) and age-matched community controls via a newly developed identity model. Several clinical outcome variables were assessed. Patients with ED scored lower on committing to and identifying with identity-related choices and scored higher on maladaptive or ruminative exploration, identity diffusion and identity disorder. They also experienced less identity achievement as compared with controls. The identity disorder status was associated with the highest scores on anxiety, depression, borderline personality disorder symptoms, and non-suicidal self-injury and the lowest scores on need satisfaction. Results indicate that patients with ED experience more identity problems than community controls and those captured by an identity disorder status experience the most problematic psychosocial functioning. Copyright © 2016 John Wiley & Sons, Ltd and Eating Disorders Association. © 2016 John Wiley & Sons, Ltd and Eating Disorders Association.

Building positive self-image in adolescents in foster care: the use of role models in an interactive group approach.

PubMed

Yancey, A K

1998-01-01

In a previous article (Yancey, 1992), the literature on identity development in individuals from socially devalued racial and ethnic groups was summarized. It was postulated that the social maladaptation of adolescents in residential group foster care is reflective of identity disturbances created by the negative images of African-Americans and Latinos perpetuated by the dominant society and unfiltered by optimal parental racial/ethnic socialization. The present article describes the development of a pilot preventive mental health intervention, the PRIDE (Personal and Racial/ethnic Identity Development and Enhancement) program, designed to provide components of parenting that are necessary for promoting positive self-image in ethnically marginalized adolescents and that are typically lacking in the group foster care milieu. PRIDE utilizes successful, ethnically relevant role models in interactive group sessions to create a significant cognitive and emotional experience for teens. While the utility of role modeling for at-risk youth is widely accepted, there is little research on the packaging, delivery, and influence of this intervention modality. This study demonstrates the feasibility of a "hybrid" role-modeling approach (intermediate in intensity of exposure and cost between one-to-one mentoring and career-day programs). Implications for further research on this type of intervention are discussed.

Impact of interpersonal relations on learning and development of professional identity: A study of residents' perceptions.

PubMed

Blouin, Danielle

2018-06-01

Informal learning includes all occurrences during one's life when learning is not deliberate. Prior research on informal learning in healthcare contexts examined learning happening outside of the formal curriculum, yet still in the workplace. This study explores residents' perceptions about extracurricular factors outside of the workplace that contribute to their learning and development of professional identity, whether interpersonal relations are recognised as such factors, and positive and negative impacts of interpersonal relations. In this qualitative study, all 21 residents in our Emergency Medicine programme were asked, in a web-based survey with open-ended questions, to identify extracurricular sources outside of the workplace perceived as contributing to their learning and professional identity development, and list positive and negative impacts of interpersonal relations outside of work on learning and identity development. Themes were extracted through content analysis of the narrative responses. Two reviewers coded all data. Thirteen (62%) residents identified 37 factors grouped under five themes: learning activity, role modelling, support, non-clinical academic roles, and social interactions. Interpersonal relations were perceived as having positive and negative impacts, including creating support, positive role modelling and mentoring, increasing concrete learning, as well as lapses in teaching skills, deficits in professional role training, and loss of personal time. Several extracurricular factors outside of the workplace contribute to resident learning and identity development, including interpersonal relations, which have positive and negative impacts. The most often noted negative impact of interpersonal relations outside of work between residents and faculty related to perceived lapses in teaching skills. © 2018 Australasian College for Emergency Medicine and Australasian Society for Emergency Medicine.

The effects of autonomy-supportive coaching, need satisfaction, and self-perceptions on initiative and identity in youth swimmers.

PubMed

Coatsworth, J Douglas; Conroy, David E

2009-03-01

This study tested a sequential process model linking youth sport coaching climates (perceived coach behaviors and perceived need satisfaction) to youth self-perceptions (perceived competence and global self-esteem) and youth development outcomes (initiative, identity reflection, identity exploration). A sample of 119 youth between the ages of 10 and 18 who participated in a community-directed summer swim league completed questionnaires over the course of the 7-week season. Results indicated that coaches' autonomy support, particularly via process-focused praise, predicted youth competence need satisfaction and relatedness need satisfaction in the coaching relationship. Youth competence need satisfaction predicted self-esteem indirectly via perceived competence. Finally, self-esteem predicted identity reflection, and perceived competence predicted both identity reflection and initiative. Effects of age, sex, and perceptions of direct contact with the coach were not significant. Findings suggest that the quality of the coaching climate is an important predictor of the developmental benefits of sport participation and that one pathway by which the coaching climate has its effect on initiative and identity reflection is through developing youth self-perceptions.

The Effects of Autonomy-supportive Coaching, Need Satisfaction and Self-Perceptions on Initiative and Identity in Youth Swimmers

PubMed Central

Coatsworth, J. Douglas; Conroy, David E.

2015-01-01

This study tested a sequential process model linking youth sport coaching climates (perceived coach behaviors and perceived need satisfaction) to youth self-perceptions (perceived competence and global self-esteem) and youth development outcomes (initiative, identity reflection, identity exploration). A sample of 119 youth between the ages 10–18 who participated in a community-directed summer swim league completed questionnaires over the course of the seven-week season. Results indicated that coaches’ autonomy support, particularly via process-focused praise, predicted youth competence and relatedness need satisfaction in the coaching relationship. Youth competence need satisfaction predicted self-esteem indirectly via perceived competence. Finally, self-esteem predicted identity reflection and perceived competence predicted both identity reflection and initiative. Effects of age, sex, and perceptions of direct contact with the coach were not significant. Findings suggest that the quality of the coaching climate is an important predictor of the developmental benefits of sport participation and that one pathway by which the coaching climate has its effect on initiative and identity reflection is through developing youth self-perceptions. PMID:19271821

Tools for Understanding Identity

DOE Office of Scientific and Technical Information (OSTI.GOV)

Creese, Sadie; Gibson-Robinson, Thomas; Goldsmith, Michael

Identity attribution and enrichment is critical to many aspects of law-enforcement and intelligence gathering; this identity typically spans a number of domains in the natural-world such as biographic information (factual information – e.g. names, addresses), biometric information (e.g. fingerprints) and psychological information. In addition to these natural-world projections of identity, identity elements are projected in the cyber-world. Conversely, undesirable elements may use similar techniques to target individuals for spear-phishing attacks (or worse), and potential targets or their organizations may want to determine how to minimize the attack surface exposed. Our research has been exploring the construction of a mathematical modelmore » for identity that supports such holistic identities. The model captures the ways in which an identity is constructed through a combination of data elements (e.g. a username on a forum, an address, a telephone number). Some of these elements may allow new characteristics to be inferred, hence enriching the holistic view of the identity. An example use-case would be the inference of real names from usernames, the ‘path’ created by inferring new elements of identity is highlighted in the ‘critical information’ panel. Individual attribution exercises can be understood as paths through a number of elements. Intuitively the entire realizable ‘capability’ can be modeled as a directed graph, where the elements are nodes and the inferences are represented by links connecting one or more antecedents with a conclusion. The model can be operationalized with two levels of tool support described in this paper, the first is a working prototype, the second is expected to reach prototype by July 2013: Understanding the Model The tool allows a user to easily determine, given a particular set of inferences and attributes, which elements or inferences are of most value to an investigator (or an attacker). The tool is also able to take into account the difficulty of the inferences, allowing the user to consider different scenarios depending on the perceived resources of the attacker, or to prioritize lines of investigation. It also has a number of interesting visualizations that are designed to aid the user in understanding the model. The tool works by considering the inferences as a graph and runs various graph-theoretic algorithms, with some novel adaptations, in order to deduce various properties. Using the Model To help investigators exploit the model to perform identity attribution, we have developed the Identity Map visualization. For a user-provided set of known starting elements and a set of desired target elements for a given identity, the Identity Map generates investigative workflows as paths through the model. Each path consists of a series of elements and inferences between them that connect the input and output elements. Each path also has an associated confidence level that estimates the reliability of the resulting attribution. Identity Map can help investigators understand the possible ways to make an identification decision and guide them toward the data-collection or analysis steps required to reach that decision.« less

Medical students' professional identity development from being actors in an objective structured teaching exercise.

PubMed

De Grasset, Jehanne; Audetat, Marie-Claude; Bajwa, Nadia; Jastrow, Nicole; Richard-Lepouriel, Hélène; Nendaz, Mathieu; Junod Perron, Noelle

2018-04-22

Medical students develop professional identity through structured activities and impromptu interactions in various settings. We explored if contributing to an Objective Structured Teaching Exercise (OSTE) influenced students' professional identity development. University clinical faculty members participated in a faculty development program on clinical supervision. Medical students who participated in OSTEs as simulated residents were interviewed in focus groups about what they learnt from the experience and how the experience influenced their vision of learning and teaching. Transcripts were analyzed using the Goldie's personality and social structure perspective model. Twenty-five medical students out of 32 students involved in OSTEs participated. On an institutional level, students developed a feeling of belonging to the institution. At an interactional level, students realized they could influence the teaching interaction by actively seeking or giving feedback. On the personal level, students realized that errors could become sources of learning and felt better prepared to receive faculty feedback. Taking part in OSTEs as a simulated resident has a positive impact on students' vision regarding the institution as a learning environment and their own role by actively seeking or giving feedback. OSTEs support their professional identity development regarding learning and teaching while sustaining faculty development.

Parenting practices and the transmission of ethnic identity.

PubMed

Davey, Maureen; Fish, Linda Stone; Askew, Julie; Robila, Mihaela

2003-04-01

Three years after being interviewed, a nonrandom, purposeful subsample of 14 Jewish families from a larger sample of 48 families living in Central New York was reinterviewed. The primary aim of this follow-up study was to develop a descriptive understanding of parenting practices and the transmission of ethnic identity. Semistructured family interviews were conducted and coded using grounded-theory techniques, in particular the constant comparative method of analysis. Four main qualitative categories emerged from this study: Individual differences in teenagers, stages of ethnic identity development, parenting practices, and parental role models. Findings suggest that clear expectations, a type of authoritative parenting, could be associated with the positive transmission of Jewish ethnic identity. This type of parenting style was direct as parents expressed clear expectations for participation in Jewish activities both at home and in the community.

Remediating lapses in professionalism among undergraduate pre-clinical medical students in an Asian Institution: a multimodal approach.

PubMed

Findyartini, Ardi; Sudarsono, Nani Cahyani

2018-05-02

Fostering personal identity formation and professional development among undergraduate medical students is challenging. Based on situated learning, experiential learning and role-modelling frameworks, a six-week course was developed to remediate lapses in professionalism among undergraduate medical students. This study aims to explore the students' perceptions of their personal identity formation and professional development following completion of the course. This qualitative study, adopting a phenomenological design, uses the participants' reflective diaries as primary data sources. In the pilot course, field work, role-model shadowing and discussions with resource personnel were conducted. A total of 14 students were asked to provide written self-reflections. Consistent, multi-source feedback was provided throughout the course. A thematic analysis was conducted to identify the key processes of personal and professional development among the students during remediation. Three main themes were revealed. First, students highlighted the strength of small group activities in helping them 'internalise the essential concepts'. Second, the role-model shadowing supported their understanding of 'what kind of medical doctors they would become'. Third, the field work allowed them to identify 'what the "noble values" are and how to implement them in daily practice'. By implementing multimodal activities, the course has high potential in supporting personal identity formation and professional development among undergraduate pre-clinical medical students, as well as remediating their lapses in professionalism. However, there are challenges in implementing the model among a larger student population and in documenting the long-term impact of the course.

Asymptotic Normality Through Factorial Cumulants and Partition Identities

PubMed Central

Bobecka, Konstancja; Hitczenko, Paweł; López-Blázquez, Fernando; Rempała, Grzegorz; Wesołowski, Jacek

2013-01-01

In the paper we develop an approach to asymptotic normality through factorial cumulants. Factorial cumulants arise in the same manner from factorial moments as do (ordinary) cumulants from (ordinary) moments. Another tool we exploit is a new identity for ‘moments’ of partitions of numbers. The general limiting result is then used to (re-)derive asymptotic normality for several models including classical discrete distributions, occupancy problems in some generalized allocation schemes and two models related to negative multinomial distribution. PMID:24591773

Development of children's identity and position processing for letter, digit, and symbol strings: A cross-sectional study of the primary school years.

PubMed

Schubert, Teresa; Badcock, Nicholas; Kohnen, Saskia

2017-10-01

Letter recognition and digit recognition are critical skills for literate adults, yet few studies have considered the development of these skills in children. We conducted a nine-alternative forced-choice (9AFC) partial report task with strings of letters and digits, with typographical symbols (e.g., $, @) as a control, to investigate the development of identity and position processing in children. This task allows for the delineation of identity processing (as overall accuracy) and position coding (as the proportion of position errors). Our participants were students in Grade 1 to Grade 6, allowing us to track the development of these abilities across the primary school years. Our data suggest that although digit processing and letter processing end up with many similarities in adult readers, the developmental trajectories for identity and position processing for the two character types differ. Symbol processing showed little developmental change in terms of identity or position accuracy. We discuss the implications of our results for theories of identity and position coding: modified receptive field, multiple-route model, and lexical tuning. Despite moderate success for some theories, considerable theoretical work is required to explain the developmental trajectories of letter processing and digit processing, which might not be as closely tied in child readers as they are in adult readers. Copyright © 2017 Elsevier Inc. All rights reserved.

The Palestinian/Israeli Conflict: a geopolitical identity disorder.

PubMed

Brenner, Ira

2009-03-01

In this paper, the author considers that the large-group dynamics in certain war-torn, hot spots throughout the world are symptoms of a "geopolitical identity disorder." He extrapolates from the model of the severely traumatized psyche in dissociative identity disorder in which there is so much intolerable emotion, destructive aggression and conflict that different selves with different identities develop which are unable to recognize how interdependent and related they actually are. In the most extreme cases, one dissociated self tries to kill off "the other" in order to gain exclusive control of the body and make it comply with his or her wishes and vision. In actuality, however, such an attempt is a dissociated suicide plan with lethal implications. This model is applied to the Palestinian/Israeli situation where there is a deadly battle over the land. A clinical vignette is offered to illustrate these ideas and offer possibilities for help.

Identity in agent-based models : modeling dynamic multiscale social processes.

DOE Office of Scientific and Technical Information (OSTI.GOV)

Ozik, J.; Sallach, D. L.; Macal, C. M.

Identity-related issues play central roles in many current events, including those involving factional politics, sectarianism, and tribal conflicts. Two popular models from the computational-social-science (CSS) literature - the Threat Anticipation Program and SharedID models - incorporate notions of identity (individual and collective) and processes of identity formation. A multiscale conceptual framework that extends some ideas presented in these models and draws other capabilities from the broader CSS literature is useful in modeling the formation of political identities. The dynamic, multiscale processes that constitute and transform social identities can be mapped to expressive structures of the framework

Spatial operator approach to flexible multibody system dynamics and control

NASA Technical Reports Server (NTRS)

Rodriguez, G.

1991-01-01

The inverse and forward dynamics problems for flexible multibody systems were solved using the techniques of spatially recursive Kalman filtering and smoothing. These algorithms are easily developed using a set of identities associated with mass matrix factorization and inversion. These identities are easily derived using the spatial operator algebra developed by the author. Current work is aimed at computational experiments with the described algorithms and at modelling for control design of limber manipulator systems. It is also aimed at handling and manipulation of flexible objects.

Rethinking Compassion Fatigue Through the Lens of Professional Identity: The Case of Child-Protection Workers.

PubMed

Geoffrion, Steve; Morselli, Carlo; Guay, Stéphane

2016-07-01

Compassion fatigue is currently the dominant model in work-related stress studies that explain the consequences of caring for others on child-protection workers. Based on a deterministic approach, this model excludes the role of cognition a priori and a posteriori in the understanding of the impact of caregiving or providing social support. By integrating the notion of professional identity, this article adds a subjective perspective to the compassion fatigue model allowing for the consideration of positive outcomes and takes into account the influence of stress caused by accountability. Mainly, it is argued that meanings derived from identity and given to situations may protect or accelerate the development of compassion fatigue or compassion satisfaction. To arrive at this proposition, the notions of compassion fatigue and identity theory are first reviewed. These concepts are then articulated around four work-related stressors specific to child-protection work. In light of this exercise, it is argued that professional identity serves as a subjective interpretative framework that guides the understanding of work-related situations. Therefore, compassion fatigue is not only a simple reaction to external stimuli. It is influenced by meanings given to the situation. Furthermore, professional identity modulates the impact of compassion fatigue on psychological well-being. Practice, policy, and research implications in light of these findings are also discussed. © The Author(s) 2015.

Effects of social identity salience on motivational orientation and conflict strategies in intergenerational conflict.

PubMed

Ho, Henry C Y; Yeung, Dannii Y

2017-06-01

With the upsurge of older adults still working, the labour force is becoming increasingly diverse in age. Age diversity in an organisation can increase the likelihood of intergenerational conflict. The present study aims to integrate the dual concern model and social identity theory to explain the underlying mechanisms of intergenerational conflict by examining the effects of social identity salience on motivational orientation and conflict strategies. A 2 (subgroup identity salience: low vs. high younger/older group membership) × 2 (superordinate identity salience: low vs. high organisational group membership) factorial design with a structured questionnaire on motivational orientation and conflict strategies in relation to a hypothetical work conflict scenario was implemented among 220 postgraduate university students in Hong Kong. Results revealed that subgroup and superordinate identities had a combined influence on conflict strategies but not in motivational orientation. Subgroup and superordinate identification promoted integrating and compromising strategies, superordinate identification promoted obliging strategy, subgroup identification promoted dominating strategy and no identification promoted avoiding strategy. Age did not moderate these relationships. This study contributes to the development of the integrated model of conflict. © 2017 International Union of Psychological Science.

A Model of Maternal and Paternal Ethnic Socialization of Mexican-American Adolescents' Self-Views.

PubMed

Knight, George P; Carlo, Gustavo; Streit, Cara; White, Rebecca M B

2017-11-01

Data from a sample of 462 Mexican-American adolescents (M = 10.4 years, SD = .55; 48.1% girls), mothers, and fathers were used to test an ethnic socialization model of ethnic identity and self-efficacy that also considered mainstream parenting styles (e.g., authoritative parenting). Findings supported the ethnic socialization model: parents' endorsement of Mexican-American values were associated with ethnic socialization at fifth grade and seventh grade; maternal ethnic socialization at fifth grade and paternal ethnic socialization at seventh grade were associated with adolescents' ethnic identity exploration at 10th grade and, in turn, self-efficacy at 12th grade. The findings support ethnic socialization conceptions of how self-views of ethnicity develop from childhood across adolescence in Mexican-American children. © 2017 The Authors. Child Development © 2017 Society for Research in Child Development, Inc.

Transformative Learning and Professional Identity Formation During International Health Electives: A Qualitative Study Using Grounded Theory.

PubMed

Sawatsky, Adam P; Nordhues, Hannah C; Merry, Stephen P; Bashir, M Usmaan; Hafferty, Frederic W

2018-03-27

International health electives (IHEs) are widely available during residency and provide unique experiences for trainees. Theoretical models of professional identity formation and transformative learning may provide insight into residents' experiences during IHEs. The purpose of this study was to explore transformative learning and professional identity formation during resident IHEs and characterize the relationship between transformative learning and professional identity formation. The authors used a constructivist grounded theory approach, with the sensitizing concepts of transformative learning and professional identity formation to analyze narrative reflective reports of residents' IHEs. The Mayo International Health Program supports residents from all specialties across three Mayo Clinic sites. In 2015, the authors collected narrative reflective reports from 377 IHE participants dating from 2001-2014. Reflections were coded and themes were organized into a model for transformative learning during IHEs, focusing on professional identity. Five components of transformative learning were identified during IHEs: a disorienting experience; an emotional response; critical reflection; perspective change; and a commitment to future action. Within the component of critical reflection three domains relating to professional identity were identified: making a difference; the doctor-patient relationship; and medicine in its "purest form." Transformation was demonstrated through perspective change and a commitment to future action, including continued service, education, and development. IHEs provide rich experiences for transformative learning and professional identity formation. Understanding the components of transformative learning may provide insight into the interaction between learner, experiences, and the influence of mentors in the process of professional identity formation.

Disentangling the developmental trajectories of letter position and letter identity coding using masked priming.

PubMed

Kezilas, Yvette; McKague, Meredith; Kohnen, Saskia; Badcock, Nicholas A; Castles, Anne

2017-02-01

Masked transposed-letter (TL) priming effects have been used to index letter position processing over the course of reading development. Whereas some studies have reported an increase in TL priming over development, others have reported a decrease. These findings have led to the development of 2 somewhat contradictory accounts of letter position development: the lexical tuning hypothesis and the multiple-route model. One factor that may be contributing to these discrepancies is the use of baseline primes that substitute letters in the target word, which may confound the effect of changes in letter position processing over development with those of letter identity. The present study included an identity prime (e.g., listen-LISTEN), in addition to the standard two-substituted-letter (2SL; e.g., lidfen-LISTEN) and all-letter-different (ALD; e.g., rodfup-LISTEN) baselines, to remove the potential confound between letter position and letter identity information in determining the effect of the TL prime. Priming effects were measured in a lexical decision task administered to children aged 7-12 and a group of university students. Using inverse transformed response times, targets preceded by a TL prime were responded to significantly faster than those preceded by 2SL and ALD primes, and priming remained stable across development. In contrast, targets preceded by a TL prime were responded to significantly slower than those preceded by an ID prime, and this reaction-time cost increased significantly over development, with adults showing the largest cost. These findings are consistent with a lexical tuning account of letter position development, and are inconsistent with the multiple-route model. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

East Asian adolescents' ethnic identity development and cultural integration: A qualitative investigation.

PubMed

Yoon, Eunju; Adams, Kristen; Clawson, Angela; Chang, Hanna; Surya, Shruti; Jérémie-Brink, Gihane

2017-01-01

Drawing on the current conceptualization of acculturation/enculturation as bilinear, multidimensional processes proceeding in interaction with surrounding contexts, this study examined ethnic identity development and cultural integration of 13 adolescents from East Asian immigrant families. Five domains emerged via the Consensual Qualitative Research method: ethnic/cultural identity and socialization; bicultural living; racial context-racism and stereotypes; family context-parental expectation; and peer context-friendship/dating. Overall, the participants experienced a cultural split and discontinuity between the 2 worlds of home and ethnic community versus school and society in general. They received strong ethnic socialization messages from family and ethnic community. Although most participants experienced hurtful racial discrimination, they used passive coping (e.g., dismiss, minimize, defend perpetrators). The model minority stereotype was prevalent and deeply engrained in many aspects of their lives including ethnic identity development, cultural socialization messages from mainstream society, discrimination experiences, and academic/occupational demands imposed by self, parents, peers, and society. Although they appreciated parents' high expectations of academic/occupational success, they felt pressured and desired to have space and independence. Friendship/dating patterns reflected ethnic identity development as well as contextual influence. Implications for research and practice are discussed. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Novice nurses' level of global interdependence identity: a quantitative research study.

PubMed

Kozlowski-Gibson, Maria

2015-01-01

Often, therapeutic relationships are cross-cultural in nature, which places both nurses and patients at risk for stress, depression, and anxiety. The purpose of this investigation was to describe novice nurses' level of global interdependence identity, as manifested by worldminded attitudes, and identify the strongest predictors of worldminded attitudes. Prospective descriptive with multiple regression study. The various nursing units of a large hospital in the great Cleveland, OH, area. The participants were novice nurses up to two years after graduation from nursing school and employed as hospital clinicians. Descriptive statistics with the mean and standard deviation of the scores was used for the delineation of the development of the participants. The study relied on a survey instrument, the Scale to Measure Worldminded Attitudes developed by Sampson and Smith (1957). The numerical data was scored and organized on a Microsoft Excel spreadsheet. The Statistical Package for Social Sciences (SPSS) version 21 was the program used to assist with analysis. The assessment of the models created through regression was completed using the model summary and analysis of variance (ANOVA). The nurses' mean level of global interdependence identity was slightly above the neutral point between extreme national-mindedness and full development of global interdependence identity. The best predictors of worldminded attitudes were immigration, patriotism, and war conceptualized under a global frame of reference. Novice nurses did not demonstrate an optimum developmental status of global interdependence identity to safeguard cross-cultural encounters with patients. The recommendation is the inclusion of immigration, patriotism, and war in the nursing curriculum and co-curriculum to promote student development and a turnaround improvement in patient experience. Copyright © 2014 Elsevier Ltd. All rights reserved.

The blood donor identity survey: a multidimensional measure of blood donor motivations.

PubMed

France, Christopher R; Kowalsky, Jennifer M; France, Janis L; Himawan, Lina K; Kessler, Debra A; Shaz, Beth H

2014-08-01

Evidence indicates that donor identity is an important predictor of donation behavior; however, prior studies have relied on diverse, unidimensional measures with limited psychometric support. The goals of this study were to examine the application of self-determination theory to blood donor motivations and to develop and validate a related multidimensional measure of donor identity. Items were developed and administered electronically to a sample of New York Blood Center (NYBC) donors (n=582) and then to a sample of Ohio University students (n=1005). Following initial confirmatory factor analysis (CFA) on the NYBC sample to identify key items related to self-determination theory's six motivational factors, a revised survey was administered to the university sample to reexamine model fit and to assess survey reliability and validity. Consistent with self-determination theory, for both samples CFAs indicated that the best fit to the data was provided by a six-motivational-factor model, including amotivation, external regulation, introjected regulation, identified regulation, integrated regulation, and intrinsic regulation. The Blood Donor Identity Survey provides a psychometrically sound, multidimensional measure of donor motivations (ranging from unmotivated to donate to increasing levels of autonomous motivation to donate) that is suitable for nondonors as well as donors with varying levels of experience. Future research is needed to examine longitudinal changes in donor identity and its relationship to actual donation behavior. © 2014 AABB.

Age identity, gender, and perceptions of decline: does feeling older lead to pessimistic dispositions about cognitive aging?

PubMed

Schafer, Markus H; Shippee, Tetyana P

2010-01-01

Drawing on past studies of age identity, this article examined whether feeling older was associated with more pessimistic views about cognitive aging. Using respondents aged 55 years and older in the Midlife Development in the United States study, we estimated a series of linear regression models to predict people's dispositions toward their cognitive aging. The main comparison is whether the effects of age identity on cognitive aging differ for men and women. Beyond the effects of chronological age, older age identities were associated with more pessimistic dispositions about cognitive aging. This relationship, however, was found only among women. Age identity shapes cognitive aging dispositions, though the gendered nature of this relationship remains somewhat unclear. The findings give further evidence about the far-reaching implications of age identity for successful aging and suggest that future work can explicate how subjective aging processes may differ by gender.

The role of gender identity in adolescents' antisocial behavior.

PubMed

Moreira Trillo, Vanesa; Mirón Redondo, Lourdes

2013-01-01

Analysis of the relevance of the variables sex and gender to explain delinquency is a topic of growing interest in Criminology. This study tests a model of juvenile delinquency that integrates gender identity, the association with deviant peers, and a lack of attachment to conventional contexts. We used a sample of 970 adolescents of both sexes, representative of the urban population, between 12 and 18 years, attending public schools in Galicia (Spain). The results of path analysis confirm that: a) weak attachment to conventional contexts, and belonging to a deviant groups are precedents for deviation of adolescents of both sexes; b) these contexts also contribute to the development of gender identity; and c) gender identity affects the likelihood of deviation: femininity tends to reduce this behavior, and masculinity (in particular, negatively valued masculinity) contributes to increase it. These findings support the adequacy of including gender identity in the explanatory models of delinquency. They also suggest the need to reconsider the role of conventional settings in the socialization of masculinity and, therefore, in the genesis of adolescent delinquency of both sexes.

Identity change among smokers and ex-smokers: Findings from the ITC Netherlands Survey.

PubMed

Meijer, Eline; van Laar, Colette; Gebhardt, Winifred A; Fokkema, Marjolein; van den Putte, Bas; Dijkstra, Arie; Fong, Geoffrey T; Willemsen, Marc C

2017-06-01

Successful smoking cessation appears to be facilitated by identity change, that is, when quitting or nonsmoking becomes part of smokers' and ex-smokers' self-concepts. The current longitudinal study is the first to examine how identity changes over time among smokers and ex-smokers and whether this can be predicted by socioeconomic status (SES) and psychosocial factors (i.e., attitude, perceived health damage, social norms, stigma, acceptance, self-evaluative emotions, health worries, expected social support). We examined identification with smoking (i.e., smoker self-identity) and quitting (i.e., quitter self-identity) among a large sample of smokers (n = 742) and ex-smokers (n = 201) in a cohort study with yearly measurements between 2009 and 2014. Latent growth curve modeling was used as an advanced statistical technique. As hypothesized, smokers perceived themselves more as smokers and less as quitters than do ex-smokers, and identification with smoking increased over time among smokers and decreased among ex-smokers. Furthermore, psychosocial factors predicted baseline identity and identity development. Socioeconomic status (SES) was particularly important. Specifically, lower SES smokers and lower SES ex-smokers identified more strongly with smoking, and smoker and quitter identities were more resistant to change among lower SES groups. Moreover, stronger proquitting social norms were associated with increasing quitter identities over time among smokers and ex-smokers and with decreasing smoker identities among ex-smokers. Predictors of identity differed between smokers and ex-smokers. Results suggest that SES and proquitting social norms should be taken into account when developing ways to facilitate identity change and, thereby, successful smoking cessation. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Fitting identity in the reasoned action framework: A meta-analysis and model comparison.

PubMed

Paquin, Ryan S; Keating, David M

2017-01-01

Several competing models have been put forth regarding the role of identity in the reasoned action framework. The standard model proposes that identity is a background variable. Under a typical augmented model, identity is treated as an additional direct predictor of intention and behavior. Alternatively, it has been proposed that identity measures are inadvertent indicators of an underlying intention factor (e.g., a manifest-intention model). In order to test these competing hypotheses, we used data from 73 independent studies (total N = 23,917) to conduct a series of meta-analytic structural equation models. We also tested for moderation effects based on whether there was a match between identity constructs and the target behaviors examined (e.g., if the study examined a "smoker identity" and "smoking behavior," there would be a match; if the study examined a "health conscious identity" and "smoking behavior," there would not be a match). Average effects among primary reasoned action variables were all substantial, rs = .37-.69. Results gave evidence for the manifest-intention model over the other explanations, and a moderation effect by identity-behavior matching.

Living into the story: agency and coherence in a longitudinal study of narrative identity development and mental health over the course of psychotherapy.

PubMed

Adler, Jonathan M

2012-02-01

Narrative identity is the internalized, evolving story of the self that each person crafts to provide his or her life with a sense of purpose and unity. A proliferation of empirical research studies focused on narrative identity have explored its relationship with psychological well-being. The present study is the first prospective, multiwave longitudinal investigation to examine short-term personality change via an emphasis on narrative identity as it relates to mental health. Forty-seven adults wrote rich personal narratives prior to beginning psychotherapy and after every session over 12 assessment points while concurrently completing a measure of mental health. Narratives were coded for the themes of agency and coherence, which capture the dual aims of narrative identity: purpose and unity. By applying in-depth thematic coding to the stories of participants, the present study produced 47 case studies of intraindividual personality development and mental health. By employing multilevel modeling with the entire set of nearly 600 narratives, the present study also identified robust trends of individual differences in narrative changes as they related to improvements in mental health. Results indicated that, across participants, the theme of agency, but not coherence, increased over the course of time. In addition, increases in agency were related to improvements in participants' mental health. Finally, lagged growth curve models revealed that changes in the theme of agency occurred prior to the associated improvements in mental health. This finding remained consistent across a variety of individual-difference variables including demographics, personality traits, and ego development.

Development and initial test of the University of Wisconsin global isentropic-sigma model

NASA Technical Reports Server (NTRS)

Zapotocny, Tom H.; Johnson, Donald R.; Reames, Fred M.

1994-01-01

The description of a global version of the University of Wisconsin (UW) hybrid isentropic-sigma (theta-sigma) model and the results from an initial numerical weather prediction experiment are presented in this paper. The main objectives of this initial test are to (1) discuss theta-sigma model development and computer requirements, (2) demonstrate the ability of the UW theta-sigma model for global numerical weather prediction using realistic orography and parameterized physical processes, and (3) compare the transport of an inert trace constituent against a nominally 'identical' sigma coordinate model. Initial and verifying data for the 5-day simulations presented in this work were supplied by the Goddard Earth Observing System (GEOS-1) data assimilation system. The time period studied is 1-6 February 1985. This validation experiment demonstrates that the global UW theta-sigma model produces a realistic 5-day simulation of the mass and momentum distributions when compared to both the identical sigma model and GEOS-1 verification. Root-mean-square errors demonstrate that the theta-sigma model is slightly more accurate than the nominally identical sigma model with respect to standard synoptic variables. Of particular importance, the UW theta-sigma model displays a distinct advantage over the conventional sigma model with respect to the prognostic simulation of inert trace constituent transport in amplifying baroclinic waves of the extratropics. This is especially true in the upper troposphere and stratosphere where the spatial integrity and conservation of an inert trace constituent is severely compromised in the sigma model compared to the theta-sigma model.

Becoming a nurse as a moral journey: A constructivist grounded theory.

PubMed

Ranjbar, Hadi; Joolaee, Soodabeh; Vedadhir, Abouali; Abbaszadeh, Abbas; Bernstein, Colleen

2017-08-01

Nursing students, during their study, experience significant changes on their journey to become nurses. A major change that they experience is the development of their moral competency. The purpose of this study is to explore the process of moral development in Iranian nursing students. A constructivist grounded theory method was adopted. Twenty-five in-depth, semi-structured, face-to-face intensive interviews with 22 participants were conducted from September 2013 to October 2014. All interviews were audio-taped, transcribed, and analyzed using writing memos and the constant comparative method. Participants and research context: The setting was three major nursing schools within Tehran, the capital of Iran. Nineteen nursing students and three lecturers participated in the study. Ethical considerations: The study was approved by the Tehran University of Medical Sciences Committee for Medical Research Ethics (92/D/130/1781). It was explained to all participants that their responses would be treated with confidentiality and that they would not be identified in any way in the research and any publication ensuing from the research. All participants agreed to be interviewed and signed written consent forms agreeing to the recording and analyses of the interview data gathered. Findings indicated three levels of moral development along with the formation of professional identity. The three levels of moral development, getting to know the identity of nursing (moral transition), accepting nursing identity (moral reconstruction), and professional identity internalization (professional morality), were connected to the levels of professional identity formation. The proposed model added a new insight to professionalism in nursing. From the findings, it was concluded that to enhance higher moral practice, nursing instructors should promote the professional identity of nursing students. Reinforcement of moral characteristics and professional identity within registered nurses occurs over a series of phases and, once fully integrated into the identity of nursing students, the moral characteristics that they acquire become part of their both professional and personal identities.

The role of ethnic identity, self-concept, and aberrant salience in psychotic-like experiences.

PubMed

Cicero, David C; Cohn, Jonathan R

2018-01-01

Social-cognitive models of psychosis suggest that aberrant salience and self-concept clarity are related to the development and maintenance of psychoticlike experiences (PLEs). People with high aberrant salience but low self-concept clarity tend to have the highest levels of PLEs. Ethnic identity may also be related to PLEs. The current research aimed to (a) replicate the interaction between aberrant salience and self-concept clarity in their association with PLEs in an ethnically diverse sample, (b) examine whether ethnic identity and aberrant salience interact in their association with PLEs, and (c) determine if self-concept clarity and ethnic identity independently interact with aberrant salience in their association with PLEs. An ethnically diverse group of undergraduates (n = 663) completed self-report measures of aberrant salience, self-concept clarity, ethnic identity, and PLEs. There was an interaction between aberrant salience and self-concept clarity such that people with high levels of aberrant salience and low levels of self-concept clarity had the highest levels of PLEs. Similarly, there was an interaction between aberrant salience and ethnic identity such that people with high aberrant salience but low ethnic identity had the highest PLEs. These interactions independently contributed to explaining variance in PLEs. This interaction was present for the Exploration but not Commitment subscales of ethnic identity. These results suggest that, in addition to low self-concept clarity, low ethnic identity may be a risk factor for the development of psychosis. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Familial ethnic socialization, gender role attitudes, and ethnic identity development in Mexican-origin early adolescents.

PubMed

Sanchez, Delida; Whittaker, Tiffany A; Hamilton, Emma; Arango, Sarah

2017-07-01

This study examined the relations between familial ethnic socialization and ethnic identity development in 438 Mexican-origin (n = 242 boys and n = 196 girls) preadolescents. In addition, machismo and marianismo gender role attitudes were examined as potential mediators in this link. Confirmatory factor analyses (CFA) of the Familial Ethnic Socialization Scale (FES), Machismo Measure (MM), Marianismo Beliefs Scale (MBS), and the Ethnic Identity Brief Scale (EISB) were conducted to test the factor structure with a preadolescent Mexican-origin sample. Separate path analyses of analytic models were then performed on boys and girls. Results of the CFAs for survey measures revealed that for the FES, a 1-factor version indicated acceptable fit; for the MM, the original 2-factor structure indicated acceptable model fit; for the MBS, a revised 3-factor version indicated acceptable model fit; and, for the EISB, the affirmation and resolution dimensions showed acceptable fit. Among boys, FES was significantly and positively linked to caballerismo, and EISB affirmation and resolution; furthermore, the links between FES and EISB affirmation and resolution were indirectly connected by caballerismo. In addition, traditional machismo was negatively linked to EISB affirmation, and caballerismo was positively linked to EISB affirmation and resolution. Among girls, FES was significantly and positively related to the MBS-virtuous/chaste pillar, and EISB affirmation and resolution. The MBS-subordinate to others pillar was negatively linked to EISB affirmation. This study underscores the importance of FES and positive gender role attitudes in the link to ethnic identity development among Mexican-origin preadolescents. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Identity Bargaining: A Policy Systems Research Model of Career Development.

ERIC Educational Resources Information Center

Slawski, Carl

A detailed, general and comprehensive accounting scheme is presented, consisting of nine stages of career development, three major sets of elements contributing to career choice (in terms of personal, cultural and situational roles), and 20 hypotheses relating the separate elements. Implicit in the model is a novel procedure and method for…

XSIM Final Report: Modelling the Past and Future of Identity Management for Scientific Collaborations

DOE Office of Scientific and Technical Information (OSTI.GOV)

Cowles, Robert; Jackson, Craig; Welch, Von

The eXtreme Science Identity Management (XSIM1) research project: collected and analyzed real world data on virtual organization (VO) identity management (IdM) representing the last 15+ years of collaborative DOE science; constructed a descriptive VO IdM model based on that data; used the model and existing trends to project the direction for IdM in the 2020 timeframe; and provided guidance to scientific collaborations and resource providers that are implementing or seeking to improve IdM functionality. XSIM conducted over 20 semi­structured interviews of representatives from scientific collaborations and resource providers, both in the US and Europe; the interviewees supported diverse set ofmore » scientific collaborations and disciplines. We developed a definition of “trust,” a key concept in IdM, to understand how varying trust models affect where IdM functions are performed. The model identifies how key IdM data elements are utilized in collaborative scientific workflows, and it has the flexibility to describe past, present and future trust relationships and IdM implementations. During the funding period, we gave more than two dozen presentations to socialize our work, encourage feedback, and improve the model; we also published four refereed papers. Additionally, we developed, presented, and received favorable feedback on three white papers providing practical advice to collaborations and/or resource providers.« less

A Factor Linking Floral Organ Identity and Growth Revealed by Characterization of the Tomato Mutant unfinished flower development (ufd).

PubMed

Poyatos-Pertíñez, Sandra; Quinet, Muriel; Ortíz-Atienza, Ana; Yuste-Lisbona, Fernando J; Pons, Clara; Giménez, Estela; Angosto, Trinidad; Granell, Antonio; Capel, Juan; Lozano, Rafael

2016-01-01

Floral organogenesis requires coordinated interactions between genes specifying floral organ identity and those regulating growth and size of developing floral organs. With the aim to isolate regulatory genes linking both developmental processes (i.e., floral organ identity and growth) in the tomato model species, a novel mutant altered in the formation of floral organs was further characterized. Under normal growth conditions, floral organ primordia of mutant plants were correctly initiated, however, they were unable to complete their development impeding the formation of mature and fertile flowers. Thus, the growth of floral buds was blocked at an early stage of development; therefore, we named this mutant as unfinished flower development ( ufd ). Genetic analysis performed in a segregating population of 543 plants showed that the abnormal phenotype was controlled by a single recessive mutation. Global gene expression analysis confirmed that several MADS-box genes regulating floral identity as well as other genes participating in cell division and different hormonal pathways were affected in their expression patterns in ufd mutant plants. Moreover, ufd mutant inflorescences showed higher hormone contents, particularly ethylene precursor 1-aminocyclopropane-1-carboxylic acid (ACC) and strigol compared to wild type. Such results indicate that UFD may have a key function as positive regulator of the development of floral primordia once they have been initiated in the four floral whorls. This function should be performed by affecting the expression of floral organ identity and growth genes, together with hormonal signaling pathways.

Chimera States in Neural Oscillators

NASA Astrophysics Data System (ADS)

Bahar, Sonya; Glaze, Tera

2014-03-01

Chimera states have recently been explored both theoretically and experimentally, in various coupled nonlinear oscillators, ranging from phase-oscillator models to coupled chemical reactions. In a chimera state, both coherent and incoherent (or synchronized and desynchronized) states occur simultaneously in populations of identical oscillators. We investigate chimera behavior in a population of neural oscillators using the Huber-Braun model, a Hodgkin-Huxley-like model originally developed to characterize the temperature-dependent bursting behavior of mammalian cold receptors. One population of neurons is allowed to synchronize, with each neuron receiving input from all the others in its group (global within-group coupling). Subsequently, a second population of identical neurons is placed under an identical global within-group coupling, and the two populations are also coupled to each other (between-group coupling). For certain values of the coupling constants, the neurons in the two populations exhibit radically different synchronization behavior. We will discuss the range of chimera activity in the model, and discuss its implications for actual neural activity, such as unihemispheric sleep.

OBJECT REPRESENTATION, IDENTITY, AND THE PARADOX OF EARLY PERMANENCE: Steps Toward a New Framework.

PubMed

Meltzoff, Andrew N; Moore, M Keith

1998-01-01

The sensorimotor theory of infancy has been overthrown, but there is little consensus on a replacement. We hypothesize that a capacity for representation is the starting point for infant development, not its culmination. Logical distinctions are drawn between object representation, identity, and permanence. Modern experiments on early object permanence and deferred imitation suggest: (a) even for young infants, representations persist over breaks in sensory contact, (b) numerical identity of objects ( O s) is initially specified by spatiotemporal criteria (place and trajectory), (c) featural and functional identity criteria develop, (d) events are analyzed by comparing representations to current perception, and (e) representation operates both prospectively, anticipating future contacts with an O , and retrospectively, reidentifying an O as the "same one again." A model of the architecture and functioning of the early representational system is proposed. It accounts for young infants' behavior toward absent people and things in terms of their efforts to determine the identity of objects. Our proposal is developmental without denying innate structure and elevates the power of perception and representation while being cautious about attributing complex concepts to young infants.

OBJECT REPRESENTATION, IDENTITY, AND THE PARADOX OF EARLY PERMANENCE: Steps Toward a New Framework

PubMed Central

Meltzoff, Andrew N.; Moore, M. Keith

2013-01-01

The sensorimotor theory of infancy has been overthrown, but there is little consensus on a replacement. We hypothesize that a capacity for representation is the starting point for infant development, not its culmination. Logical distinctions are drawn between object representation, identity, and permanence. Modern experiments on early object permanence and deferred imitation suggest: (a) even for young infants, representations persist over breaks in sensory contact, (b) numerical identity of objects (Os) is initially specified by spatiotemporal criteria (place and trajectory), (c) featural and functional identity criteria develop, (d) events are analyzed by comparing representations to current perception, and (e) representation operates both prospectively, anticipating future contacts with an O, and retrospectively, reidentifying an O as the “same one again.” A model of the architecture and functioning of the early representational system is proposed. It accounts for young infants’ behavior toward absent people and things in terms of their efforts to determine the identity of objects. Our proposal is developmental without denying innate structure and elevates the power of perception and representation while being cautious about attributing complex concepts to young infants. PMID:25147418

Identity-Based Authentication for Cloud Computing

NASA Astrophysics Data System (ADS)

Li, Hongwei; Dai, Yuanshun; Tian, Ling; Yang, Haomiao

Cloud computing is a recently developed new technology for complex systems with massive-scale services sharing among numerous users. Therefore, authentication of both users and services is a significant issue for the trust and security of the cloud computing. SSL Authentication Protocol (SAP), once applied in cloud computing, will become so complicated that users will undergo a heavily loaded point both in computation and communication. This paper, based on the identity-based hierarchical model for cloud computing (IBHMCC) and its corresponding encryption and signature schemes, presented a new identity-based authentication protocol for cloud computing and services. Through simulation testing, it is shown that the authentication protocol is more lightweight and efficient than SAP, specially the more lightweight user side. Such merit of our model with great scalability is very suited to the massive-scale cloud.

Contact in adoption and adoptive identity formation: the mediating role of family conversation.

PubMed

Von Korff, Lynn; Grotevant, Harold D

2011-06-01

The present study examined adoption-related family conversation as a mediator of the association between adoptive parents' facilitation of contact with birth relatives and adolescent adoptive identity formation. The sample consisted of 184 adoptive families. Data were collected in two waves from adoptive mothers and fathers, and adoptees (M = 15.68 years at adolescence; M = 24.95 years at emerging adulthood) using semistructured interviews and questionnaires. Structural equation models showed a good fit to sample data, and analyses supported the hypothesized mediation model. Contact with birth relatives is associated with more frequent adoption-related family conversation, which in turn is associated with the development of adoptive identity. These results highlight the importance of supporting activities such as contact that lead to adoption-related family conversation. 2011 APA, all rights reserved

Contact in Adoption and Adoptive Identity Formation: The Mediating Role of Family Conversation

PubMed Central

Korff, Lynn Von; Grotevant, Harold D.

2012-01-01

The present study examined adoption-related family conversation as a mediator of the association between adoptive parents’ facilitation of contact with birth relatives and adolescent adoptive identity formation. The sample consisted of 184 adoptive families. Data were collected in two waves from adoptive mothers and fathers, and adoptees (M = 15.68 years at adolescence; M = 24.95 years at emerging adulthood) using semistructured interviews and questionnaires. Structural equation models showed a good fit to sample data, and analyses supported the hypothesized mediation model. Contact with birth relatives is associated with more frequent adoption-related family conversation, which in turn is associated with the development of adoptive identity. These results highlight the importance of supporting activities such as contact that lead to adoption-related family conversation. PMID:21517175

May I see your ID, please? An explorative study of the professional identity of undergraduate medical education leaders.

PubMed

Sundberg, Kristina; Josephson, Anna; Reeves, Scott; Nordquist, Jonas

2017-02-01

The mission of undergraduate medical education leaders is to strive towards the enhancement of quality of medical education and health care. The aim of this qualitative study is, with the help of critical perspectives, to contribute to the research area of undergraduate medical education leaders and their identity formation; how can the identity of undergraduate medical education leaders be defined and further explored from a power perspective? In this explorative study, 14 educational leaders at a medical programme in Scandinavia were interviewed through semi-structured interviews. The data was analysed through Moustakas' structured, phenomenological analysis approach and then pattern matched with Gee's power-based identity model. Educational leaders identify themselves more as mediators than leaders and do not feel to any larger extent that their professional identity is authorised by the university. These factors potentially create difficulties when trying to communicate with medical teachers, often also with a weaker sense of professional identity, about medical education. The perceptions of the professional identity of undergraduate medical education leaders provide us with important notions on the complexities on executing their important mission to develop medical education: their perceptions of ambiguity towards the process of trying to lead teachers toward educational development and a perceived lack of authorisation of their work from the university level. These are important flaws to observe and correct when improving the context in which undergraduate medical education leaders are trying to develop and improve undergraduate medical programmes. A practical outcome of the results of this study is the facilitation of design of faculty development programmes for educational leaders in undergraduate medial education.

A Tiered Model for Linking Students to the Community

ERIC Educational Resources Information Center

Meyer, Laura Landry; Gerard, Jean M.; Sturm, Michael R.; Wooldridge, Deborah G.

2016-01-01

A tiered practice model (introductory, pre-internship, and internship) embedded in the curriculum facilitates community engagement and creates relevance for students as they pursue a professional identity in Human Development and Family Studies. The tiered model integrates high-impact teaching practices (HIP) and student engagement pedagogies…

Beyond the Impasse - Reflections on Dissociative Identity Disorder from a Freudian-Lacanian Perspective.

PubMed

Meganck, Reitske

2017-01-01

Dissociative identity disorder (DID) is a widely contested diagnosis. The dominant posttraumatic model (PTM) considers early life trauma to be the direct cause of the creation of alter identities and assumes that working directly with alter identities should be at the core of the therapeutic work. The socio-cognitive model, on the other hand, questions the validity of the DID diagnosis and proposes an iatrogenic origin of the disorder claiming that reigning therapeutic and socio-cultural discourses create and reify the problem. The author argues that looking at the underlying psychical dynamics can provide a way out of the debate on the veracity of the diagnosis. A structural conception of hysteria is presented to understand clinical and empirical observations on the prevalence, appearance and treatment of DID. On a more fundamental level, the concept of identification and the fundamental division of human psychic functioning are proposed as crucial for understanding the development and treatment of DID.

Beyond the Impasse – Reflections on Dissociative Identity Disorder from a Freudian–Lacanian Perspective

PubMed Central

Meganck, Reitske

2017-01-01

Dissociative identity disorder (DID) is a widely contested diagnosis. The dominant posttraumatic model (PTM) considers early life trauma to be the direct cause of the creation of alter identities and assumes that working directly with alter identities should be at the core of the therapeutic work. The socio-cognitive model, on the other hand, questions the validity of the DID diagnosis and proposes an iatrogenic origin of the disorder claiming that reigning therapeutic and socio-cultural discourses create and reify the problem. The author argues that looking at the underlying psychical dynamics can provide a way out of the debate on the veracity of the diagnosis. A structural conception of hysteria is presented to understand clinical and empirical observations on the prevalence, appearance and treatment of DID. On a more fundamental level, the concept of identification and the fundamental division of human psychic functioning are proposed as crucial for understanding the development and treatment of DID. PMID:28559875

The Heroic and the Villainous: a qualitative study characterising the role models that shaped senior doctors' professional identity.

PubMed

Foster, Kirsty; Roberts, Chris

2016-08-16

The successful development and sustaining of professional identity is critical to being a successful doctor. This study explores the enduring impact of significant early role models on the professional identity formation of senior doctors. Personal Interview Narratives were derived from the stories told by twelve senior doctors as they recalled accounts of people and events from the past that shaped their notions of being a doctor. Narrative inquiry methodology was used to explore and analyse video recording and transcript data from interviews. Role models were frequently characterised as heroic, or villainous depending on whether they were perceived as good or bad influences respectively. The degree of sophistication in participants' characterisations appeared to correspond with the stage of life of the participant at the time of the encounter. Heroes were characterised as attractive, altruistic, caring and clever, often in exaggerated terms. Conversely, villains were typically characterised as direct or covert bullies. Everyday events were surprisingly powerful, emotionally charged and persisted in participants' memories much longer than expected. In particular, unresolved emotions dating from encounters where bullying behaviour had been witnessed or experienced were still apparent decades after the event. The characterisation of role models is an important part of the professional identity and socialisation of senior doctors. The enduring impact of what role models say and do means that all doctors, need to consistently reflect on how their own behaviour impacts the development of appropriate professional behaviours in both students and training doctors. This is especially important where problematic behaviours occur as, if not dealt with, they have the potential for long-lasting undesirable effects. The importance of small acts of caring in building a nurturing and supportive learning atmosphere at all stages of medical education cannot be underestimated.

Personality traits and educational identity formation in late adolescents: longitudinal associations and academic progress.

PubMed

Klimstra, Theo A; Luyckx, Koen; Germeijs, Veerle; Meeus, Wim H J; Goossens, Luc

2012-03-01

Changes in personality traits in late adolescence and young adulthood are believed to co-occur with changes in identity, but little research is available that supports this hypothesis. The present study addressed this relatively understudied area of research by examining longitudinal associations of Big Five personality traits (i.e., Neuroticism, Extraversion, Openness, Agreeableness, and Conscientiousness) with dimensions of identity formation (i.e., identification with commitment and exploration in depth) in the domain of education. For this purpose, we used four annual waves of longitudinal data on 485 Belgian late adolescents (87.4% female; mean age at T1 = 18.6 years) covering a 3-year period. Multivariate growth models revealed that changes in Big Five personality traits were related to changes in identification with commitment and exploration in depth. Cross-lagged panel models uncovered that, except for Openness, all Big Five traits predicted educational identity dimensions. Educational identity dimensions only predicted Neuroticism. In addition, adolescents with higher levels on the personality trait of Conscientiousness faced fewer study delays. In sum, the present study adds to the growing literature that explores the antecedents, correlates, and consequences of personality trait development by uncovering the interplay of personality traits, educational identity dimensions, and academic progress in late adolescents.

Science identity construction through extraordinary professional development experiences

NASA Astrophysics Data System (ADS)

McLain, Bradley David

Despite great efforts and expenditures to promote science literacy and STEM career choices, the U.S. continues to lag behind other countries in science education, diminishing our capacity for STEM leadership and our ability to make informed decisions in the face of multiple looming global issues. I suggest that positive science identity construction (the integration of science into one's sense of self so that it becomes a source of inspiration and contributes to lifelong learning) is critical for promoting durable science literacy and pro-science choices. Therefore, the focus of this study was extraordinary professional development experiences for science educators that may significantly impact their sense of self. My hypothesis was that such experiences could positively impact educators' science and science educator identities, and potentially enhance their capacities to impact student science identities. The first part of this hypothesis is examined in this study. Further, I suggest that first-person narratives play an important role in science identity construction. Presenting a new conceptual model that connects experiential learning theory to identity theory through the narrative study of lives, I explored the impacts of subjectively regarded extraordinary professional development experiences on the science identity and science educator identity construction processes for a cohort of fifteen K-12 science teachers during a science-learning-journey to explore the volcanoes of Hawaii. I used a case study research approach under the broader umbrella of a hermeneutic phenomenology to consider four individual cases as lived experiences and to consider the journey as a phenomenon unto itself. Findings suggest science and science educator identities are impacted by such an experience but with marked variability in magnitude and nature. Evidence also suggests important impacts on their other identities. In most instances, science-related impacts were secondary to and/or embedded within the more holistic physical, intellectual, and emotional impacts. Rather than only targeting specific learning goals, as traditional professional development programs often do, this immersive experiential learning program integrated a wide range of human experience that were important factors, most notably, risk, social connections, permission and agency, and emotions in connection with more targeted science learning. Implications for future research and practice are discussed.

[Background and practical use of the assessment of identity development in adolescence (AIDA)].

PubMed

Birkhölzer, Marc; Goth, Kirstin; Schrobildgen, Christian; Schmeck, Klaus; Schlüter-Müller, Susanne

2015-01-01

A paradigm shift towards early detection and intervention of personality disorders in adolescence to prevent persistent and chronic suffering is currently taking place. Aside further distinct areas of impaired psychosocial integrity, disturbed identity development is seen as one core component of personality disorders. Thus, the detection of early antecedents of impaired identity development is an important step to allow for early intervention. The self-report questionnaire Assessment of Identity Development in Adolescence (AIDA) is a reliable and valid diagnostic instrument to detect disturbed identity development. This questionnaire allows for global assessment of identity and a differentiation in fundamental subdomains as well and distinguishes between identity diffusion on one side and consolidated and stable identity on the other. In clinical practice, it supports the differentiation between severely disturbed identity as the core component of personality disorders and identity crisis or stable identity development that can be found in other mental disorders.

The Multicultural Identity Integration Scale (MULTIIS): Developing a comprehensive measure for configuring one's multiple cultural identities within the self.

PubMed

Yampolsky, Maya A; Amiot, Catherine E; de la Sablonnière, Roxane

2016-04-01

The research investigating how one's multiple cultural identities are configured within the self has yet to account for existing cultural identity configurations aside from integration, and for identifying with more than 2 cultural groups at once. The current research addresses these issues by constructing the Multicultural Identity Integration Scale (MULTIIS) to examine 3 different multicultural identity configurations, and their relationship to well-being based on Amiot and colleagues' (2007) cognitive-developmental model of social identity integration (CDSMII). Diverse samples of multicultural individuals completed the MULTIIS along with identity and well-being measures. (Study 1A: N = 407; 1B: N = 310; 2A = 338 and 2A = 254) RESULTS: Reliability and confirmatory factorial analyses (Studies 1A and 2A) all supported the factorial structure of the MULTIIS. Regression analyses (Studies 1B and 2B) confirmed that the integration subscale of the MULTIIS positively predicted well-being, whereas compartmentalization negatively predicted well-being. Categorization was inconsistently related to well-being. These findings support the CDSMII and the usefulness of the MULTIIS measure, and suggest that each identity configuration is uniquely related to well-being outcomes. (c) 2016 APA, all rights reserved).

Two-Year Institution Part-Time Nurse Faculty Experiences During Role Transition and Identity Development: A Phenomenological Study.

PubMed

Owens, Rhoda A

This study explored two-year institution part-time nurse faculty's perceptions of their experiences during their role transitions from nurses in clinical practice to part-time clinical instructors. Part-time nurse faculty enter academia as expert clinicians, but most have little or no training in the pedagogy of effective student learning. A phenomenological study was used to explore the faculty role transition experiences. Findings support the proposition that six participants transitioned from their expert clinician to instructor identities; however, two continue in the process. Critical to this process are relationships with individuals in their environments, past and present experiences, the incentive to learn to be better instructors, and the importance of support and training. A model emerged, Process of Role Transition and Professional Identity Formation for Part-Time Clinical Instructors at Two-Year Institutions, that is potentially useful for administrators in developing individualized orientation and professional development programs.

In Pursuit of Educational Integrity: Professional Identity Formation in the Harvard Medical School Cambridge Integrated Clerkship.

PubMed

Gaufberg, Elizabeth; Bor, David; Dinardo, Perry; Krupat, Edward; Pine, Elizabeth; Ogur, Barbara; Hirsh, David A

2017-01-01

Graduates of Harvard Medical School's Cambridge Integrated Clerkship (CIC) describe several core processes that may underlie professional identity formation (PIF): encouragement to integrate pre-professional and professional identities; support for learner autonomy in discovering meaningful roles and responsibilities; learning through caring relationships; and a curriculum and an institutional culture that make values explicit. The authors suggest that the benefits of educational integrity accrue when idealistic learners inhabit an educational model that aligns with their own core values, and when professional development occurs in the context of an institutional home that upholds these values. Medical educators should clarify and animate principles within curricula and learning environments explicitly in order to support the professional identity formation of their learners.

Understanding African American Adolescents’ Identity Development: A Relational Developmental Systems Perspective

PubMed Central

Brittian, Aerika S.

2012-01-01

This article examines the development of African American adolescents’ identity using a relational developmental systems theory framework, which led to the expectation that identity development is linked to both the reduction of risk behaviors and the promotion of African American adolescents’ healthy development. Different personological theories of identity development were discussed, including Erikson’s theory of psychosocial development and Marcia’s theory of identity statuses. Developmental systems theory was used to further the literature on African American adolescents’ identity development, by integrating various views of identity development as they pertain to these youth. Furthermore, the formation of many aspects of identity may be an important coping and resilience process for such youth. In addition, directions for future research are discussed, including a consideration of the complexity of diversity that exists within the African American adolescent population, and a call for more longitudinal assessments of identity development is presented. PMID:23243325

Who would you like to be like? Family, village, and national role models among Black youth in rural South Africa

PubMed Central

Madhavan, Sangeetha; Crowell, Jacqueline

2015-01-01

In this paper, we examine how Black youth in rural South Africa construct role models and connect them to their own life aspirations. We pay particular attention to individual and group identity development in shaping these perceptions. Based on analysis of qualitative data from 99 Black male and female youth aged 14–22, we find that 1) the choice of role models reflects a balancing strategy to reconcile individual and group identity development; 2) while the reasons they give for choosing role models are aligned with dominant models of upward mobility in the new South Africa (and globally), our respondents are also attuned to the difficulty of attaining such success and 3) the choices underscore the continued importance of close and extended kin amidst an increasingly ego focused life strategy aimed at individual status attainment. These findings can contribute to strengthening the effectiveness of intervention programs aimed at strengthening positive influences in the lives of Black youth in South Africa. PMID:26005284

Identity Development in the Late Twenties: A Never Ending Story

ERIC Educational Resources Information Center

Carlsson, Johanna; Wängqvist, Maria; Frisén, Ann

2015-01-01

The aim of this study was to investigate identity development in the late 20s in order to learn more about the continued identity development after identity commitments have been made. The starting point for the study was the contradiction between ideas of identity development as a lifelong process and identity status research showing that…

Diagnosing Students' Mental Models via the Web-Based Mental Models Diagnosis System

ERIC Educational Resources Information Center

Wang, Tzu-Hua; Chiu, Mei-Hung; Lin, Jing-Wen; Chou, Chin-Cheng

2013-01-01

Mental models play an important role in science education research. To extend the effectiveness of conceptual change research and to improve mental model identi?cation and diagnosis, the authors developed and tested the Web-Based Mental Models Diagnosis (WMMD) system. In this article, they describe their WMMD system, which goes beyond the…

Women, Work, and Learning.

ERIC Educational Resources Information Center

Bierema, Laura L.

2001-01-01

Outlines causes of women's disadvantage in the workplace and the inadequacies of career development models for women. Addresses themes related to women's learning at work: hidden curriculum in the work context, identity development, relationships and connection, and mentoring. (Contains 38 references.) (SK)

The Cascading Effects of Marginalization and Pathways of Resilience in Attaining Good Health Among LGBT Older Adults

PubMed Central

Fredriksen-Goldsen, Karen I.; Kim, Hyun-Jun; Bryan, Amanda E. B.; Shiu, Chengshi; Emlet, Charles A.

2017-01-01

Purpose of the Study: Lesbian, gay, bisexual, and transgender (LGBT) older adults comprise a diverse and growing health disparate population. In the present study, using the Health Equity Promotion Model, we investigated pathways by which LGBT older adults experience resilience, risk, and marginalization and their relationship to attaining positive health outcomes. Design and Methods: Aging with Pride: National Health, Aging, and Sexuality/Gender Study (NHAS) is the first longitudinal research project designed to examine the health, aging, and well-being of LGBT adults aged 50 and older. Using data from 2014 (N = 2,415), we tested a structural equation model linking lifetime marginalization, identity affirmation and management, social and psychological resources, and health behaviors to positive health outcomes. Results: Identity affirmation positively predicted social resources and mental health, and social resources positively predicted mental health. Marginalization was associated with fewer social resources for LGBT older adults with an open identity management style, lower identity affirmation for LGBT older adults who strategically concealed their sexual identity, and poorer mental health. Mental health was associated with better health behaviors, which in turn predicted positive physical health outcomes. Implications: Although a health disparate population, good health among LGBT older adults appears to be attained via multiple resilience and risk pathways. Providers must remain aware of the historical contexts in which LGBT older adults lived and the strengths they developed in order to understand their health and to develop tailored and targeted prevention and intervention services. PMID:28087797

Nursing work in NHS Direct: constructing a nursing identity in the call-centre environment.

PubMed

Snelgrove, Sherrill Ray

2009-12-01

The introduction of nurse-led telephone helplines for patients to have access to information and advice has led to the development of a new kind of practise for nurses. This study focuses on the ways NHS Direct (NHSD) nurses construct a nursing identity and shape their work in a call-centre environment. The empirical findings are drawn from a study investigating the impact of NHSD on professional nursing issues that was part of a wider evaluation of the service in South Wales, UK. Data were gathered from responses to free text questions included in a questionnaire sent to nurses in three NHSD sites. Further data were collected from focus groups held with NHSD nurses. The nurses defend their identity as nurses rather than call-centre workers. The discourses of the nurses show a strong alignment with the traditional values of nursing, encompassing holistic and empathetic practise that has moved with the nurses across locales. We argue that the nurses frame a nursing identity in NHSD around the importance of previous experience and claim to practise holistic nursing. However, the development of new skills and adaptation of old skills in response to the demand of NHSD work challenges normative notions of traditional 'hands-on' models of practise and indicates a possible movement towards a cognitive model of nursing based upon knowledge, analytical and communication skills that reflects the transformative and dynamic nature of professional identity and boundaries.

The Experience of Parkinson's Disease: A Systematic Review and Meta-Ethnography

PubMed Central

Soundy, Andrew

2014-01-01

There has been little attempt to summarise and synthesise qualitative studies concerning the experience and perception of living with Parkinson's disease. Bringing this information together would provide a background to understand the importance of an individual's social identity on their well-being and hope. Three primary aims were identified (a) understanding the importance of social identity and meaningful activities on individuals' well-being, (b) identifying factors and strategies that influence well-being and hope, and (c) establishing a model that relates to an individual's hope and well-being. Three stages were undertaken including a traditional electronic search, a critical appraisal of articles, and a synthesis of studies. Qualitative articles were included that considered the experience of living with Parkinson's disease. Thirty seven articles were located and included in the review. Five themes were identified and the themes were used to inform development of a new model of hope enablement. The current review furthered understanding of how physical symptoms and the experience of Parkinson's disease affect the individual's well-being and hope. Social identity was established as a key factor that influenced an individual's well-being. Being able to maintain, retain, or develop social identities was essential for the well-being and hope of individuals with Parkinson's disease. Understanding the factors which prevent or can facilitate this is essential. PMID:25525623

Role-modelling and the hidden curriculum: New graduate nurses' professional socialisation.

PubMed

Hunter, Kiri; Cook, Catherine

2018-05-12

To explore new graduate nurses' experiences of professional socialisation by registered nurses in hospital-based practice settings, and identify strategies that support professional identity development. Professionalism is reinforced and stabilised in the clinical environment through the 'hidden curriculum', with major learning coming from practice role-models. New graduates observe attitudes, behaviours, decision-making and skills, and gain feedback from registered nurses, which they translate into their own practice. Professional socialisation occurs through encounters with desirable and undesirable role-modelling; both are significant in professional identity formation. Qualitative descriptive design. Data collection was undertaken through semi-structured interviews with five new graduate nurse participants. A general inductive approach guided analysis. The meaningful descriptions gained provided insight into their experiences. Three main themes identified from the data include: 'Lessons from the wilderness'; 'Life in the wild'; and 'Belonging to a wolf pack'. The data set highlighted the major transitional process from student identity to registered nurse. New graduates' rethinking of beliefs and professional nursing identities were influenced by organisational pressures and experienced nurses role-modelling practices contrary to professional values. Despite encountering a range of professional behaviours, attitudes and dilemmas, new graduates were capable of moral agency and critical thinking. However, they rapidly acculturated and described compromises to cope. To promote high morale and a sense of belonging, a concerted effort is required by all nurses to facilitate the socialisation process to encourage self-authorship. A well-developed professional identity enhances nursing as a profession, contributing towards better healthcare delivery and outcomes. It is critically important how professional values are learnt within the culture of nursing. Tensions in clinical practice need to be understood better to avoid moral distress caused by dissonance between expectation and experience. It is advantageous to increase early positive socialisation. This article is protected by copyright. All rights reserved. This article is protected by copyright. All rights reserved.

The function of wisdom dimensions in ego-identity development among Chinese university students.

PubMed

Bang, Hyeyoung; Zhou, Yuchun

2014-12-01

This study investigates the relationship between wisdom and ego-identity among university students in China. Using Marcia's ego-identity statuses and Ardelt's wisdom dimensions as the theoretical and conceptual framework, the study investigates 356 university students in China. After exploratory and confirmatory factor analyses, four factors from wisdom and five factors from ego-identity were retrieved. A structural equation model was then conducted to analyse the relationships. The findings were: (1) among wisdom dimensions, cognitive, and reflective wisdom, especially perspective-taking best predicted achievement, (2) all three dimensions of wisdom predicted moratorium, but reflective wisdom was the most pronounced predictor, (3) all three dimensions of wisdom predicted diffusion, but resentment items from reflective wisdom were the most pronounced predictors, and (4) gender was a significant predictor of ego-identity achievement and diffusion. These findings suggest that efforts to build reflective wisdom might contribute to healthier ego-identity formation. © 2014 International Union of Psychological Science.

Identity Formation, Outness and Sexual Risk among Gay and Bisexual Men

PubMed Central

White, Darcy; Stephenson, Rob

2014-01-01

Research on HIV among men who have sex with men (MSM) has focused on individual behavioral and biomedical factors driving transmission risks, but these cannot be fully understood without also understanding the social context within which sexual minorities live. Using data from 703 gay and bisexual men in Atlanta, this study explores the factors associated with homosexual identity formation and disclosure (“outness”) and examines how these constructs are associated with sexual risk taking. In multivariable regression models, sexual identity and outness were associated with age, race, education, employment, and experience of discrimination. Independent of these factors, having a more established and open homosexual identity was associated with lower sexual risk behaviors. These results highlight the need to address discriminatory policies and values in society and call for programs to provide support and promote healthy identity development among vulnerable groups. PMID:23690365

Gender dysphoria in adolescence: current perspectives

PubMed Central

Kaltiala-Heino, Riittakerttu; Bergman, Hannah; Työläjärvi, Marja; Frisén, Louise

2018-01-01

Increasing numbers of adolescents are seeking treatment at gender identity services in Western countries. An increasingly accepted treatment model that includes puberty suppression with gonadotropin-releasing hormone analogs starting during the early stages of puberty, cross-sex hormonal treatment starting at ~16 years of age and possibly surgical treatments in legal adulthood, is often indicated for adolescents with childhood gender dysphoria (GD) that intensifies during puberty. However, virtually nothing is known regarding adolescent-onset GD, its progression and factors that influence the completion of the developmental tasks of adolescence among young people with GD and/or transgender identity. Consolidation of identity development is a central developmental goal of adolescence, but we still do not know enough about how gender identity and gender variance actually evolve. Treatment-seeking adolescents with GD present with considerable psychiatric comorbidity. There is little research on how GD and/or transgender identity are associated with completion of developmental tasks of adolescence. PMID:29535563

Infusing Culture in Career Counseling

ERIC Educational Resources Information Center

Arthur, Nancy; Collins, Sandra

2011-01-01

This article introduces the culture-infused career counselling (CICC) model. Six principles are foundational to a tripartite model emphasizing cultural self-awareness, awareness of client cultural identities, and development of a culturally sensitive working alliance. The core competencies ensure the cultural validity and relevance of career…

Thoughts on the nature of identity: disorders of sex development and gender identity.

PubMed

Reiner, William G; Reiner, D Townsend

2011-10-01

Children with disorders of sex development have similarities to, but also marked contrasts with, children with normal anatomy but who have gender dysphoria. Understanding gender identity development in children with sex disorders will probably help us understand typical gender identity development more than in understanding gender development in children with gender identity disorder.

The group engagement model: procedural justice, social identity, and cooperative behavior.

PubMed

Tyler, Tom R; Blader, Steven L

2003-01-01

The group engagement model expands the insights of the group-value model of procedural justice and the relational model of authority into an explanation for why procedural justice shapes cooperation in groups, organizations, and societies. It hypothesizes that procedures are important because they shape people's social identity within groups, and social identity in turn influences attitudes, values, and behaviors. The model further hypothesizes that resource judgments exercise their influence indirectly by shaping social identity. This social identity mediation hypothesis explains why people focus on procedural justice, and in particular on procedural elements related to the quality of their interpersonal treatment, because those elements carry the most social identity-relevant information. In this article, we review several key insights of the group engagement model, relate these insights to important trends in psychological research on justice, and discuss implications of the model for the future of procedural justice research.

Longitudinal Links Between Identity Consolidation and Psychosocial Problems in Adolescence: Using Bi-Factor Latent Change and Cross-Lagged Effect Models.

PubMed

Hatano, Kai; Sugimura, Kazumi; Schwartz, Seth J

2018-04-01

Most previous identity research has focused on relationships between identity synthesis, confusion, and psychosocial problems. However, these studies did not take into account Erikson's notion of identity consolidation, that is, the dynamic interplay between identity synthesis and confusion. This study aimed to examine longitudinal relationships and the directionality of the effects between identity consolidation and psychosocial problems during adolescence, using two waves of longitudinal data from 793 Japanese adolescents (49.7% girls; ages 13-14 and 16-17 at Time 1). A bi-factor latent change model revealed that levels and changes in identity consolidation were negatively associated with levels and changes in psychosocial problems. Furthermore, a bi-factor cross-lagged effects model provided evidence that identity consolidation negatively predicted psychosocial problems, and vice versa. Our study facilitates a better understanding of the importance of identity consolidation in the relations between identity components and psychosocial problems.

Personal growth initiative and identity formation in adolescence through young adulthood: mediating processes on the pathway to well-being.

PubMed

Luyckx, Koen; Robitschek, Christine

2014-10-01

Developing a personal identity is a challenging task throughout adolescence and the transition to adulthood. The present study sampling 551 14-35 year olds (54.1% female) examined personal growth initiative (PGI) as a potential predictor of core identity processes and explored whether identity functioned as a mediator on the pathway from PGI to self-esteem and depressive symptoms. Path analyses from a structural equation modeling approach indicated that all four components of PGI (i.e., planfulness, readiness for change, intentional behavior, and using resources) predicted different commitment and exploration processes, with planfulness being the most consistent predictor. Important age differences linking PGI-components to identity exploration were found. Finally, especially the degree to which individuals identified themselves with their identity commitments and the degree to which they relied on ruminative or maladaptive forms of identity exploration mediated pathways from PGI to self-esteem and depressive symptoms. Implications and suggestions for future research are discussed. Copyright © 2014 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

Identity Styles and Religiosity: Examining the Role of Identity Commitment

ERIC Educational Resources Information Center

Grajales, Tevni E.; Sommers, Brittany

2016-01-01

This study observed the role of identity styles, identity commitment, and identity statuses in predicting religiosity in a sample of undergraduate students attending a Seventh-day Adventist university (N = 138). Two structural models were evaluated via path analysis. Results revealed two strong models for the prediction of religiosity. Identity…

A longitudinal integration of identity styles and educational identity processes in adolescence.

PubMed

Negru-Subtirica, Oana; Pop, Eleonora Ioana; Crocetti, Elisabetta

2017-11-01

Identity formation is a main adolescent psychosocial developmental task. The complex interconnection between different processes that are at the basis of one's identity is a research and applied intervention priority. In this context, the identity style model focuses on social-cognitive strategies (i.e., informational, normative, and diffuse-avoidant) that individuals can use to deal with identity formation. The 3-factor identity dimensional model examines the interplay between identity processes of commitment, in-depth exploration, and reconsideration of commitment in different life domains. Theoretical integrations between these models have been proposed, but there is a dearth of studies unraveling their longitudinal links in specific identity domains. We addressed this gap by testing in a 3-wave longitudinal study the bidirectional associations between identity styles and educational identity processes measured during 1 academic year. Participants were 1,151 adolescents (58.7% female). Results highlighted that the informational style was related over time to higher levels of educational commitment and in-depth exploration, whereas the diffuse-avoidant style was related to lower levels of commitment and higher levels of reconsideration of commitment. Educational commitment was positively related to the informational and normative styles; in-depth exploration was positively related to the informational style; and reconsideration of commitment was positively related to the diffuse-avoidant style. These relations were not moderated by adolescents' gender and age. Hence, identity styles and educational identity processes reinforce each other during 1 academic year. Theoretical integrations between these models, suggestions for integration with other identity approaches (e.g., narrative identity models), and practical implications are discussed. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Moving from Victim to Survivor of Cultural Violence: A Conceptual Model

ERIC Educational Resources Information Center

Salazar, Carmen F.; Casto, Challon

2008-01-01

The authors propose the Moving From Victim to Survivor of Cultural Violence model, using the stages of D. W. Sue and D. Sue's (1999) Racial/Cultural Identity Development model. This conceptual model describes the process of first overcoming internalized sexism, domestic abuse, sexual harassment, rape, and other forms of oppression and then healing…

Ego Development, Ego Strengths, and Ethnic Identity among First Nation Adolescents

ERIC Educational Resources Information Center

Gfellner, Barbara M.; Armstrong, Helen D.

2012-01-01

Three conceptualizations of psychosocial development were investigated among Canadian First Nation adolescents. Loevinger's social cognitive model of ego development reflects the way in which an individual views the self and social reality. From Eriksonian theory, ego strengths refer to the emergent values or outcomes that represent resolution of…

Feminist Identity Development: The Current State of Theory, Research, and Practice

ERIC Educational Resources Information Center

Hyde, Janet Shibley

2002-01-01

A review of the three articles on feminist identity development in this issue indicates that (a) the Feminist Identity Development Scale (FIDS) and the Feminist Identity Composite (FIC) perform similarly and acceptably in psychometric analyses, (b) no research has properly tested whether there are true stages of feminist identity development, and…

Trajectories of Ethnic-Racial Identity and Autonomy Among Mexican-Origin Adolescent Mothers in the United States.

PubMed

Umaña-Taylor, Adriana J; Updegraff, Kimberly A; Jahromi, Laudan B; Zeiders, Katharine H

2015-01-01

This study examined trajectories of ethnic-racial identity (ERI) and autonomy development among Mexican-origin adolescent females in the United States (N = 181; M(age) at Wave 1 = 16.80 years, SD = 1.00) as they transitioned through the first 5 years of parenthood. Trajectories of ERI and autonomy also were examined in relation to psychosocial functioning. Unconditional latent growth models indicated significant growth in autonomy, ERI resolution, and ERI affirmation from middle to late adolescence. Conditional latent growth models indicated that autonomy and ERI exploration growth trajectories were positively associated with psychosocial adjustment. Although adolescent mothers are experiencing transitions that are not normative during adolescence, they also engage in normative developmental processes, and their engagement in such processes is linked with better adjustment. © 2015 The Authors. Child Development © 2015 Society for Research in Child Development, Inc.

Internalized homophobia, lesbian identity development, and self-esteem in undergraduate women.

PubMed

Peterson, Trica L; Gerrity, Deborah A

2006-01-01

This study examined the relationship between internalized homophobia, self-esteem, and lesbian identity development in 35 undergraduate women. Results indicated evidence of a strong relationship between the two identity development measures, the Stage Allocation Measure (SAM; Cass, 1984) and the Gay Identity Questionnaire (GIQ; Brady & Busse, 1994), and moderate relationships between identity development and internalized homophobia, between identity development and self-esteem, and between internalized homophobia and self-esteem. Implications for research and clinical practice are discussed.

Asymptotic identity in min-plus algebra: a report on CPNS.

PubMed

Li, Ming; Zhao, Wei

2012-01-01

Network calculus is a theory initiated primarily in computer communication networks, especially in the aspect of real-time communications, where min-plus algebra plays a role. Cyber-physical networking systems (CPNSs) are recently developing fast and models in data flows as well as systems in CPNS are, accordingly, greatly desired. Though min-plus algebra may be a promising tool to linearize any node in CPNS as can be seen from its applications to the Internet computing, there are tough problems remaining unsolved in this regard. The identity in min-plus algebra is one problem we shall address. We shall point out the confusions about the conventional identity in the min-plus algebra and present an analytical expression of the asymptotic identity that may not cause confusions.

Asymptotic Identity in Min-Plus Algebra: A Report on CPNS

PubMed Central

Li, Ming; Zhao, Wei

2012-01-01

Network calculus is a theory initiated primarily in computer communication networks, especially in the aspect of real-time communications, where min-plus algebra plays a role. Cyber-physical networking systems (CPNSs) are recently developing fast and models in data flows as well as systems in CPNS are, accordingly, greatly desired. Though min-plus algebra may be a promising tool to linearize any node in CPNS as can be seen from its applications to the Internet computing, there are tough problems remaining unsolved in this regard. The identity in min-plus algebra is one problem we shall address. We shall point out the confusions about the conventional identity in the min-plus algebra and present an analytical expression of the asymptotic identity that may not cause confusions. PMID:21822446

Ethnic identity: Factor structure and measurement invariance across ethnic groups.

PubMed

Feitosa, Jennifer; Lacerenza, Christina N; Joseph, Dana L; Salas, Eduardo

2017-09-01

Considering a historically diversified (and growing) population in the United States, one's ethnic identification is often an important psychological-as well as social and political-construct because it can serve as a hindrance to interpersonal interaction. Despite the importance of ethnic identity in psychological research, the most widely developed ethnic identity measurement tool, the Multigroup Ethnic Identity Measure (MEIM; Phinney, 1992), lacks consensus regarding its psychometric properties. The purpose of this article is to identify the factor structure of this measure and identify whether it exhibits measurement equivalence/invariance (ME/I) across ethnicities. The current findings offer several contributions to the state of the literature. First, our data suggests a two-factor model, including affirmation/commitment and exploration factors, is the most appropriate structure when considering fit and parsimony indices via confirmatory factor analysis. Second, configural and metric measurement equivalence was found across Caucasian and non-Caucasian participants. Interestingly, partial scalar invariance was established when comparing Caucasians with the minority groups with the exception of the Hispanic subgroup, which exhibited no scalar invariance. Third, differences in ethnic identity factor means were found, especially across Caucasians and African Americans. In conclusion, the use of the two-factor model of the MEIM is recommended, and results suggest that the MEIM is an appropriate measure of ethnic identity in most ethnic groups. Limitations and future research are also discussed. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Multidimensional Identity Model Revisited: Implications for Student Affairs

ERIC Educational Resources Information Center

Pope, Raechele L.; Reynolds, Amy L.

2017-01-01

This chapter explores the connection between the authors' foundational Multidimensional Identity Model and intersectionality. The authors discuss the challenges and promises of capturing a holistic, intersectional perspective in identity theory, as well as how to engage the concept of identity as practitioners.

One Team, One Fight, One Organizational Identity...Or Not: The United States Air Force at a Turning Point

DTIC Science & Technology

2014-06-01

determine both the composition and function of groups. While group identities are formed by its members, a natural adjunct to the developed identities are...to a child when overdependencies develop and a top-down or one-way information flow develops in the organization, the resulting framework will likely...of the Air Force identity crisis. Organizational identity theory warns that multiple-identity organizations must be wary of developing an overall

Sexual and ethnic identity development among gay-bisexual-questioning (GBQ) male ethnic minority adolescents.

PubMed

Jamil, Omar B; Harper, Gary W; Fernandez, M Isabel

2009-07-01

Identity development is a critical task of adolescence and occurs across multiple areas of self-identification. Although research on the identity development process among individuals who are ethnic and sexual minorities has been conducted for individuals who have 1 minority status or the other, few studies have examined these processes in people who are both ethnic and sexual minorities. In this qualitative study, the authors examined the dual identity development processes related to ethnic and sexual identity among gay-bisexual-questioning (GBQ) Latino and African American male adolescents. Results indicated that the processes associated with the development of sexual orientation and ethnic identity occur concurrently. However, the actual processes involved with the development of each identity not only differed, but seemed to be independent of each other because neither process was referenced in the development of the other. Overall, the process of ethnic identity development involved the process of becoming aware of one's ethnic and cultural heritage, whereas sexual identity development involved finding one's own personally relevant sexual orientation label and connecting to that community. The implications of these findings for the development of interventions to assist in the healthy development of GBQ adolescents are discussed.

Sexual and Ethnic Identity Development among Gay/Bisexual/Questioning (GBQ) Male Ethnic Minority Adolescents

PubMed Central

Jamil, Omar B.; Harper, Gary W.; Fernandez, M. Isabel

2010-01-01

Identity development is a critical task of adolescence and occurs across multiple areas of self identification. Though research on the identity development process among individuals who are ethnic and sexual minorities has been conducted for individuals who have one minority status or the other, few studies have examined these processes in persons who are both ethnic and sexual minorities. This qualitative study examined the dual identity development processes related to ethnic and sexual identity among gay/bisexual/questioning (GBQ) Latino and African American male adolescents. Results indicated that the processes associated with the development of sexual orientation and ethnic identity occur concurrently. However, the actual processes involved with the development of each identity not only differed, but seemed to be independent of each other since neither process was referenced in the development of the other. Overall, the process of ethnic identity development involved the process of becoming aware of one’s ethnic and cultural heritage, while sexual identity development involved finding one’s own personally relevant sexual orientation label and connecting to that community. The implications of these findings for the development of interventions to assist in the healthy development of GBQ adolescents are discussed. PMID:19594249

Nursing in general practice: organizational possibilities for decision latitude, created skill, social support and identity derived from role.

PubMed

Merrick, Eamon; Duffield, Christine; Baldwin, Richard; Fry, Margaret

2012-03-01

This article is a report of a study to describe the factors that support organizational opportunities for practice nurse decision-making and skill development for nurses employed in general practice in New South Wales, Australia. Corresponding to the availability of subsidies from the Australian universal health insurer (Medicare), there has been an increase in the number of nurses employed in general practice. Currently, there is no Australian evidence as to the organizational possibilities for these practice nurses to make decisions, develop their own skills and abilities, derive identity from their role or how their role is influenced by social support. Over a 8-month period in 2008 practice, nurses employed in general practice in the State of New South Wales were invited to complete a 26-item self-administered online questionnaire utilizing constructs from Karaseks (1998) Job Content Questionnaire (valid n = 160). Confirmatory Factor Analysis indicated that all scales demonstrated acceptable levels of internal consistency. Sequential regression models revealed that social support exerts a weak influence on decision latitude (R(2) = 0·07); the addition of self-identity through work significantly improved the predictive ability of the model (R(2) = 0·16). Social support and self-identity through work exerted a negative influence on created skill (R(2) = 0·347), whereas social support was effective in predicting self-identity through work (R(2) = 0·148).   Collegial and supervisory support in the work environment predicts organizational possibilities for practice nurse decision-making. © 2011 Blackwell Publishing Ltd.

Factors that influence the professional resilience of occupational therapists in mental health practice.

PubMed

Ashby, Samantha E; Ryan, Susan; Gray, Mel; James, Carole

2013-04-01

Mental health practice can create challenging environments for occupational therapists. This study explores the dynamic processes involved in the development and maintenance of professional resilience of experienced mental health occupational therapy practitioners. It presents the PRIOrity model that summarises the dynamic relationship between professional resilience, professional identity and occupation-based practice. A narrative inquiry methodology with two phases of interviews was used to collect the data from nine experienced mental health practitioners. Narrative thematic analysis was used to interpret the data. Professional resilience was linked to: (i) professional identity which tended to be negatively influenced in contexts dominated by biomedical models and psychological theories; (ii) expectations on occupational therapists to work outside their professional domains and use generic knowledge; and (iii) lack of validation of occupation-focussed practice. Professional resilience was sustained by strategies that maintained participants' professional identity. These strategies included seeking 'good' supervision, establishing support networks and finding a job that allowed a match between valued knowledge and opportunities to use it in practice. For occupational therapists professional resilience is sustained and enhanced by a strong professional identity and valuing an occupational perspective of health. Strategies that encourage reflection on the theoretical knowledge underpinning practice can sustain resilience. These include supervision, in-service meetings and informal socialisation. Further research is required into the role discipline-specific theories play in sustaining professional values and identity. The development of strategies to enhance occupational therapists' professional resilience may assist in the retention of occupational therapists in the mental health workforce. © 2012 The Authors Australian Occupational Therapy Journal © 2012 Occupational Therapy Australia.

The Cascading Effects of Marginalization and Pathways of Resilience in Attaining Good Health Among LGBT Older Adults.

PubMed

Fredriksen-Goldsen, Karen I; Kim, Hyun-Jun; Bryan, Amanda E B; Shiu, Chengshi; Emlet, Charles A

2017-02-01

Lesbian, gay, bisexual, and transgender (LGBT) older adults comprise a diverse and growing health disparate population. In the present study, using the Health Equity Promotion Model, we investigated pathways by which LGBT older adults experience resilience, risk, and marginalization and their relationship to attaining positive health outcomes. Aging with Pride: National Health, Aging, and Sexuality/Gender Study (NHAS) is the first longitudinal research project designed to examine the health, aging, and well-being of LGBT adults aged 50 and older. Using data from 2014 (N = 2,415), we tested a structural equation model linking lifetime marginalization, identity affirmation and management, social and psychological resources, and health behaviors to positive health outcomes. Identity affirmation positively predicted social resources and mental health, and social resources positively predicted mental health. Marginalization was associated with fewer social resources for LGBT older adults with an open identity management style, lower identity affirmation for LGBT older adults who strategically concealed their sexual identity, and poorer mental health. Mental health was associated with better health behaviors, which in turn predicted positive physical health outcomes. Although a health disparate population, good health among LGBT older adults appears to be attained via multiple resilience and risk pathways. Providers must remain aware of the historical contexts in which LGBT older adults lived and the strengths they developed in order to understand their health and to develop tailored and targeted prevention and intervention services. © The Author 2017. Published by Oxford University Press on behalf of The Gerontological Society of America. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

Validity and Reliability Study of the Turkish Version of Ego Identity Process Questionairre

ERIC Educational Resources Information Center

Morsünbül, Ümit; Atak, Hasan

2013-01-01

The main developmental task is identity development in adolescence period. Marcia defined four identity statuses based on exploration and commitment process: Achievement, moratorium, foreclosure and diffusion. Certain scales were developed to measure identity development. Another questionnaire that evaluates both four identity statuses and the…

Social Competence as a Positive Youth Development Construct: A Conceptual Review

PubMed Central

Ma, Hing Keung

2012-01-01

Social competence is defined in terms of interpersonal relationships, self and group identities, and development of citizenship. While the focus of the author's previous research is on relationship and identity, the main focus of this paper is on the development of citizenship. A 4-stage developmental model of citizenship is proposed. A brief discussion of the educational implication of each of the stages is presented. The issues concerning the assessment of social competence are clearly delineated, and the discussion serves as a basis for future studies. Finally, five current issues concerning the launch of the “Moral and National Education (MNE) Subject” in Hong Kong primary and secondary schools are discussed. PMID:22645418

A Grounded Theory of Sexual Minority Women and Transgender Individuals' Social Justice Activism.

PubMed

Hagen, Whitney B; Hoover, Stephanie M; Morrow, Susan L

2018-01-01

Psychosocial benefits of activism include increased empowerment, social connectedness, and resilience. Yet sexual minority women (SMW) and transgender individuals with multiple oppressed statuses and identities are especially prone to oppression-based experiences, even within minority activist communities. This study sought to develop an empirical model to explain the diverse meanings of social justice activism situated in SMW and transgender individuals' social identities, values, and experiences of oppression and privilege. Using a grounded theory design, 20 SMW and transgender individuals participated in initial, follow-up, and feedback interviews. The most frequent demographic identities were queer or bisexual, White, middle-class women with advanced degrees. The results indicated that social justice activism was intensely relational, replete with multiple benefits, yet rife with experiences of oppression from within and outside of activist communities. The empirically derived model shows the complexity of SMW and transgender individuals' experiences, meanings, and benefits of social justice activism.

A Single-Cell Roadmap of Lineage Bifurcation in Human ESC Models of Embryonic Brain Development.

PubMed

Yao, Zizhen; Mich, John K; Ku, Sherman; Menon, Vilas; Krostag, Anne-Rachel; Martinez, Refugio A; Furchtgott, Leon; Mulholland, Heather; Bort, Susan; Fuqua, Margaret A; Gregor, Ben W; Hodge, Rebecca D; Jayabalu, Anu; May, Ryan C; Melton, Samuel; Nelson, Angelique M; Ngo, N Kiet; Shapovalova, Nadiya V; Shehata, Soraya I; Smith, Michael W; Tait, Leah J; Thompson, Carol L; Thomsen, Elliot R; Ye, Chaoyang; Glass, Ian A; Kaykas, Ajamete; Yao, Shuyuan; Phillips, John W; Grimley, Joshua S; Levi, Boaz P; Wang, Yanling; Ramanathan, Sharad

2017-01-05

During human brain development, multiple signaling pathways generate diverse cell types with varied regional identities. Here, we integrate single-cell RNA sequencing and clonal analyses to reveal lineage trees and molecular signals underlying early forebrain and mid/hindbrain cell differentiation from human embryonic stem cells (hESCs). Clustering single-cell transcriptomic data identified 41 distinct populations of progenitor, neuronal, and non-neural cells across our differentiation time course. Comparisons with primary mouse and human gene expression data demonstrated rostral and caudal progenitor and neuronal identities from early brain development. Bayesian analyses inferred a unified cell-type lineage tree that bifurcates between cortical and mid/hindbrain cell types. Two methods of clonal analyses confirmed these findings and further revealed the importance of Wnt/β-catenin signaling in controlling this lineage decision. Together, these findings provide a rich transcriptome-based lineage map for studying human brain development and modeling developmental disorders. Copyright © 2017 Elsevier Inc. All rights reserved.

Identity and science learning in African American students in informal science education contexts

NASA Astrophysics Data System (ADS)

James, Sylvia M.

2007-12-01

Science education researchers are recognizing the need to consider identity and other sociocultural factors when examining causes of the science achievement gap for African American students. Non-school settings may hold greater promise than formal schooling to promote identities that are conductive to science learning in African Americans. This mixed-methods study explored the relationship between participation in out-of-school-time (OST) science enrichment programs and African American middle and high school students' racial and ethnic identity (RED, social identity as science learners, and achievement. Pre-post questionnaires used a previously validated model of REI combined with an original subscale that was developed to measure social identity as science learners. Case studies of two programs allowed for an analysis of the informal learning setting. The treatment group (N = 36) consisted of African American middle and high school students in five OST science programs, while the control group (N = 54) students were enrolled in science classes in public schools in the mid-Atlantic region. Results of a t-test of independent means indicated that there was no significant difference between the treatment and control group on measures of REI or science identity. However, the treatment group earned significantly higher science grades compared to the control group, and an ANOVA revealed a significant relationship between science identity and the intention to pursue post-secondary science studies. Although not significant, MANOVA results indicated that students who participated in OST programs exhibited gradual increases in RD and science identity over time according to grade level and gender. Follow-up analysis revealed significant relationships between awareness of racism, gender, and length of time in OST programs. The case studies illustrated that a unique community of practice exists within the OST programs. Access to authentic science learning experiences, youth development, social interactions, and relationships with staff emerged as key elements of successful science enrichment programs, Collectively, the results suggest that informal learning settings are supportive environments for science learning. Further study is needed to examine the pattern of increasing REI and science identity over time, the impact of youth development and agency, and potential implications for science in school and informal learning contexts.

A Dual-Process Account of the Development of Scientific Reasoning: The Nature and Development of Metacognitive Intercession Skills

ERIC Educational Resources Information Center

Amsel, Eric; Klaczynski, Paul A.; Johnston, Adam; Bench, Shane; Close, Jason; Sadler, Eric; Walker, Rick

2008-01-01

Metacognitive knowledge of the dual-processing basis of judgment is critical to resolving conflict between analytic and experiential processing responses [Klaczynski, P. A. (2004). A dual-process model of adolescent development: Implications for decision making, reasoning, and identity. In R. V. Kail (Ed.), "Advances in child development and…

More than just teaching procedural skills: How RN clinical tutors perceive they contribute to medical students' professional identity development.

PubMed

McLean, Michelle; Johnson, Patricia; Sargeant, Sally; Green, Patricia

2015-01-01

On their journey to "becoming" doctors, medical students encounter a range of health professionals who contribute to their socialisation into clinical practice. Amongst these individuals are registered nurses (RNs) in clinical practice who are often employed by medical schools as clinical tutors. These RNs will encounter medical students on campus and later in the clinical setting. This qualitative study explored RNs' perceptions of their contribution to medical students' developing professional identities in order to provide a greater understanding of this process and ultimately inform future curriculum. This qualitative study took place in 2012 at one Australian medical school as part of a broader study exploring medical students' professional identity development from the perspectives of their teachers and trainers. Eight of the nine RNs involved in teaching procedural skills were interviewed. Recorded interviews were transcribed verbatim. Data were analysed inductively by the research team. Two major themes emerged: RNs as change agents and RNs as facilitators of medical students' transition to the clinical environment. RNs as change agents related to their role modelling good practice, being patient-centred, and by emphasising factors contributing to good teamwork such as recognising and respecting individual professional roles. They facilitated students' transition to the clinical environment often through personal narratives, by offering advice on how to behave and work with members of the healthcare team, and by being a point of contact in the hospital. Based on their descriptions of how they role modelled good practice and how they facilitated students' transition to clinical practice, we believe that RN clinical tutors do have the experience and expertise in clinical practice and a professional approach to patients to contribute to medical students' developing professional identities as future doctors.

Freedom to explore the self: How emerging adults use leisure to develop identity

PubMed Central

Layland, Eric K.; Hill, Brian J.; Nelson, Larry J.

2017-01-01

During a period of newly attained freedom preceding commitments expected in adulthood, emerging adults are faced with the major task of identity development. Leisure provides a context with relative freedom wherein emerging adults explore new experiences and access opportunities not always available in more constrained environments like work and school. In this case study of 40 emerging adults from 18 countries (Mage=23.14 years), qualitative interviews were used to investigate the role of leisure as a context for identity development. Results indicate five major themes for leisure-based identity development in emerging adulthood: discovering identity, forming identity, defining identity, positioning identity, and forgoing opportunities. These themes support leisure as an additional context wherein emerging adults may flourish on the pathway toward adulthood. Access to both novel and familiar leisure provide a context for emerging adults to actively direct their identity development through decisions made in leisure time. PMID:29276528

Freedom to explore the self: How emerging adults use leisure to develop identity.

PubMed

Layland, Eric K; Hill, Brian J; Nelson, Larry J

2018-01-01

During a period of newly attained freedom preceding commitments expected in adulthood, emerging adults are faced with the major task of identity development. Leisure provides a context with relative freedom wherein emerging adults explore new experiences and access opportunities not always available in more constrained environments like work and school. In this case study of 40 emerging adults from 18 countries ( M age =23.14 years), qualitative interviews were used to investigate the role of leisure as a context for identity development. Results indicate five major themes for leisure-based identity development in emerging adulthood: discovering identity, forming identity, defining identity, positioning identity, and forgoing opportunities. These themes support leisure as an additional context wherein emerging adults may flourish on the pathway toward adulthood. Access to both novel and familiar leisure provide a context for emerging adults to actively direct their identity development through decisions made in leisure time.

The distribution of genome shared identical by descent for a pair of full sibs by means of the continuous time Markov chain

NASA Astrophysics Data System (ADS)

Julie, Hongki; Pasaribu, Udjianna S.; Pancoro, Adi

2015-12-01

This paper will allow Markov Chain's application in genome shared identical by descent by two individual at full sibs model. The full sibs model was a continuous time Markov Chain with three state. In the full sibs model, we look for the cumulative distribution function of the number of sub segment which have 2 IBD haplotypes from a segment of the chromosome which the length is t Morgan and the cumulative distribution function of the number of sub segment which have at least 1 IBD haplotypes from a segment of the chromosome which the length is t Morgan. This cumulative distribution function will be developed by the moment generating function.

ANSYS duplicate finite-element checker routine

NASA Technical Reports Server (NTRS)

Ortega, R.

1995-01-01

An ANSYS finite-element code routine to check for duplicated elements within the volume of a three-dimensional (3D) finite-element mesh was developed. The routine developed is used for checking floating elements within a mesh, identically duplicated elements, and intersecting elements with a common face. A space shuttle main engine alternate turbopump development high pressure oxidizer turbopump finite-element model check using the developed subroutine is discussed. Finally, recommendations are provided for duplicate element checking of 3D finite-element models.

A Conceptual Model of Cultural Predictors of Anxiety among Japanese American and Part-Japanese American Adolescents.

ERIC Educational Resources Information Center

Williams, John Kino Yamaguchi; Goebert, Deborah; Hishinuma, Earl; Miyamoto, Robin; Anzai, Neal; Izutsu, Satoru; Yanagida, Evelyn; Nishimura, Stephanie; Andrade, Naleen; Baker, F. M.

2002-01-01

Develops and assesses a model integrating Japanese ethnicity, cultural identity, and anxiety in Japanese American and part-Japanese American high school seniors. Japanese American adolescents scored higher on the scale and reported fewer anxiety symptoms than part-Japanese American adolescents. The model had a good overall fit, suggesting that…

Building inclusive engineering identities: implications for changing engineering culture

NASA Astrophysics Data System (ADS)

Atadero, Rebecca A.; Paguyo, Christina H.; Rambo-Hernandez, Karen E.; Henderson, Heather L.

2018-05-01

Ongoing efforts to broaden the participation of women and people of colour in engineering degree programmes and careers have had limited success. This paper describes a different approach to broadening participation that seeks to work with all students and develop inclusive engineering identities. Researchers worked with the instructors of two first-year engineering courses to integrate curriculum activities designed to promote the formation of engineering identities and build an appreciation for how diversity and inclusion strengthen engineering practice. Multilevel modelling results indicated positive effects of the intervention on appreciation for diversity but no effects on engineering identity, and qualitative results indicated students learned the most about diversity not through one of the intervention activities, but through team projects in the courses. We also describe lessons learned in how to teach engineering students about diversity in ways that are relevant to engineering.

Not the same old thing: Establishing the unique contribution of drinking identity as a predictor of alcohol consumption and problems over time.

PubMed

Lindgren, Kristen P; Ramirez, Jason J; Olin, Cecilia C; Neighbors, Clayton

2016-09-01

Drinking identity-how much individuals view themselves as drinkers-is a promising cognitive factor that predicts problem drinking. Implicit and explicit measures of drinking identity have been developed (the former assesses more reflexive/automatic cognitive processes; the latter more reflective/controlled cognitive processes): each predicts unique variance in alcohol consumption and problems. However, implicit and explicit identity's utility and uniqueness as predictors relative to cognitive factors important for problem drinking screening and intervention has not been evaluated. Thus, the current study evaluated implicit and explicit drinking identity as predictors of consumption and problems over time. Baseline measures of drinking identity, social norms, alcohol expectancies, and drinking motives were evaluated as predictors of consumption and problems (evaluated every 3 months over 2 academic years) in a sample of 506 students (57% female) in their first or second year of college. Results found that baseline identity measures predicted unique variance in consumption and problems over time. Further, when compared to each set of cognitive factors, the identity measures predicted unique variance in consumption and problems over time. Findings were more robust for explicit versus implicit identity and in models that did not control for baseline drinking. Drinking identity appears to be a unique predictor of problem drinking relative to social norms, alcohol expectancies, and drinking motives. Intervention and theory could benefit from including and considering drinking identity. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Learning in a Physics Classroom Community: Physics Learning Identity Construct Development, Measurement and Validation

NASA Astrophysics Data System (ADS)

Li, Sissi L.

At the university level, introductory science courses usually have high student to teacher ratios which increases the challenge to meaningfully connect with students. Various curricula have been developed in physics education to actively engage students in learning through social interactions with peers and instructors in class. This learning environment demands not only conceptual understanding but also learning to be a scientist. However, the success of student learning is typically measured in test performance and course grades while assessment of student development as science learners is largely ignored. This dissertation addresses this issue with the development of an instrument towards a measure of physics learning identity (PLI) which is used to guide and complement case studies through student interviews and in class observations. Using the conceptual framework based on Etienne Wenger's communities of practice (1998), I examine the relationship between science learning and learning identity from a situated perspective in the context of a large enrollment science class as a community of practice. This conceptual framework emphasizes the central role of identity in the practices negotiated in the classroom community and in the way students figure out their trajectory as members. Using this framework, I seek to understand how the changes in student learning identity are supported by active engagement based instruction. In turn, this understanding can better facilitate the building of a productive learning community and provide a measure for achievement of the curricular learning goals in active engagement strategies. Based on the conceptual framework, I developed and validated an instrument for measuring physics learning identity in terms of student learning preferences, self-efficacy for learning physics, and self-image as a physics learner. The instrument was pilot tested with a population of Oregon State University students taking calculus based introductory physics. The responses were analyzed using principal component exploratory factor analysis. The emergent factors were analyzed to create reliable subscales to measure PLI in terms of physics learning self-efficacy and social expectations about learning. Using these subscales, I present a case study of a student who performed well in the course but resisted the identity learning goals of the curriculum. These findings are used to support the factors that emerged from the statistical analysis and suggest a potential model of the relationships between the factors describing science learning and learning identity in large enrollment college science classes. This study offers an instrument with which to measure aspects of physics learning identity and insights on how PLI might develop in a classroom community of practice.

A systematic literature review of engineering identity: definitions, factors, and interventions affecting development, and means of measurement

NASA Astrophysics Data System (ADS)

Morelock, John R.

2017-11-01

Studies exploring what it means to be an engineer professionally have been conducted for decades, but have boomed in recent years. This systematic literature review aims to organise extant studies on engineering identity by coding around four key variables: (a) definitions of engineering identity, (b) factors affecting engineering identity development, (c) interventions affecting engineering identity development, and (d) means of measuring identity. In doing so, this review provides strategies for future research and educational interventions to advance work related to engineering identity. Publications were selected for inclusion by screening and appraising results obtained from databases and keywords refined through a scoping study. Derived from key findings, suggestions for future research include bridging disparate strands of engineering identity literature and incorporating more varied methodological approaches. Also from key findings, suggestions for future practice involve better connecting existing definitions of engineering identity and factors known to affect identity development with identity-related interventions.

Stressful life transitions and wellbeing: A comparison of the stress buffering hypothesis and the social identity model of identity change.

PubMed

Praharso, Nurul F; Tear, Morgan J; Cruwys, Tegan

2017-01-01

The relationship between stressful life transitions and wellbeing is well established, however, the protective role of social connectedness has received mixed support. We test two theoretical models, the Stress Buffering Hypothesis and the Social Identity Model of Identity Change, to determine which best explains the relationship between social connectedness, stress, and wellbeing. Study 1 (N=165) was an experiment in which participants considered the impact of moving cities versus receiving a serious health diagnosis. Study 2 (N=79) was a longitudinal study that examined the adjustment of international students to university over the course of their first semester. Both studies found limited evidence for the buffering role of social support as predicted by the Stress Buffering Hypothesis; instead people who experienced a loss of social identities as a result of a stressor had a subsequent decline in wellbeing, consistent with the Social Identity Model of Identity Change. We conclude that stressful life events are best conceptualised as identity transitions. Such events are more likely to be perceived as stressful and compromise wellbeing when they entail identity loss. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.

Physics Identity Development: A Snapshot of the Stages of Development of Upper-Level Physics Students

ERIC Educational Resources Information Center

Irving, Paul W.; Sayre, Eleanor C.

2013-01-01

As part of a longitudinal study into identity development in upper-level physics students a phenomenographic research method is employed to assess the stages of identity development of a group of upper-level students. Three categories of description were discovered which indicate the three different stages of identity development for this group…

Bicultural identity conflict in second-generation Asian Canadians.

PubMed

Stroink, Mirella L; Lalonde, Richard N

2009-02-01

Researchers have shown that bicultural individuals, including 2nd-generation immigrants, face a potential conflict between 2 cultural identities. The present authors extended this primarily qualitative research on the bicultural experience by adopting the social identity perspective (H. Tajfel & J. C. Turner, 1986). They developed and tested an empirically testable model of the role of cultural construals, in-group prototypicality, and identity in bicultural conflict in 2 studies with 2nd-generation Asian Canadians. In both studies, the authors expected and found that participants' construals of their 2 cultures as different predicted lower levels of simultaneous identification with both cultures. Furthermore, the authors found this relation was mediated by participants' feelings of prototypicality as members of both groups. Although the perception of cultural difference did not predict well-being as consistently and directly as the authors expected, levels of simultaneous identification did show these relations. The authors discuss results in the context of social identity theory (H. Tajfel & J. C. Turner) as a framework for understanding bicultural conflict.

Teacher Educators: Their Identities, Sub-Identities and Implications for Professional Development

ERIC Educational Resources Information Center

Swennen, Anja; Jones, Ken; Volman, Monique

2010-01-01

In this article we address the question: "What sub-identities of teacher educators emerge from the research literature about teacher educators and what are the implications of the sub-identities for the professional development of teacher educators?" Like other professional identities, the identity of teacher educators is a construction of various…

Bridging Identities and Disciplines: Advances and Challenges in Understanding Multiple Identities

ERIC Educational Resources Information Center

Phinney, Jean S.

2008-01-01

The chapters in this volume address the need for a better understanding of the development of intersecting identities over age and context. The chapters provide valuable insights into the development of identities, particularly group identities. They highlight common processes across identities, such as the role of contrast and comparison and the…

The intrapsychics of gender: a model of self-socialization.

PubMed

Tobin, Desiree D; Menon, Meenakshi; Menon, Madhavi; Spatta, Brooke C; Hodges, Ernest V E; Perry, David G

2010-04-01

This article outlines a model of the structure and the dynamics of gender cognition in childhood. The model incorporates 3 hypotheses featured in different contemporary theories of childhood gender cognition and unites them under a single theoretical framework. Adapted from Greenwald et al. (2002), the model distinguishes three constructs: gender identity, gender stereotypes, and attribute self-perceptions. The model specifies 3 causal processes among the constructs: Gender identity and stereotypes interactively influence attribute self-perceptions (stereotype emulation hypothesis); gender identity and attribute self-perceptions interactively influence gender stereotypes (stereotype construction hypothesis); and gender stereotypes and attribute self-perceptions interactively influence identity (identity construction hypothesis). The model resolves nagging ambiguities in terminology, organizes diverse hypotheses and empirical findings under a unifying conceptual umbrella, and stimulates many new research directions. PsycINFO Database Record (c) 2010 APA, all rights reserved.

Practical support aids addiction recovery: the positive identity model of change.

PubMed

Johansen, Ayna B; Brendryen, Håvar; Darnell, Farnad J; Wennesland, Dag K

2013-07-31

There is a need for studies that can highlight principles of addiction recovery. Because social relationships are involved in all change processes, understanding how social motivations affect the recovery process is vital to guide support programs. The objective was to develop a model of recovery by examining addicted individuals' social motivations through longitudinal assessment of non-professional support dyads. A qualitative, longitudinal study design was used, combining focus groups and in-depth interviews with addicted individuals and their sponsors. Data were analyzed using the principles of grounded theory: open coding and memos for conceptual labelling, axial coding for category building, and selective coding for theory building. The setting was an addiction recovery social support program in Oslo, Norway. The informants included nine adults affected by addiction, six sponsors, and the program coordinator. The participants were addicted to either alcohol (2), benzodiazepines (1), pain killers (1) or polydrug-use (5). The sponsors were unpaid, and had no history of addiction problems. Support perceived to be ineffective emerged in dyads with no operationalized goal, and high emotional availability with low degree of practical support. Support perceived to be effective was signified by the sponsor attending to power imbalance and the addict coming into position to help others and feel useful. The findings appear best understood as a positive identity-model of recovery, indicated by the pursuit of skill building relevant to a non-drug using identity, and enabled by the on-going availability of instrumental support. This produced situations where role reversals were made possible, leading to increased self-esteem. Social support programs should be based on a positive identity-model of recovery that enable the building of a life-sustainable identity.

Practical support aids addiction recovery: the positive identity model of change

PubMed Central

2013-01-01

Background There is a need for studies that can highlight principles of addiction recovery. Because social relationships are involved in all change processes, understanding how social motivations affect the recovery process is vital to guide support programs. Methods The objective was to develop a model of recovery by examining addicted individuals’ social motivations through longitudinal assessment of non-professional support dyads. A qualitative, longitudinal study design was used, combining focus groups and in-depth interviews with addicted individuals and their sponsors. Data were analyzed using the principles of grounded theory: open coding and memos for conceptual labelling, axial coding for category building, and selective coding for theory building. The setting was an addiction recovery social support program in Oslo, Norway. The informants included nine adults affected by addiction, six sponsors, and the program coordinator. The participants were addicted to either alcohol (2), benzodiazepines (1), pain killers (1) or polydrug-use (5). The sponsors were unpaid, and had no history of addiction problems. Results Support perceived to be ineffective emerged in dyads with no operationalized goal, and high emotional availability with low degree of practical support. Support perceived to be effective was signified by the sponsor attending to power imbalance and the addict coming into position to help others and feel useful. Conclusions The findings appear best understood as a positive identity-model of recovery, indicated by the pursuit of skill building relevant to a non-drug using identity, and enabled by the on-going availability of instrumental support. This produced situations where role reversals were made possible, leading to increased self-esteem. Social support programs should be based on a positive identity-model of recovery that enable the building of a life-sustainable identity. PMID:23898827

From Hopelessness to Hope: Social Justice Pedagogy in Urban Education and Youth Development

ERIC Educational Resources Information Center

Cammarota, Julio

2011-01-01

This article reviews the social justice youth development (SJYD) model conceptualized to facilitate and enhance urban youth awareness of their personal potential, community responsibility, and broader humanity. The SJYD requires the healing of youth identities by involving them in social justice activities that counter oppressive conditions…

Toward Full Development of the Person.

ERIC Educational Resources Information Center

Riedesel, Brian C.

1979-01-01

The Science of Creative Intelligence (SCI) is presented as a theoretical model for the promotion of more complete development of the individual. SCI's applied aspect, the Transcendental Meditation program, is discussed in terms of research data and its application to the developmental concepts of readiness, intensity of challenge, and identity.…

Promoting Career Development and Life Design in the Early Years of a Person's Life

ERIC Educational Resources Information Center

Maree, Jacobus G.

2018-01-01

The article discusses the changing world of work and the attendant uncertainty and loss of work-life identity. Little research has been done on career development and life design in the early years of a person's life, especially in developing countries characterized by disadvantage. The underlying theoretical models of career development are…

New Perspectives on Racial Identity Development: A Theoretical and Practical Anthology.

ERIC Educational Resources Information Center

Wijeyesinghe, Charmaine L., Ed.; Jackson, Bailey W., III, Ed.

This book presents a collection of essays on racial identity development in a variety of racial populations, focusing on the application of racial identity development theories and their expansion beyond their original borders. The 10 chapters are (1) "Black Identity Development: Further Analysis and Elaboration" (Bailey W. Jackson III);…

Identity Development in German Emerging Adults: Not an Easy Task

ERIC Educational Resources Information Center

Seiffge-Krenke, Inge; Haid, Marja-Lena

2012-01-01

In this chapter, we review identity development in German youth as well as the impact of German cultural history on difficulties in developing a sense of national identity. Current socioeconomic and political contexts, such as instability of labor markets and prolonged transitions to work and partnership, are likely to affect identity development.…

Micro-Level Mechanisms of Identity Development: The Role of Emotional Experiences in Commitment Development

ERIC Educational Resources Information Center

van der Gaag, Mandy A. E.; Albers, Casper J.; Kunnen, E. Saskia

2017-01-01

Based on Marcia's theory, many researchers consider exploration and commitment as the main processes in identity development. Although some identity theorists have hypothesized that emotional experience may also be an important part of the mechanisms of identity development, empirical research to investigate this claim has been lagging behind. In…

Smoker Identity Development among Adolescents who Smoke

PubMed Central

Hertel, Andrew W.; Mermelstein, Robin J.

2016-01-01

Adolescents who smoke are more likely to escalate their smoking frequency if they believe smoking is self-defining. Knowing factors that are associated with development of a smoker identity among adolescents who smoke may help to identify who will become a regular smoker. We investigated whether smoker identity development is associated with internal and external motives for smoking. For comparison, we also investigated whether social smoker identity development is associated with internal and external motives for smoking. Adolescents who smoke (n = 292) completed measures of smoker and social smoker identity, internal motives for smoking (negative affect coping, positive affect enhancement), and external motives for smoking (social fit) at baseline, 6-, 15-, and 24-month assessments of an ongoing longitudinal study of smoking patterns. We examined whether change in smoker and social smoker identity from 6 to 24 months was associated with change in motives at earlier assessment waves. We also explored whether gender moderated these relationships. Increases in negative affect coping motives were associated with smoker identity development among both males and females. Increases in social motives were associated with smoker identity development among males, and increases in negative affect coping motives were associated with social smoker identity development among females. Smoker and social smoker identities are signaled by negative affect coping as well as social motives for smoking. PMID:27136374

Social Identity in People with Multiple Sclerosis: An Examination of Family Identity and Mood.

PubMed

Barker, Alex B; Lincoln, Nadina B; Hunt, Nigel; dasNair, Roshan

2018-01-01

Mood disorders are highly prevalent in people with multiple sclerosis (MS). MS causes changes to a person's sense of self. The Social Identity Model of Identity Change posits that group membership can have a positive effect on mood during identity change. The family is a social group implicated in adjustment to MS. The objectives of this study were to investigate whether family identity can predict mood in people with MS and to test whether this prediction was mediated by social support and connectedness to others. This cross-sectional survey of 195 participants comprised measures of family identity, family social support, connectedness to others, and mood. Family identity predicted mood both directly and indirectly through parallel mediators of family social support and connectedness to others. Family identity predicted mood as posited by the Social Identity Model of Identity Change. Involving the family in adjustment to MS could reduce low mood.

Development of Conceptual Learning and Development Assessment Series II: Cutting Tool. Technical Report No. 431. Reprinted December 1977.

ERIC Educational Resources Information Center

Klausmeier, Herbert J.; And Others

The Conceptual Learning and Development (CLD) Model suggests four successive levels of concept learning: (1) concrete--recognizing an object which has been encountered previously; (2) identity--recognizing a known object when it appears in a different spatial, time, or sensory perspective; (3) classificatory--generalizing that two items are alike…

The Role of Apprenticeship in the Cultivation of Soft Skills and Dispositions

ERIC Educational Resources Information Center

Vaughan, Karen

2017-01-01

As a learning model, apprenticeship is well known for its capacity to develop skills and vocational identities. It is also increasingly appealing for its potential to develop soft skills and enhance dispositions. This article focuses on the nature and role of apprenticeship and employers in developing dispositions and soft skills. It draws on a…

Drinker Identity: Key Risk Factor for Adolescent Alcohol Use.

PubMed

Lee, Chia-Kuei; Corte, Colleen; Stein, Karen F

2018-03-01

Adolescent alcohol use continues to be a critical public health problem with both short- and long-term negative health consequences. Defining oneself in terms of alcohol, a drinking-related identity, has been shown to predict high levels of alcohol use. Because adolescence is the developmental period during which identity development is most salient, preventing the development of the drinker identity and early identification of youth who have a developing drinker identity may be important for prevention and early intervention. We review the theory- and evidence-based literature about identity development and the effects of a drinker identity on alcohol use behaviors in adolescents, discuss potential determinants of the drinker identity, and discuss future implications for practice and research. There is some evidence that the drinker identity forms in early adolescence and becomes more well-developed during adolescence. The drinker identity predicts alcohol use behaviors both concurrently and over time in adolescence and young adulthood. There is also some evidence that early exposure to alcohol may contribute to formation of the drinker identity. Identity-based approaches may be promising strategies to identify adolescents who are at risk for alcohol use and to intervene with early prevention or treatment within the school setting. © 2018, American School Health Association.

Identity formation of occasional faculty developers in medical education: a qualitative study.

PubMed

O'Sullivan, Patricia S; Irby, David M

2014-11-01

Faculty developers play a crucial role in preparing faculty members for their instructional responsibilities. In some programs, faculty developers are clinicians and scientists who only occasionally conduct workshops. The authors examine the identity formation of such part-time faculty developers. From April 2012 through March 2012, structured interviews were conducted with full-time faculty members who, from 2007 to 2012, periodically volunteered to teach workshops in the University of California, San Francisco School of Medicine's faculty development program. This qualitative study used a modified grounded theory approach. The authors interviewed 29 occasional faculty developers who had 1 to 22 years of experience conducting faculty development programs. All faculty had an educator identity along with their professional identity. The additional faculty developer identity generally evolved over time and aligned with their identity in one of four ways: compartmentalized, hierarchical, parallel, or merged. Their roles as faculty developers enhanced their status in their work community and influenced the way they worked with others and advanced their careers. Faculty development influences the institutional culture, and the institutional culture supports faculty development. Most occasional faculty developers possessed a merged identity that developed over time and was moderated by the topic that they taught. Although experience contributed to this development, both junior and senior faculty developers could have a merged identity. Those who lead faculty development programs can use these findings to recruit and retain faculty developers.

Interests, relationships, identities: three central issues for individuals and groups in negotiating their social environment.

PubMed

Kelman, Herbert C

2006-01-01

This chapter begins with a summary of a model, developed half a century ago, that distinguishes three qualitatively different processes of social influence: compliance, identification, and internalization. The model, originally geared to and experimentally tested in the context of persuasive communication, was subsequently applied to influence in the context of long-term relationships, including psychotherapy, international exchanges, and the socialization of national/ethnic identity. It has been extended to analysis of the relationship of individuals to social systems. Individuals' rule, role, and value orientations to a system--conceptually linked to compliance, identification, and internalization--predict different reactions to their own violations of societal standards, different patterns of personal involvement in the political system, and differences in attitude toward authorities and readiness to obey. In a further extension of the model, three approaches to peacemaking in international or intergroup conflicts are identified--conflict settlement, conflict resolution, and reconciliation--which, respectively, focus on the accommodation of interests, relationships, and identities, and are conducive to changes at the level of compliance, identification, and internalization.

Gender identity development in adolescence.

PubMed

Steensma, Thomas D; Kreukels, Baudewijntje P C; de Vries, Annelou L C; Cohen-Kettenis, Peggy T

2013-07-01

This article is part of a Special Issue "Puberty and Adolescence".This article aims to provide an outline of what is currently known on trajectories, and contributing factors to gender identity development in adolescence. We give a historical overview of the concept of gender identity, and describe general identity development in adolescence, gender identity development in the general population and in gender variant youth. Possible psychosocial (such as child and parental characteristics) and biological factors (such as the effects of prenatal exposure to gonadal hormones and the role of genetics) contributing to a gender variant identity are discussed. Studies focusing on a number of psychosocial and biological factors separately, indicate that each of these factors influence gender identity formation, but little is known about the complex interplay between the factors, nor about the way individuals themselves contribute to the process. Research into normative and gender variant identity development of adolescents is clearly lagging behind. However, studies on persons with gender dysphoria and disorders of sex development, show that the period of adolescence, with its changing social environment and the onset of physical puberty, seems to be crucial for the development of a non-normative gender identity. Copyright © 2013 Elsevier Inc. All rights reserved.

Not the Same Old Thing: Establishing the Unique Contribution of Drinking Identity as a Predictor of Alcohol Consumption and Problems Over Time

PubMed Central

Lindgren, Kristen P.; Ramirez, Jason J.; Olin, Cecilia C.; Neighbors, Clayton

2016-01-01

Drinking identity – how much individuals view themselves as drinkers– is a promising cognitive factor that predicts problem drinking. Implicit and explicit measures of drinking identity have been developed (the former assesses more reflexive/automatic cognitive processes; the latter more reflective/controlled cognitive processes): each predicts unique variance in alcohol consumption and problems. However, implicit and explicit identity’s utility and uniqueness as a predictor relative to cognitive factors important for problem drinking screening and intervention has not been evaluated. Thus, the current study evaluated implicit and explicit drinking identity as predictors of consumption and problems over time. Baseline measures of drinking identity, social norms, alcohol expectancies, and drinking motives were evaluated as predictors of consumption and problems (evaluated every three months over two academic years) in a sample of 506 students (57% female) in their first or second year of college. Results found that baseline identity measures predicted unique variance in consumption and problems over time. Further, when compared to each set of cognitive factors, the identity measures predicted unique variance in consumption and problems over time. Findings were more robust for explicit, versus, implicit identity and in models that did not control for baseline drinking. Drinking identity appears to be a unique predictor of problem drinking relative to social norms, alcohol expectancies, and drinking motives. Intervention and theory could benefit from including and considering drinking identity. PMID:27428756

A new minimal-stress freely-moving rat model for preclinical studies on intranasal administration of CNS drugs.

PubMed

Stevens, Jasper; Suidgeest, Ernst; van der Graaf, Piet Hein; Danhof, Meindert; de Lange, Elizabeth C M

2009-08-01

To develop a new minimal-stress model for intranasal administration in freely moving rats and to evaluate in this model the brain distribution of acetaminophen following intranasal versus intravenous administration. Male Wistar rats received one intranasal cannula, an intra-cerebral microdialysis probe, and two blood cannulas for drug administration and serial blood sampling respectively. To evaluate this novel model, the following experiments were conducted. 1) Evans Blue was administered to verify the selectivity of intranasal exposure. 2) During a 1 min infusion 10, 20, or 40 microl saline was administered intranasally or 250 microl intravenously. Corticosterone plasma concentrations over time were compared as biomarkers for stress. 3) 200 microg of the model drug acetaminophen was given in identical setup and plasma, and brain pharmacokinetics were determined. In 96% of the rats, only the targeted nasal cavity was deeply colored. Corticosterone plasma concentrations were not influenced, neither by route nor volume of administration. Pharmacokinetics of acetaminophen were identical after intravenous and intranasal administration, although the Cmax in microdialysates was reached a little earlier following intravenous administration. A new minimal-stress model for intranasal administration in freely moving rats has been successfully developed and allows direct comparison with intravenous administration.

An exploratory international study into occupational therapy students' perceptions of professional identity.

PubMed

Ashby, Samantha E; Adler, Jessica; Herbert, Lisa

2016-08-01

The successful development and maintenance of professional identity is associated with professional development and retention in the health workforce. This paper explores students' perspectives on the ways pre-entry experiences and curricula content shape professional identity. An online cross-sectional survey was sent to students enrolled in the final year of entry-level programmes in five countries. Descriptive statistical analyses of data were completed. The results reflect the perceptions of 319 respondents from five countries. Respondents identified professional education (98%) and professional socialisation during placement (92%) as curricula components with the greatest influence on professional identity formation. Discipline-specific knowledge such as, occupation-focussed models and occupational science were ranked lower than these aspects of practice. The students' length of programme and level of entry-level programme did not impact on these results. When designing curricula educators need to be mindful that students perceive practice education and professional socialisation have the greatest affect on professional identity formation. The findings reinforce the need for curricula to provide students with a range of practice experiences, which allow the observation and application of occupation-based practices. It highlights a need for educators to provide university-based curricula activities, which better prepare students for a potential dissonance between explicit occupation-based curricula and observed practice education experiences. The study indicates the need for further research into the role curricula content, and in particular practice education, plays in the multidimensional formation of professional development within entry-level programmes. © 2016 Occupational Therapy Australia.

Preservice elementary teachers' actual and designated identities as teachers of science and teachers of students

NASA Astrophysics Data System (ADS)

Canipe, Martha Murray

Preservice elementary teachers often have concerns about teaching science that may stem from a lack of confidence as teachers or their own negative experiences as learners of science. These concerns may lead preservice teachers to avoid teaching science or to teach it in a way that focuses on facts and vocabulary rather than engaging students in the doing of science. Research on teacher identity has suggested that being able to envision oneself as a teacher of science is an important part of becoming a teacher of science. Elementary teachers are generalists and as such rather than identifying themselves as teachers of particular content areas, they may identify more generally as teachers of students. This study examines three preservice teachers' identities as teachers of science and teachers of students and how these identities are enacted in their student teaching classrooms. Using a narrated identity framework, I explore stories told by preservice teachers, mentor teachers, student teaching supervisors, and science methods course instructors about who preservice teachers are as teachers of science and teachers of students. Identities are the stories that are told about who someone is or will become in relation to a particular context. Identities that are enacted are performances of the stories that are an identity. Stories were collected through interviews with each storyteller and in an unmoderated focus group with the three preservice teachers. In addition to sorting stories as being about teachers of science or students, the stories were categorized as being about preservice teachers in the present (actual identities) or in the future (designated identities). The preservice teachers were also observed teaching science lessons in their student teaching placements. These enactments of identities were analyzed in order to identify which aspects of the identity stories were reflected in the way preservice teachers taught their science lessons. I also analyzed the stories and enactments in order to determine which storytellers were significant narrators for the preservice teachers' identities. The findings from this study show that significant narrators vary among the preservice teachers and include artifacts such as curriculum materials and instructional models in addition to people who are expected to be significant narrators. Furthermore, differences between preservice teachers' actual and designated identities influence opportunities to learn about what it means to be a teacher of science and students. This took different forms with each preservice teacher. In one case the preservice teacher worked to enact aspects of her designated identity and reflected about how she was not quite able to be the teacher of science she wanted to be as a novice teacher. Another case showed how the gap between actual and designated identities could limit opportunities to learn when the preservice teacher's strong actual identity as a novice led her to consider certain aspects of her designated identity as things which could not even be tried at this point. Finally, in the third case the preservice teacher's strong actual identity limited opportunities to develop a designated identity because she did not see herself as being a different kind of teacher of science in the future than she was right now as a student teacher. These findings suggest that supporting preservice elementary teacher identity development as teachers of science is an important part of preparing them to teach science in ways that engage students in scientific practices. Additionally, it is essential to examine identity stories and enactments in concert with each other in order to gain deeper understandings of how identities are developed and put into practice in classrooms.

Career Preparation: A Longitudinal, Process-Oriented Examination

PubMed Central

Stringer, Kate; Kerpelman, Jennifer; Skorikov, Vladimir

2011-01-01

Preparing for an adult career through careful planning, choosing a career, and gaining confidence to achieve career goals is a primary task during adolescence and early adulthood. The current study bridged identity process literature and career construction theory (Savickas, 2005) by examining the commitment component of career adaptability, career preparation (i.e., career planning, career decision-making, and career confidence), from an identity process perspective (Luyckx, Goossens, & Soenens, 2006). Research has suggested that career preparation dimensions are interrelated during adolescence and early adulthood; however, what remains to be known is how each dimension changes over time and the interrelationships among the dimensions during the transition from high school. Drawing parallels between career preparation and identity development dimensions, the current study addressed these questions by examining the patterns of change in each career preparation dimension and parallel process models that tested associations among the slopes and intercepts of the career preparation dimensions. Results showed that the career preparation dimensions were not developing similarly over time, although each dimension was associated cross-sectionally and longitudinally with the other dimensions. Results also suggested that career planning and decision-making precede career confidence. The results of the current study supported career construction theory and showed similarities between the processes of career preparation and identity development. PMID:21804641

Career Preparation: A Longitudinal, Process-Oriented Examination.

PubMed

Stringer, Kate; Kerpelman, Jennifer; Skorikov, Vladimir

2011-08-01

Preparing for an adult career through careful planning, choosing a career, and gaining confidence to achieve career goals is a primary task during adolescence and early adulthood. The current study bridged identity process literature and career construction theory (Savickas, 2005) by examining the commitment component of career adaptability, career preparation (i.e., career planning, career decision-making, and career confidence), from an identity process perspective (Luyckx, Goossens, & Soenens, 2006). Research has suggested that career preparation dimensions are interrelated during adolescence and early adulthood; however, what remains to be known is how each dimension changes over time and the interrelationships among the dimensions during the transition from high school. Drawing parallels between career preparation and identity development dimensions, the current study addressed these questions by examining the patterns of change in each career preparation dimension and parallel process models that tested associations among the slopes and intercepts of the career preparation dimensions. Results showed that the career preparation dimensions were not developing similarly over time, although each dimension was associated cross-sectionally and longitudinally with the other dimensions. Results also suggested that career planning and decision-making precede career confidence. The results of the current study supported career construction theory and showed similarities between the processes of career preparation and identity development.

Identity Formation in Career Development for Gifted Women.

ERIC Educational Resources Information Center

Phelps, Christine E.

1991-01-01

Necessary developmental tasks concerned with identity development of gifted college women include developing competence, managing emotions, developing autonomy, establishing identity, freeing interpersonal relationships, developing purpose, and developing integrity. These issues may be used as counseling interventions to raise career aspirations.…

Pre-Service Teacher Cultural Identity Development

ERIC Educational Resources Information Center

Cunningham, Maurella Louise

2013-01-01

The main purpose of this study is to conduct exploratory qualitative research to investigate how PSTs and practicing teachers experience cultural and racial identity development or changes in identity. Rather than examine the "what" or contributors to identity development, I will explore the "how" or processes of identity…

Student Ambassadors: "Role-Models", Learning Practices and Identities

ERIC Educational Resources Information Center

Gartland, Clare

2015-01-01

Employing students to market higher education (HE) and widen access is established practice in the United Kingdom and other developed countries. In the United Kingdom, student ambassadors are held to be effective in aspiration and attainment-raising work and cited as "role-models" for pupils. The focus of this paper is student ambassador…

The Canada Research Chairs Program: The Good, the Bad, and the Ugly

ERIC Educational Resources Information Center

Grant, Karen R.; Drakich, Janice

2010-01-01

Drawing on 60 qualitative interviews with Canada research chairs (CRCs), we explore their careers in context. We develop a model to understand the intersection of individual and institutional factors that shape the everyday experiences of the CRCs. The model shows the dialectical relationship between faculty identity, research, relations with…

The Impact of Sexual Orientation on Women's Midlife Experience: A Transition Model Approach

ERIC Educational Resources Information Center

Boyer, Carol Anderson

2007-01-01

Sexual orientation is an integral part of identity affecting every stage of an individual's development. This literature review examines women's cultural experiences based on sexual orientation and their effect on midlife experience. A developmental model is offered that incorporates sexual orientation as a contextual factor in this developmental…

Hero/Heroine Modeling for Puerto Rican Adolescents: A Preventive Mental Health Intervention.

ERIC Educational Resources Information Center

Malgady, Robert G.; And Others

1990-01-01

Developed hero/heroine intervention based on adult Puerto Rican role models to foster ethnic identity, self-concept, and adaptive coping behavior. Screened 90 Puerto Rican eighth and ninth graders for presenting behavior problems in school and randomly assigned them to intervention or control groups. After 19 sessions, intervention significantly…

Bridging and bonding interactions in higher education: social capital and students’ academic and professional identity formation

PubMed Central

Jensen, Dorthe H.; Jetten, Jolanda

2015-01-01

It is increasingly recognized that graduates’ achievements depend in important ways on their opportunities to develop an academic and a professional identity during their studies. Previous research has shown that students’ socio-economic status (SES) and social capital prior to entering university affects their ability to obtain these identities in higher education. However, what is less well understood is whether social capital that is built during university studies shapes identity development, and if so, whether the social capital gained during university years impacts on academic and professional identity differently. In a qualitative study, we interviewed 26 Danish and 11 Australian university students about their social interaction experiences, their opportunities to develop bonding capital as well as bridging capital, and their academic and professional identity. Findings show that while bonding social capital with co-students facilitated academic identity formation, such social capital does not lead to professional identity development. We also found that the development of bridging social capital with educators facilitated students’ professional identity formation. However, bonding social capital among students stood in the way of participating in bridging interaction with educators, thereby further hindering professional identity formation. Finally, while students’ parental background did not affect the perceived difficulty of forming professional identity, there was a tendency for students from lower SES backgrounds to be more likely to make internal attributions while those from higher SES backgrounds were more likely to make external attributions for the failure to develop professional identity. Results point to the importance of creating opportunities for social interaction with educators at university because this facilitates the generation of bridging social capital, which, in turn, is essential for students’ professional identity development. PMID:25762954

Bridging and bonding interactions in higher education: social capital and students' academic and professional identity formation.

PubMed

Jensen, Dorthe H; Jetten, Jolanda

2015-01-01

It is increasingly recognized that graduates' achievements depend in important ways on their opportunities to develop an academic and a professional identity during their studies. Previous research has shown that students' socio-economic status (SES) and social capital prior to entering university affects their ability to obtain these identities in higher education. However, what is less well understood is whether social capital that is built during university studies shapes identity development, and if so, whether the social capital gained during university years impacts on academic and professional identity differently. In a qualitative study, we interviewed 26 Danish and 11 Australian university students about their social interaction experiences, their opportunities to develop bonding capital as well as bridging capital, and their academic and professional identity. Findings show that while bonding social capital with co-students facilitated academic identity formation, such social capital does not lead to professional identity development. We also found that the development of bridging social capital with educators facilitated students' professional identity formation. However, bonding social capital among students stood in the way of participating in bridging interaction with educators, thereby further hindering professional identity formation. Finally, while students' parental background did not affect the perceived difficulty of forming professional identity, there was a tendency for students from lower SES backgrounds to be more likely to make internal attributions while those from higher SES backgrounds were more likely to make external attributions for the failure to develop professional identity. Results point to the importance of creating opportunities for social interaction with educators at university because this facilitates the generation of bridging social capital, which, in turn, is essential for students' professional identity development.

Pathway of Protection: Ethnic Identity, Self-Esteem, and Substance Use among Multiracial Youth

PubMed Central

Fisher, Sycarah; Zapolski, Tamika C. B.; Sheehan, Chelsea; Barnes-Najor, Jessica

2018-01-01

Fifty percent of adolescents have tried an illicit drug and 70% have tried alcohol by the end of high school, with even higher rates among multiracial youth. Ethnic identity is a protective factor against substance use for minority groups. However, little is known about the mechanisms that facilitate its protective effects, and even less is known about this relationship for multiracial youth. The purpose of the present study was to examine the protective effect of ethnic identity on substance use and to determine whether this relationship operated indirectly through self-esteem, a strong predictor of substance use for among adolescent populations. Participants included 468 multiracial youth in grades six through 12 (53% female). The results found that ethnic identity was indeed related to substance use, partially through changes in self-esteem. Findings from this study contribute to our understanding and development of models of risk and protection for an understudied population. PMID:28343088

The relationship between individualistic, collectivistic, and transitional cultural value orientations and adolescents' autonomy and identity status.

PubMed

Lee, Chien-Ti; Beckert, Troy E; Goodrich, Thane R

2010-08-01

In an effort to validate the use of a Western model of adolescent development with Asian youth, 781 urban and rural Taiwanese high school students (56% female) completed questionnaires about their development. Adolescents were first divided into cultural value orientations (i.e. collectivistic, individualistic, or transitional) and compared geographically. There were statistically significant differences in cultural value orientations only for rural youth. Identity statuses and levels of cognitive autonomy were then compared according to cultural value orientations and gender. Adolescents who self-identified as collectivistic were significantly more likely to self-identify as achieved rather than diffused compared to transitional adolescents. Gender, more than cultural value identifications, significantly differentiated these youth in regard to issues of cognitive autonomy measured in this study (i.e. evaluative thinking, voicing opinions, making decisions, self-assessing, and comparative validation). Taken in whole, these findings support the use of a Western model of adolescent development for Taiwanese youth.

A New Transcendence Model of Identity Construction

ERIC Educational Resources Information Center

Elliott, Christopher L. Wilcox

2012-01-01

What does it mean for college men to be authentic? How can we support their efforts to transcend their own immediate needs? And what roles do trusted others play in one's construction of identity? This article describes a preliminary new theoretical model--a Transcendence Model of Identity Construction--based on original research studying…

Identity in University Students: The Role of Parental and Romantic Attachment

ERIC Educational Resources Information Center

Avila, Marisa; Cabral, Joana; Matos, Paula Mena

2012-01-01

In this study with 236 Portuguese university students, we examined two competing models for understanding identity. In the first model, the direct independent effects of parental and romantic attachment on identity were tested. The second model examined the mediating role of romantic attachment representations in the link between parental…

Identity related to living situation in six individuals with congenital quadriplegia.

PubMed

Robey, Kenneth L

2008-01-01

This study was a preliminary examination of structural aspects of identity, particularly identity associated with living situation, in individuals who have quadriplegia due to cerebral palsy. A hierarchical classes algorithm (HICLAS) was used to construct idiographic 'identity structure' models for three individuals who are living in an inpatient hospital setting and for three individuals living in community-based group residences. Indices derived from the models indicate that the identity 'myself as one who has a disability' was structurally superordinate (i.e., resided at a high hierarchical level) for all six participants, suggesting a high level of importance of this identity in participants' sense of self. The models also indicate that while identity associated with one's particular living situation was superordinate for persons living in the hospital, it was not for persons living in community residences. While conclusions based on this small sample are necessarily limited, the data suggest that identity associated with living situation might differ in structural centrality, and presumably subjective importance, for persons living in inpatient versus community-based settings.

Identity styles, positive youth development, and civic engagement in adolescence.

PubMed

Crocetti, Elisabetta; Erentaitė, Rasa; Zukauskienė, Rita

2014-11-01

Identity formation is a core developmental task of adolescence. Adolescents can rely on different social-cognitive styles to seek, process, and encode self-relevant information: information-oriented, normative, and diffuse-avoidant identity styles. The reliance on different styles might impact adolescents' adjustment and their active involvement in the society. The purpose of this study was to examine whether adolescents with different identity styles report differences in positive youth development (analyzed with the Five Cs-Competence, Confidence, Character, Connection, and Caring-model) and in various forms of civic engagement (i.e., involvement in school self-government activities, volunteering activities, youth political organizations, and youth non-political organizations). The participants were 1,633 (54.1 % female) 14-19 year old adolescents (M age = 16.56, SD age = 1.22). The findings indicated that adolescents with different identity styles differed significantly on all the Five Cs and on two (i.e., involvement in volunteering activities and in youth non-political organizations) forms of civic engagement. Briefly, adolescents with an information-oriented style reported high levels of both the Five Cs and civic engagement; participants with a normative style reported moderate to high scores on the Five Cs but low rates of civic engagement; diffuse-avoidant respondents scored low both on the Five Cs and on civic engagement. These findings suggest that the information-oriented style, contrary to the diffuse-avoidant one, has beneficial effects for both the individual and the community, while the normative style has quite beneficial effects for the individual but not for his/her community. Concluding, adolescents with different identity styles display meaningful differences in positive youth development and in rates of civic engagement.

Constructing a Leader's Identity through a Leadership Development Programme: An Intersectional Analysis

ERIC Educational Resources Information Center

Moorosi, Pontso

2014-01-01

This article explores the notion of leadership identity construction as it happens through a leadership development programme. Influenced by a conception that leadership development is essentially about facilitating an identity transition, it uses an intersectional approach to explore school leaders' identity construction as it was shaped and…

Faith and Sexual Orientation Identity Development in Gay College Men

ERIC Educational Resources Information Center

Dunn, Merrily; Glassmann, Danny; Garrett, J. Matthew; Badaszewski, Philip; Jones, Ginny; Pierre, Darren; Fresk, Kara; Young, Dallin; Correll-Hughes, Larry

2015-01-01

This study examines the experiences of gay-identified college men related to their faith and sexual orientation identity development. The findings suggest that for gay-identified college men, faith and sexual orientation identity development includes examination of one's faith and sexual orientation identity, important relationships, and a desire…

Developing a Leadership Identity: A Grounded Theory

ERIC Educational Resources Information Center

Komives, Susan R.; Owen, Julie E; Longerbeam, Susan D.; Mainella, Felicia C.; Osteen, Laura

2005-01-01

This grounded theory study on developing a leadership identity revealed a 6-stage developmental process. The thirteen diverse students in this study described their leadership identity as moving from a leader-centric view to one that embraced leadership as a collaborative, relational process. Developing a leadership identity was connected to the…

Identity Development in Deaf Adolescents

ERIC Educational Resources Information Center

Kunnen, E. Saskia

2014-01-01

We studied identity development during 5 years in seven deaf adolescents who attended a school for deaf children in the highest level of regular secondary education (age between 14 and 18 years), administering identity interviews every year. Identity development is conceptualized as the processes of exploration and commitment formation (Bosma,…

Exercise self-identity: interactions with social comparison and exercise behaviour.

PubMed

Verkooijen, Kirsten T; de Bruijn, Gert-Jan

2013-01-01

Possible interactions among exercise self-identity, social comparison and exercise behaviour were explored in a sample of 417 undergraduate students (mean age = 21.5, SD = 3.0; 73% female). Two models were examined using self-report data; (1) a mediation model which proposed an association between social comparison and exercise behaviour mediated by exercise self-identity and (2) a moderation model proposing an association between exercise behaviour and self-identity moderated by social comparison. Results of the mediation analyses revealed partial mediation of the social comparison--exercise behaviour relationship by self-identity in females. Results of the moderation analyses revealed in males a significant interaction of social comparison with exercise behaviour in the prediction of self-identity - the positive association between exercise behaviour and exercise self-identity showed only significant among male students who believed to exercise equally much or less than peers. Possible explanations and implications for exercise promotion are discussed.

Creating stories to live by: caring and professional identity formation in a longitudinal integrated clerkship.

PubMed

Konkin, Jill; Suddards, Carol

2012-10-01

Building on other models of longitudinal integrated clerkships (LIC), the University of Alberta developed its Integrated Community Clerkship with guiding principles of continuity of care, preceptor and learning environment. Professionalism is an important theme in medical education. Caring is important in professional identity formation and an ethic of caring is a moral framework for caring. This study explored the development of an ethic of caring in an LIC using empathy, compassion and taking responsibility as descriptors of caring. Through a hermeneutic phenomenological study, the authors focused on students' accounts of being with patients. Following an iterative process of successive analyses and explorations of the relevant literature, sensitizing concepts related to physician identity, and an ethic of caring were used to make sense of these accounts following the principles of constructivist grounded theory methodology. Continuity afforded by the LIC results in a safe environment in which students can meaningfully engage with patients and take responsibility for their care under the supervision of a physician teacher. Together these attributes foster an emerging physician identity born at the site of patient-student interaction and grounded in an ethic of caring. A medical student's evolving professional identity in the clerkship includes the emergence of an ethic of caring. Student accounts of being with patients demonstrate that the LIC at the University of Alberta affords opportunities for students be receptive to and responsible for their patients. This ethic of caring is part of an emerging physician identity for the study participants.

Teacher Identity Work in Mathematics Teacher Education

ERIC Educational Resources Information Center

Neumayer-Depiper, Jill

2013-01-01

Becoming a teacher is not developing an identity, but is developing identity as a continuous process of constructing and deconstructing understandings within the complexities of social practice, beliefs, experiences, and social norms. I take up this stance on identity as articulated in Judith Butler's (1999) work with gender identity and…

The idealized self and the situated self as predictors of employee work behaviors.

PubMed

Farmer, Steven M; Van Dyne, Linn

2010-05-01

This article presents a model integrating research on idealized and situated selves. Our key premise is that identity-relevant behaviors are most likely to occur in the workplace when identities are psychologically central and activating forces make those identities salient. Analysis of matched data from 278 employees, supervisors, and organizational records generally supported our model. Helping identity and industrious work identity were positively associated with related role behaviors only when time-based occupancy in the role of organization member was high. Industrious work identity was positively associated with role behaviors only when reflected appraisals from coworkers were consistent with that identity. In contrast, reflected appraisal of helping identity had an independent relationship with identity-relevant role behaviors. Results demonstrate the importance of theory linking the idealized self and the situated self to understanding identity relations with work performances. PsycINFO Database Record (c) 2010 APA, all rights reserved.

Being in-between: A model of cultural identity negotiation for emerging adult immigrants.

PubMed

Cohen, Julie A; Kassan, Anusha

2018-03-01

This qualitative study explored the cultural identity negotiation of young adult immigrants. Using a grounded theory research design, 10 semistructured interviews were conducted with emerging adult immigrants (EAI), ages 19-27. Results yielded a substantive model of cultural identity negotiation (MCIN) for EAI and posited that One's Motivation and Sense of Agency to Negotiate Cultural Identity is at the core of how participants navigate their cultural identities. This model included 6 major categories: (a) Family Cultural Rigidity ; (b) Connections Specific to Canada ; (c) Connection to a Same Cultured Community ; (d) Sense of Permanency ; (e) Desire to Preserve Culture of Origin ; (f) Desire to Fit in to Canadian Culture , as well as 2 overarching factors ( Dimension of Time and Dimension of Age ), which were found to be influential on participants' cultural identity negotiation. The model also included the identification of 4 approaches to cultural identity negotiation: (a) Blended; (b) Dual; (c) Disconnected; and (d) Intermediate. The MCIN for EAI is discussed in terms of the current literature on cultural identity formation as well as implications for counseling psychology training and practice. Recommendations for further research are also suggested. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

The influence of media role models on gay, lesbian, and bisexual identity.

PubMed

Gomillion, Sarah C; Giuliano, Traci A

2011-01-01

The current investigation examined the influence of the media on gay, lesbian, and bisexual (GLB) identity using both survey and in-depth interview approaches. In Study 1, 126 GLB survey respondents (11 unreported) in Texas indicated that the media influenced their self-realization, coming out, and current identities by providing role models and inspiration. In Study 2, 15 interviewees (6 women and 9 men) revealed that media role models serve as sources of pride, inspiration, and comfort. Our findings suggest that increasing the availability of GLB role models in the media may positively influence GLB identity.

The Intersection of Identity Development and Peer Relationship Processes in Adolescence and Young Adulthood: Contributions of the Special Issue

ERIC Educational Resources Information Center

Galliher, Renee V.; Kerpelman, Jennifer L.

2012-01-01

This analysis of the papers in the special section on the intersection of identity development and peer relationship processes calls attention to conceptual contribution this collection of papers makes to the literature on identity development. Together these ten papers build on strong theoretical foundations in identity development, which posit…

QCD development in the early universe

DOE Office of Scientific and Technical Information (OSTI.GOV)

Gromov, N. A., E-mail: gromov@dm.komisc.ru

The high-energy limit of Quantum Chromodynamics is generated by the contraction of its gauge groups. Contraction parameters are taken identical with those of the Electroweak Model and tend to zero when energy increases. At the infinite energy limit all quarks lose masses and have only one color degree of freedom. The limit model represents the development of Quantum Chromodynamics in the early Universe from the Big Bang up to the end of several milliseconds.

Virtual Instrument Simulator for CERES

NASA Technical Reports Server (NTRS)

Chapman, John J.

1997-01-01

A benchtop virtual instrument simulator for CERES (Clouds and the Earth's Radiant Energy System) has been built at NASA, Langley Research Center in Hampton, VA. The CERES instruments will fly on several earth orbiting platforms notably NASDA's Tropical Rainfall Measurement Mission (TRMM) and NASA's Earth Observing System (EOS) satellites. CERES measures top of the atmosphere radiative fluxes using microprocessor controlled scanning radiometers. The CERES Virtual Instrument Simulator consists of electronic circuitry identical to the flight unit's twin microprocessors and telemetry interface to the supporting spacecraft electronics and two personal computers (PC) connected to the I/O ports that control azimuth and elevation gimbals. Software consists of the unmodified TRW developed Flight Code and Ground Support Software which serves as the instrument monitor and NASA/TRW developed engineering models of the scanners. The CERES Instrument Simulator will serve as a testbed for testing of custom instrument commands intended to solve in-flight anomalies of the instruments which could arise during the CERES mission. One of the supporting computers supports the telemetry display which monitors the simulator microprocessors during the development and testing of custom instrument commands. The CERES engineering development software models have been modified to provide a virtual instrument running on a second supporting computer linked in real time to the instrument flight microprocessor control ports. The CERES Instrument Simulator will be used to verify memory uploads by the CERES Flight Operations TEAM at NASA. Plots of the virtual scanner models match the actual instrument scan plots. A high speed logic analyzer has been used to track the performance of the flight microprocessor. The concept of using an identical but non-flight qualified microprocessor and electronics ensemble linked to a virtual instrument with identical system software affords a relatively inexpensive simulation system capable of high fidelity.

Identity-Based Motivation: Constraints and Opportunities in Consumer Research.

PubMed

Shavitt, Sharon; Torelli, Carlos J; Wong, Jimmy

2009-07-01

This commentary underscores the integrative nature of the identity-based motivation model (Oyserman, 2009). We situate the model within existing literatures in psychology and consumer behavior, and illustrate its novel elements with research examples. Special attention is devoted to, 1) how product- and brand-based affordances constrain identity-based motivation processes and, 2) the mindsets and action tendencies that can be triggered by specific cultural identities in pursuit of consumer goals. Future opportunities are suggested for researching the antecedents of product meanings and relevant identities.

Chinese Preservice Teachers’ Professional Identity Links with Education Program Performance: The Roles of Task Value Belief and Learning Motivations

PubMed Central

Zhang, Yan; Hawk, Skyler T.; Zhang, Xiaohui; Zhao, Hongyu

2016-01-01

Professional identity is a key issue spanning the entirety of teachers’ career development. Despite the abundance of existing research examining professional identity, its link with occupation-related behavior at the primary career stage (i.e., GPA in preservice education) and the potential process that underlies this association is still not fully understood. This study explored the professional identity of Chinese preservice teachers, and its links with task value belief, intrinsic learning motivation, extrinsic learning motivation, and performance in the education program. Grade-point average (GPA) of courses (both subject and pedagogy courses) was examined as an indicator of performance, and questionnaires were used to measure the remaining variables. Data from 606 preservice teachers in the first 3 years of a teacher-training program indicated that: (1) variables in this research were all significantly correlated with each other, except the correlation between intrinsic learning motivation and program performance; (2) professional identity was positively linked to task value belief, intrinsic and extrinsic learning motivations, and program performance in a structural equation model (SEM); (3) task value belief was positively linked to intrinsic and extrinsic learning motivation; (4) higher extrinsic (but not intrinsic) learning motivation was associated with increased program performance; and (5) task value belief and extrinsic learning motivation were significant mediators in the model. PMID:27199810

Chinese Preservice Teachers' Professional Identity Links with Education Program Performance: The Roles of Task Value Belief and Learning Motivations.

PubMed

Zhang, Yan; Hawk, Skyler T; Zhang, Xiaohui; Zhao, Hongyu

2016-01-01

Professional identity is a key issue spanning the entirety of teachers' career development. Despite the abundance of existing research examining professional identity, its link with occupation-related behavior at the primary career stage (i.e., GPA in preservice education) and the potential process that underlies this association is still not fully understood. This study explored the professional identity of Chinese preservice teachers, and its links with task value belief, intrinsic learning motivation, extrinsic learning motivation, and performance in the education program. Grade-point average (GPA) of courses (both subject and pedagogy courses) was examined as an indicator of performance, and questionnaires were used to measure the remaining variables. Data from 606 preservice teachers in the first 3 years of a teacher-training program indicated that: (1) variables in this research were all significantly correlated with each other, except the correlation between intrinsic learning motivation and program performance; (2) professional identity was positively linked to task value belief, intrinsic and extrinsic learning motivations, and program performance in a structural equation model (SEM); (3) task value belief was positively linked to intrinsic and extrinsic learning motivation; (4) higher extrinsic (but not intrinsic) learning motivation was associated with increased program performance; and (5) task value belief and extrinsic learning motivation were significant mediators in the model.

Evaluation of prognostic models developed using standardised image features from different PET automated segmentation methods.

PubMed

Parkinson, Craig; Foley, Kieran; Whybra, Philip; Hills, Robert; Roberts, Ashley; Marshall, Chris; Staffurth, John; Spezi, Emiliano

2018-04-11

Prognosis in oesophageal cancer (OC) is poor. The 5-year overall survival (OS) rate is approximately 15%. Personalised medicine is hoped to increase the 5- and 10-year OS rates. Quantitative analysis of PET is gaining substantial interest in prognostic research but requires the accurate definition of the metabolic tumour volume. This study compares prognostic models developed in the same patient cohort using individual PET segmentation algorithms and assesses the impact on patient risk stratification. Consecutive patients (n = 427) with biopsy-proven OC were included in final analysis. All patients were staged with PET/CT between September 2010 and July 2016. Nine automatic PET segmentation methods were studied. All tumour contours were subjectively analysed for accuracy, and segmentation methods with < 90% accuracy were excluded. Standardised image features were calculated, and a series of prognostic models were developed using identical clinical data. The proportion of patients changing risk classification group were calculated. Out of nine PET segmentation methods studied, clustering means (KM2), general clustering means (GCM3), adaptive thresholding (AT) and watershed thresholding (WT) methods were included for analysis. Known clinical prognostic factors (age, treatment and staging) were significant in all of the developed prognostic models. AT and KM2 segmentation methods developed identical prognostic models. Patient risk stratification was dependent on the segmentation method used to develop the prognostic model with up to 73 patients (17.1%) changing risk stratification group. Prognostic models incorporating quantitative image features are dependent on the method used to delineate the primary tumour. This has a subsequent effect on risk stratification, with patients changing groups depending on the image segmentation method used.

Becoming physics people: Development of physics identity in self-concept and practice through the Learning Assistant experience

NASA Astrophysics Data System (ADS)

Close, Eleanor

2016-03-01

The physics department at Texas State University has implemented a Learning Assistant (LA) program with reform-based instructional changes in our introductory course sequences. We are interested in how participation in the LA program influences LAs' identity both as physics students and as physics teachers; in particular, how being part of the LA community changes participants' self-concepts and their day-to-day practice. We analyze video of weekly LA preparation sessions and interviews with LAs as well as written artifacts from program applications, pedagogy course reflections, and evaluations. Our analysis of self-concepts is informed by the identity framework developed by Hazari et al., and our analysis of practice is informed by Lave and Wenger's theory of Communities of Practice. Regression models from quantitative studies show that the physics identity construct strongly predicts intended choice of a career in physics; the goal of our current project is to understand the details of the impacts of participation in the LA experience on participants' practice and self-concept, in order to identify critical elements of LA program structure that positively influence physics identity and physics career intentions for students. Our analysis suggests that participation in the LA program impacts LAs in ways that support both stronger ``physics student'' identity and stronger ``physics instructor'' identity, and that these identities are reconciled into a coherent integrated physics identity. In addition to becoming more confident and competent in physics, LAs perceive themselves to have increased competence in communication and a stronger sense of belonging to a supportive and collaborative community; participation in the LA program also changes their ways of learning and of being students, both within and beyond physics. This research and the TXST LA program are supported by NSF DUE-1240036, NSF DUE-1431578, and the Halliburton Foundation.

Navigating the self in maternity care: how Chinese midwives work on their professional identity in hospital setting.

PubMed

Zhang, Jing; Haycock-Stuart, Elaine; Mander, Rosemary; Hamilton, Lorna

2015-03-01

to explore the strategies Chinese midwives employed to work on their professional identity in hospital setting and the consequence of such identity work. this paper draws upon findings from a Constructivist Grounded Theory study that explored the professional identity construction of 15 Chinese midwives with a mixture of midwifery experiences, practising in three different types of hospital settings in a capital city in Southeast China. The accounts from participants in the form of in-depth individual interviews were collected. Work journals voluntarily provided by three participants were also included. in everyday practice, hospital midwives in China were working on their professional identity in relation to two definitions of the midwife: the external definition ('obstetric nurse'), bound up in the idea of risk management under the medical model of their work organisations; and the internal definition ('professional midwife'), associated with the philosophy of normal birth advocacy in the professional discourse. Six strategies for identity work were identified and grouped into two principle categories: 'compromise' and 'engagement'. The adoption of each strategy involved a constant negotiation between the external and internal definitions of the midwife, being influenced by midwifery experiences, relationships with women, opportunities for professional development and the definition of the situation. A 'hybrid identity', which demonstrated the dynamic nature of midwifery professional identity, was constructed as a result. this paper explored the dynamic nature of midwifery professional identity. This exploration contributes to the body of knowledge regarding understanding the professional identity of hospital midwives in China, while also extending the current theoretical knowledge of identity work by elaborating on the various strategies individuals use to work on their professional identity in the workplace. Copyright © 2014 Elsevier Ltd. All rights reserved.

Error associated with a reduced order linear model of a spur gear pair

NASA Technical Reports Server (NTRS)

Kahraman, A.; Singh, R.

1991-01-01

The paper proposes a reduced-order analytical model of a spur gear pair which consists of two identical spur gears, two identical flexible shafts, and four identical rolling element bearings of a given radial stiffness. The error associated with the undamped eigensolution is estimated by a comparison with a benchmark finite element model.

Adolescent Peer Relations and Socioemotional Development in Latin America: Translating International Theory into Local Research

ERIC Educational Resources Information Center

Berger, Christian; Lisboa, Carolina; Cuadros, Olga; de Tezanos-Pinto, Pablo

2016-01-01

Peer relations constitute a main developmental context for adolescents. Peers offer an instance for identity definition and set the norms of acceptable and valued characteristics, behaviors, and attitudes, representing a societal model that allows and restrains avenues for adolescents' socioemotional development. The present article departs from…

The Language of Collaboration: Dialogue and Identity in Teacher Professional Development

ERIC Educational Resources Information Center

Crafton, Linda; Kaiser, Eileen

2011-01-01

This article explores several professional development models currently being used in the US and in other countries to support teacher learning, including coaching, mentoring and communities of practice. While in some contexts the activities of the participants are informed by social constructivist views of learning, the authors argue that…

Identity and the Military Profession: An Eriksonian Perspective

DTIC Science & Technology

1986-04-01

psychosocial development , Erlk Erikson ascribes great importance to achieving a sense of identity. First, he believes that "a firm sense of inner identity marks...nent psychoanalyst, Erik Erikson , as a conceptual Framework for analyzing how an Army officer’s individual and profes- sional identity develops . It...noted psychoanalyst Erik Erikson provide an ideal framework For studying the growth of identity and the problems in developing a coherent sense of self

"Haciendose Un Lider": Leadership Identity Development of Latino Men at a Predominantly White Institution

ERIC Educational Resources Information Center

Acosta, Alan A.

2017-01-01

Research on college student leadership is evolving, with more scholars studying the influence of social identities on the development of student leaders. Gaps exist in the literature on how race influences leadership identity development for many social identities in numerous institutional contexts, including for Latino men at Predominantly White…

Vectors of Identity Development during the First Year: Black First-Generation Students' Reflections

ERIC Educational Resources Information Center

Liversage, Lindi; Naudé, Luzelle; Botha, Anja

2018-01-01

In this study, black South African first-generation students' experiences related to identity development during their first year at a higher education institution were explored. Chickering and Reisser's [1993. "Education and Identity." 2nd ed. San Francisco, CA: Jossey-Bass] seven-vector identity development theory served as overarching…

Gender Self-Definition and Gender Self-Acceptance in Women: Intersections with Feminist, Womanist, and Ethnic Identities

ERIC Educational Resources Information Center

Hoffman, Rose Marie

2006-01-01

The author explored the relationships among women's gender identity constructs as well as the relationships of those constructs to ethnic identity. Nine of the 12 hypothesized relationships between gender self-definition and female identity development statuses and between gender self-acceptance and female identity development statuses were…

Racial/Ethnic Socialization and Identity Development in Black Families: The Role of Parent and Youth Reports

ERIC Educational Resources Information Center

Peck, Stephen C.; Brodish, Amanda B.; Malanchuk, Oksana; Banerjee, Meeta; Eccles, Jacquelynne S.

2014-01-01

Racial/ethnic (R/E) socialization is widely practiced in R/E minority families. However, only recently have models been developed to understand how parents' R/E socialization messages influence adolescent development. The primary goal of the present study was to clarify and extend existing work on R/E socialization in African American (Black)…

Genomic determinants of epidermal appendage patterning and structure in domestic birds

PubMed Central

Boer, Elena F.; Van Hollebeke, Hannah F.; Shapiro, Michael D.

2017-01-01

Variation in regional identity, patterning, and structure of epidermal appendages contributes to skin diversity among many vertebrate groups, and is perhaps most striking in birds. In pioneering work on epidermal appendage patterning, John Saunders and his contemporaries took advantage of epidermal appendage diversity within and among domestic chicken breeds to establish the importance of mesoderm-ectoderm signaling in determining skin patterning. Diversity in chickens and other domestic birds, including pigeons, is driving a new wave of research to dissect the molecular genetic basis of epidermal appendage patterning. Domestic birds are not only outstanding models for embryonic manipulations, as Saunders recognized, but they are also ideal genetic models for discovering the specific genes that control normal development and the mutations that contribute to skin diversity. Here, we review recent genetic and genomic approaches to uncover the basis of epidermal macropatterning, micropatterning, and structural variation. We also present new results that confirm expression changes in two limb identity genes in feather-footed pigeons, a case of variation in appendage structure and identity. PMID:28347644

The Influence of Youth Music Television Viewership on Changes in Cigarette Use and Association with Smoking Peers: A Social Identity, Reinforcing Spirals Perspective

PubMed Central

Slater, Michael D.; Hayes, Andrew F.

2010-01-01

Prior research has found strong evidence of a prospective association between R movie exposure and teen smoking. Using parallel process latent-growth modeling, the present study examines prospective associations between viewing of music video channels on television (e.g., MTV and VH-1) and changes over time in smoking and association with smoking peers. Results showed that baseline viewing of music-oriented channels such as MTV and VH-1 robustly predicted increasing trajectories of smoking and of associating with smoking peers, even after application of a variety of controls including parent reports of monitoring behavior. These results are consistent with the arguments from the reinforcing spirals model that such media use serves as a means of developing emergent adolescent social identities consistent with associating with smoking peers and acquiring smoking and other risk behaviors; evidence also suggests that media choice in reinforcing spiral processes are dynamic and evolve as social identity evolves. PMID:21318085

The role of identity in the DSM-5 classification of personality disorders.

PubMed

Schmeck, Klaus; Schlüter-Müller, Susanne; Foelsch, Pamela A; Doering, Stephan

2013-07-31

In the revised Diagnostic and Statistical Manual DSM-5 the definition of personality disorder diagnoses has not been changed from that in the DSM-IV-TR. However, an alternative model for diagnosing personality disorders where the construct "identity" has been integrated as a central diagnostic criterion for personality disorders has been placed in section III of the manual. The alternative model's hybrid nature leads to the simultaneous use of diagnoses and the newly developed "Level of Personality Functioning-Scale" (a dimensional tool to define the severity of the disorder). Pathological personality traits are assessed in five broad domains which are divided into 25 trait facets. With this dimensional approach, the new classification system gives, both clinicians and researchers, the opportunity to describe the patient in much more detail than previously possible. The relevance of identity problems in assessing and understanding personality pathology is illustrated using the new classification system applied in two case examples of adolescents with a severe personality disorder.

The Influence of Youth Music Television Viewership on Changes in Cigarette Use and Association with Smoking Peers: A Social Identity, Reinforcing Spirals Perspective.

PubMed

Slater, Michael D; Hayes, Andrew F

2010-12-01

Prior research has found strong evidence of a prospective association between R movie exposure and teen smoking. Using parallel process latent-growth modeling, the present study examines prospective associations between viewing of music video channels on television (e.g., MTV and VH-1) and changes over time in smoking and association with smoking peers. Results showed that baseline viewing of music-oriented channels such as MTV and VH-1 robustly predicted increasing trajectories of smoking and of associating with smoking peers, even after application of a variety of controls including parent reports of monitoring behavior. These results are consistent with the arguments from the reinforcing spirals model that such media use serves as a means of developing emergent adolescent social identities consistent with associating with smoking peers and acquiring smoking and other risk behaviors; evidence also suggests that media choice in reinforcing spiral processes are dynamic and evolve as social identity evolves.

Unpacking commitment and exploration: preliminary validation of an integrative model of late adolescent identity formation.

PubMed

Luyckx, Koen; Goossens, Luc; Soenens, Bart; Beyers, Wim

2006-06-01

A model of identity formation comprising four structural dimensions (Commitment Making, Identification with Commitment, Exploration in Depth, and Exploration in Breadth) was developed through confirmatory factor analysis. In a sample of 565 emerging adults, this model provided a better fit than did alternative two- and three-dimensional models, thereby validating the unpacking of both exploration and commitment. Regression analyses indicated that Commitment Making was significantly related to family context in accordance with hypotheses. Identification with Commitment and both exploration dimensions were significantly related to adjustment and family context, again in accordance with hypotheses. Identification with Commitment was positively related to positive adjustment indicators and negatively to depressive symptoms, whereas Exploration in Breadth was positively related to depressive symptoms and substance use. Exploration in Depth, on the other hand, was positively related to academic adjustment and negatively to substance use. Implications and suggestions for future research are discussed.

ILS Glide Slope Performance Prediction. Volume B

DTIC Science & Technology

1974-09-01

figures are identical in both volumes. 󈧔. Abottec A mathematical model for predicting the performance of ILS glide slope arrays in the presence of...irregularities on the performance of ILS Glide Slope antenna systems, a mathematical -electromagnetic scattering computer model has been developed. This work was...Antenna ........... 4-4 9. Test Case Results ..................................... r-3 ix PART I. IEO -j 1.INTRODUCTION IA mathematical model has been

A Test of the Tripartite Model of Career Indecision of Brown and Krane for African Americans Incorporating Emotional Intelligence and Positive Affect

ERIC Educational Resources Information Center

Hammond, Marie S.; Lockman, Jennifer D.; Boling, Timothy

2010-01-01

Brown and Krane have posited a tripartite model of career indecision, which includes three higher order factors: negative affect, poor vocational identity development, and lack of career information. The purpose of this study was to examine the adequacy of their tripartite model of career indecision for African American students, considering that…

Roles of University Support for International Students in the United States: Analysis of a Systematic Model of University Identification, University Support, and Psychological Well-Being

ERIC Educational Resources Information Center

Cho, Jaehee; Yu, Hongsik

2015-01-01

Unlike previous research on international students' social support, this current study applied the concept of organizational support to university contexts, examining the effects of university support. Mainly based on the social identity/self-categorization stress model, this study developed and tested a path model composed of four key…

Genetic control of Drosophila nerve cord development

NASA Technical Reports Server (NTRS)

Skeath, James B.; Thor, Stefan

2003-01-01

The Drosophila ventral nerve cord has been a central model system for studying the molecular genetic mechanisms that control CNS development. Studies show that the generation of neural diversity is a multistep process initiated by the patterning and segmentation of the neuroectoderm. These events act together with the process of lateral inhibition to generate precursor cells (neuroblasts) with specific identities, distinguished by the expression of unique combinations of regulatory genes. The expression of these genes in a given neuroblast restricts the fate of its progeny, by activating specific combinations of downstream genes. These genes in turn specify the identity of any given postmitotic cell, which is evident by its cellular morphology and choice of neurotransmitter.

Racial and gender identity among Black adolescent males: an intersectionality perspective.

PubMed

Rogers, Leoandra Onnie; Scott, Marc A; Way, Niobe

2015-01-01

A considerable amount of social identity research has focused on race and racial identity, while gender identity, particularly among Black adolescents, remains underexamined. The current study used survey data from 183 Black adolescent males (13-16 years old) to investigate the development and relation between racial and gender identity centrality and private regard, and how these identities impact adjustment over time. It was found that dimensions of racial and gender identity were strongly correlated. Levels of racial centrality increased over time while gender centrality, and racial and gender private regard declined. In addition, racial and gender identity uniquely contributed to higher levels of psychological well-being and academic adjustment. These findings are discussed within the context of existing identity theories and intersectionality theory. © 2014 The Authors. Child Development © 2014 Society for Research in Child Development, Inc.

Validating the FOCUS Model Through an Analysis of Identity Fragmentation in Nigerian Social Media

DTIC Science & Technology

2015-09-01

TRAC-M-TM-15-032 September 2015 Validating the FOCUS Model Through an Analysis of Identity Fragmentation in Nigerian Social Media ...an Analysis of Identity Fragmentation in Nigerian Social Media Authors MAJ Adam Haupt Dr. Camber Warren...Identity Fragmentation in Nigerian Social Media 5. PROJECT NUMBERS TRAC Project Code 060113 6. AUTHOR(S) MAJ Haupt, Dr. Warren 7. PERFORMING

Testing and extending the group engagement model: linkages between social identity, procedural justice, economic outcomes, and extrarole behavior.

PubMed

Blader, Steven L; Tyler, Tom R

2009-03-01

Two field studies tested and extended the group engagement model (Tyler & Blader, 2000, Tyler & Blader, 2003) by examining the model with regard to employee extrarole behavior. Consistent with the group engagement model's predictions, results of these studies indicate that the social identities employees form around their work groups and their organizations are strongly related to whether employees engage in extrarole behaviors. Moreover, the studies demonstrated that social identity explains the impact of other factors that have previously been linked to extrarole behavior. In particular, the findings indicate that social identity mediates the effect of procedural justice judgments and economic outcomes on supervisor ratings of extrarole behavior. Overall, these studies provide compelling indication that social identity is an important determinant of behavior within work organizations and provide strong support for the application of the group engagement model in organizational settings. (c) 2009 APA, all rights reserved.

The Road to Rural Primary Care: A Narrative Review of Factors That Help Develop, Recruit, and Retain Rural Primary Care Physicians.

PubMed

Parlier, Anna Beth; Galvin, Shelley L; Thach, Sarah; Kruidenier, David; Fagan, Ernest Blake

2018-01-01

To examine the literature documenting successes in recruiting and retaining rural primary care physicians. The authors conducted a narrative review of literature on individual, educational, and professional characteristics and experiences that lead to recruitment and retention of rural primary care physicians. In May 2016, they searched MEDLINE, PubMed, CINAHL, ERIC, Web of Science, Google Scholar, the Grey Literature Report, and reference lists of included studies for literature published in or after 1990 in the United States, Canada, or Australia. The authors identified 83 articles meeting inclusion criteria. They synthesized results and developed a theoretical model that proposes how the findings interact and influence rural recruitment and retention. The authors' proposed theoretical model suggests factors interact across multiple dimensions to facilitate the development of a rural physician identity. Rural upbringing, personal attributes, positive rural exposure, preparation for rural life and medicine, partner receptivity to rural living, financial incentives, integration into rural communities, and good work-life balance influence recruitment and retention. However, attending medical schools and/or residencies with a rural emphasis and participating in rural training may reflect, rather than produce, intention for rural practice. Many factors enhance rural physician identity development and influence whether physicians enter, remain in, and thrive in rural practice. To help trainees and young physicians develop the professional identity of a rural physician, multifactorial medical training approaches aimed at encouraging long-term rural practice should focus on rural-specific clinical and nonclinical competencies while providing trainees with positive rural experiences.

The Impact of the School Counselor Supervision Model on the Self-Efficacy of School Counselor Site Supervisors

ERIC Educational Resources Information Center

Brown, Carleton H.; Olivárez, Artura, Jr.; DeKruyf, Loraine

2018-01-01

Supervision is a critical element in the professional identity development of school counselors; however, available school counseling-specific supervision training is lacking. The authors describe a 4-hour supervision workshop based on the School Counselor Supervision Model (SCSM; Luke & Bernard, 2006) attended by 31 school counselors from…

Interdisciplinary Science through the Parallel Curriculum Model: Lessons from the Sea

ERIC Educational Resources Information Center

Hathcock, Stephanie J.

2018-01-01

The Parallel Curriculum Model (PCM) lends itself to considering curriculum development from different angles. It begins with a solid Core Curriculum and can then be extended through the Curriculum of Connections, Practice, and Identity. This article showcases a way of thinking about the creation of a PCM unit by providing examples from an…

Argo Development Program.

DTIC Science & Technology

1986-06-01

nonlinear form and account for uncertainties in model parameters, structural simplifications of the model, and disturbances. This technique summarizes...SHARPS system. *The take into account the coupling between axes two curves are nearly identical, except that the without becoming unwieldy. The low...are mainly caused by errors and control errors and accounts for the bandwidth limitations and the simulated current. observed offsets. The overshoot

The Whole Person at Work: An Integrative Vocational Intervention Model for Women's Workplace Issues.

ERIC Educational Resources Information Center

Giordano, Francesca G.

1995-01-01

Explains a vocational intervention model, "the whole person at work group for faculty, staff, and community women": a group counseling approach designed to help women cope with work-related difficulties. Includes a brief overview of women's workplace issues and their connection to some current thoughts regarding women's identity development. (RJM)

Affiliative and "self-as-doer" identities: Relationships between social identity, social support, and emotional status amongst survivors of acquired brain injury (ABI).

PubMed

Walsh, R Stephen; Muldoon, Orla T; Gallagher, Stephen; Fortune, Donal G

2015-01-01

Social support is an important factor in rehabilitation following acquired brain injury (ABI). Research indicates that social identity makes social support possible and that social identity is made possible by social support. In order to further investigate the reciprocity between social identity and social support, the present research applied the concepts of affiliative and "self-as-doer" identities to an analysis of relationships between social identity, social support, and emotional status amongst a cohort of 53 adult survivors of ABI engaged in post-acute community neurorehabilitation. Path analysis was used to test a hypothesised mediated model whereby affiliative identities have a significant indirect relationship with emotional status via social support and self-as-doer identification. Results support the hypothesised model. Evidence supports an "upward spiral" between social identity and social support such that affiliative identity makes social support possible and social support drives self-as-doer identity. Our discussion emphasises the importance of identity characteristics to social support, and to emotional status, for those living with ABI.

Reel Science: An Ethnographic Study of Girls' Science Identity Development in and through Film

ERIC Educational Resources Information Center

Chaffee, Rachel L.

2016-01-01

This dissertation study contributes to the research on filmmaking and identity development by exploring the ways that film production provided unique opportunities for a team of four girls to engage in science, to develop identities in science, and to see and understand science differently. Using social practice, identity, and feminist theory and…

Characteristics of Place Identity as Part of Professional Identity Development among Pre-Service Teachers

ERIC Educational Resources Information Center

Gross, Michal; Hochberg, Nurit

2016-01-01

How do pre-service teachers perceive place identity, and is there a connection between their formative place identity and the development of their professional teaching identity? These questions are probed among pre-service teachers who participated in a course titled "Integrating Nature into Preschool." The design of the course was…

Teacher Identity and Numeracy: Developing an Analytic Lens for Understanding Numeracy Teacher Identity

ERIC Educational Resources Information Center

Bennison, Anne; Goos, Merrilyn

2013-01-01

This paper reviews recent literature on teacher identity in order to propose an operational framework that can be used to investigate the formation and development of numeracy teacher identities. The proposed framework is based on Van Zoest and Bohl's (2005) framework for mathematics teacher identity with a focus on those characteristics thought…

Exploring Leader Identity and Development.

PubMed

Priest, Kerry L; Middleton, Eric

2016-01-01

Taking on a leader identity can be a motivating force for pursuing leader development. This chapter explores the reciprocal and recursive nature of identity development and leader development, emphasizing how shifting views of self influence one's motivation to develop as a leader. © 2016 Wiley Periodicals, Inc., A Wiley Company.

Fermionic solution of the Andrews-Baxter-Forrester model. II. Proof of Melzer`s polynomial identities

DOE Office of Scientific and Technical Information (OSTI.GOV)

Warnaar, S.O.

1996-07-01

We compute the one-dimensional configuration sums of the AFB model using the fermionic techniques introduced in part I of this paper. Combined with the results of Andrews, Baxter, and Forrester, we prove polynominal identities for finitizations of the Virasoro characters {sub {chi}b, a}{sup (r-1, r)}(q) as conjectured by Melzer. In the thermodynamic limit these identities reproduce Rogers-Ramanujan-type identities for the unitary minimal Virasoro characters conjectured by the Stony Brook group. We also present a list of additional Virasoro character identities which follow from our proof of Melzer`s identities and application of Bailey`s lemma.

[Delayed identity development, family relationships and psychopathology: Links between healthy and clinically disturbed youth].

PubMed

Seiffge-Krenke, Inge; Escher, Fabian J

2018-05-01

This study compared three groups of various age and health status (total N = 732) with respect to their identity status, stress level, and parental behavior. As expected, patients were characterized by delayed identity development, particularly ruminative exploration. Further, patients experienced high identity stress and described high levels of anxious paternal rearing and intrusive maternal psychological control. The patients‘ levels of both internalizing and externalizing symptomatology were high, and the impact of externalizing symptoms on identity arrest was strong. Identity status was delayed, albeit age adequate in both groups of healthy youths, with comparably high levels of anxious parental monitoring. Compared to adolescents, young adults were particularly active in their identity development, showing a high level of identity stress but no increase in psychopathology.

Brief Report: Do Peer Relationships Matter to Vietnamese Adolescents' and Young Adults' Development of Identity? Towards a Working Theory of Identity Development in a Changing Culture

ERIC Educational Resources Information Center

Nguyen, Huong; Cohen, Edward; Hines, Alice

2012-01-01

In this paper, using data from the first nationally representative, cross-sectional survey of more than 7000 Vietnamese adolescents, we explore how peers, compared to family, matter to Vietnamese adolescents' development of their independent identity as an adult. We use future hopes and aspirations as proxies for identity development, arguing that…

Pathways to Identity: Aiding Law Enforcement in Identification Tasks With Visual Analytics

DOE Office of Scientific and Technical Information (OSTI.GOV)

Bruce, Joseph R.; Scholtz, Jean; Hodges, Duncan

The nature of identity has changed dramatically in recent years, and has grown in complexity. Identities are defined in multiple domains: biological and psychological elements strongly contribute, but also biographical and cyber elements are necessary to complete the picture. Law enforcement is beginning to adjust to these changes, recognizing its importance in criminal justice. The SuperIdentity project seeks to aid law enforcement officials in their identification tasks through research of techniques for discovering identity traits, generation of statistical models of identity and analysis of identity traits through visualization. We present use cases compiled through user interviews in multiple fields, includingmore » law enforcement, as well as the modeling and visualization tools design to aid in those use cases.« less

Pathways to Identity. Using Visualization to Aid Law Enforcement in Identification Tasks

DOE Office of Scientific and Technical Information (OSTI.GOV)

Bruce, Joseph R.; Scholtz, Jean; Hodges, Duncan

The nature of identity has changed dramatically in recent years and has grown in complexity. Identities are defined in multiple domains: biological and psychological elements strongly contribute, but biographical and cyber elements also are necessary to complete the picture. Law enforcement is beginning to adjust to these changes, recognizing identity’s importance in criminal justice. The SuperIdentity project seeks to aid law enforcement officials in their identification tasks through research of techniques for discovering identity traits, generation of statistical models of identity and analysis of identity traits through visualization. We present use cases compiled through user interviews in multiple fields, includingmore » law enforcement, and describe the modeling and visualization tools design to aid in those use cases.« less

Predicting Nurses' Turnover: The Aversive Effects of Decreased Identity, Poor Interpersonal Communication, and Learned Helplessness.

PubMed

Moreland, Jennifer J; Ewoldsen, David R; Albert, Nancy M; Kosicki, Gerald M; Clayton, Margaret F

2015-01-01

Through a social identity theoretical lens, this study examines how nurses' identification with their working small group, unit, or floor, nursing role (e.g., staff ER nurse, nurse practitioner), and nursing profession relate to nurses' interaction involvement, willingness to confront conflict, feelings of learned helplessness, and tenure (employment turnover) intentions. A cross-sectional survey (N = 466) was conducted at a large, quaternary care hospital system. Structural equation modeling uncovered direct and indirect effects between the five primary variables. Findings demonstrate direct relationships between nurse identity (as a latent variable) and interaction involvement, willingness to confront conflict, and tenure intentions. Feelings of learned helplessness are attenuated by increased nurse identity through interaction involvement and willingness to confront conflict. In addition, willingness to confront conflict and learned helplessness mediate the relationship between interaction involvement and nurses' tenure intentions. Theoretical extensions include indirect links between nurse identity and learned helplessness via interaction involvement and willingness to confront conflict. Implications for interpersonal communication theory development, health communication, and the nursing profession are discussed.

Understanding the mechanisms of familiar voice-identity recognition in the human brain.

PubMed

Maguinness, Corrina; Roswandowitz, Claudia; von Kriegstein, Katharina

2018-03-31

Humans have a remarkable skill for voice-identity recognition: most of us can remember many voices that surround us as 'unique'. In this review, we explore the computational and neural mechanisms which may support our ability to represent and recognise a unique voice-identity. We examine the functional architecture of voice-sensitive regions in the superior temporal gyrus/sulcus, and bring together findings on how these regions may interact with each other, and additional face-sensitive regions, to support voice-identity processing. We also contrast findings from studies on neurotypicals and clinical populations which have examined the processing of familiar and unfamiliar voices. Taken together, the findings suggest that representations of familiar and unfamiliar voices might dissociate in the human brain. Such an observation does not fit well with current models for voice-identity processing, which by-and-large assume a common sequential analysis of the incoming voice signal, regardless of voice familiarity. We provide a revised audio-visual integrative model of voice-identity processing which brings together traditional and prototype models of identity processing. This revised model includes a mechanism of how voice-identity representations are established and provides a novel framework for understanding and examining the potential differences in familiar and unfamiliar voice processing in the human brain. Copyright © 2018 Elsevier Ltd. All rights reserved.

Developing a cultural model of caregiving obligations for elderly Chinese wives.

PubMed

Holroyd, Eleanor

2005-06-01

This article addresses the dilemmas of elderly Chinese women as spousal caregivers in Hong Kong in the 1990s. An in-depth ethnographic approach was used to draw on a convenience sample of 20 elderly wives who were caregivers from Hong Kong. At the conceptual level, the discussion highlights how caregiving is rooted in complex, culturally-based models of contemporary practices, sociohistoric patterns, and gender-specific obligations. The key themes identified were marital duty-bound roles and responsibilities, reciprocity and burden, public guidelines and upholding reputations as Chinese wives, monetary restrictions, affection as an emotional force to sustain caregiving, effects of the caregiving role, and the creation of self-identity through caregiving. The model proposed for interpreting elderly Chinese wives' caregiving obligations highlights the tension-filled links between Confucianism and government guidelines, early and ongoing socializing experiences, and self-identity.

Identity-Based Motivation: Constraints and Opportunities in Consumer Research

PubMed Central

Shavitt, Sharon; Torelli, Carlos J.; Wong, Jimmy

2009-01-01

This commentary underscores the integrative nature of the identity-based motivation model (Oyserman, 2009). We situate the model within existing literatures in psychology and consumer behavior, and illustrate its novel elements with research examples. Special attention is devoted to, 1) how product- and brand-based affordances constrain identity-based motivation processes and, 2) the mindsets and action tendencies that can be triggered by specific cultural identities in pursuit of consumer goals. Future opportunities are suggested for researching the antecedents of product meanings and relevant identities. PMID:20161045

Cultural Identity of Young Deaf Adults with Cochlear Implants in Comparison to Deaf without Cochlear Implants and Hard-of-Hearing Young Adults.

PubMed

Goldblat, Ester; Most, Tova

2018-07-01

This study examined the relationships between cultural identity, severity of hearing loss (HL), and the use of a cochlear implant (CI). One hundred and forty-one adolescents and young adults divided into three groups (deaf with CI, deaf without CI, and hard-of-hearing (HH)) and 134 parents participated. Adolescents and young adults completed questionnaires on cultural identity (hearing, Deaf, marginal, bicultural-hearing, and bicultural-deaf) and communication proficiencies (hearing, spoken language, and sign language). Parents completed a speech quality questionnaire. Deaf participants without CI and those with CI differed in all identities except marginal identity. CI users and HH participants had similar identities except for a stronger bicultural-deaf identity among CI users. Three clusters of participants evolved: participants with a dominant bicultural-deaf identity, participants with a dominant bicultural-hearing identity and participants without a formed cultural identity. Adolescents and young adults who were proficient in one of the modes of communication developed well-established bicultural identities. Adolescents and young adults who were not proficient in one of the modes of communication did not develop a distinguished cultural identity. These results suggest that communication proficiencies are crucial for developing defined identities.

Psychometric structure of the Chinese Multiethnic Adolescent Cultural Identity Questionnaire.

PubMed

Hu, Fa-Wen; Wang, Pei; Li, Li-Ju

2014-12-01

In this study, we used the Chinese Multiethnic Adolescent Cultural Identity Questionnaire (CMACIQ) and collected valid data from 1,036 participants to systematically examine the mental model of cultural identity in Chinese multiethnic adolescents. Exploratory factor analysis and structural equation modeling were performed on the data to discover the factor structure and dimensions of cultural identity. The psychometric properties of the scale were rigorously validated in 2,744 new multiethnic participants from 5 native ethnic groups in Yunnan province in China. The results indicated that CMACIQ had reasonable metric properties and good fit indices. The hierarchical model of cultural identity consisted of 2 second-order factors, Ethnic Cultural Identity and Mainstream Cultural Identity in School. The first higher order factor was composed of preference for ethnic things, ethnic acceptance, religious belief, and ethnic convention, while the second comprised 2 first-order factors, Social Norms and Dominant Culture. The potential application and limitations of CMACIQ are discussed. (c) 2014 APA, all rights reserved.

Sequential Computerized Mastery Tests--Three Simulation Studies

ERIC Educational Resources Information Center

Wiberg, Marie

2006-01-01

A simulation study of a sequential computerized mastery test is carried out with items modeled with the 3 parameter logistic item response theory model. The examinees' responses are either identically distributed, not identically distributed, or not identically distributed together with estimation errors in the item characteristics. The…

Genetic interactions of the unfinished flower development (ufd) mutant support a significant role of the tomato UFD gene in regulating floral organogenesis.

PubMed

Poyatos-Pertíñez, Sandra; Quinet, Muriel; Ortíz-Atienza, Ana; Bretones, Sandra; Yuste-Lisbona, Fernando J; Lozano, Rafael

2016-09-01

Genetic interactions of UFD gene support its specific function during reproductive development of tomato; in this process, UFD could play a pivotal role between inflorescence architecture and flower initiation genes. Tomato (Solanum lycopersicum L.) is a major vegetable crop that also constitutes a model species for the study of plant developmental processes. To gain insight into the control of flowering and floral development, a novel tomato mutant, unfinished flower development (ufd), whose inflorescence and flowers were unable to complete their normal development was characterized using double mutant and gene expression analyses. Genetic interactions of ufd with mutations affecting inflorescence fate (uniflora, jointless and single flower truss) were additive and resulted in double mutants displaying the inflorescence structure of the non-ufd parental mutant and the flower phenotype of the ufd mutant. In addition, ufd mutation promotes an earlier inflorescence meristem termination. Taken together, both results indicated that UFD is not involved in the maintenance of inflorescence meristem identity, although it could participate in the regulatory system that modulates the rate of meristem maturation. Regarding the floral meristem identity, the falsiflora mutation was epistatic to the ufd mutation even though FALSIFLORA was upregulated in ufd inflorescences. In terms of floral organ identity, the ufd mutation was epistatic to macrocalyx, and MACROCALYX expression was differently regulated depending on the inflorescence developmental stage. These results suggest that the UFD gene may play a pivotal role between the genes required for flowering initiation and inflorescence development (such as UNIFLORA, FALSIFLORA, JOINTLESS and SINGLE FLOWER TRUSS) and those required for further floral organ development such as the floral organ identity genes.

Canada

ERIC Educational Resources Information Center

Lawson, Robert F.; Ghosh, Ratna

1986-01-01

Discusses Canada's problems in searching for a national identity and the controversy of the Federal policy of multiculturalism. Presents its objectives within a bilingual framework and the contradictions involved. Suggests a workable model involving assimilation conditioned by regional or local circumstances, useful also as a development strategy.…

Carrie Farberow | NREL

Science.gov Websites

important in addressing energy and environmental challenges Elucidating reaction mechanisms using combined selectivity under reaction conditions Developing improved models to bridge the pressure gap and materials gap Identity," ACS Catalysis (2016) "Density Functional Theory Calculations and Analysis of Reaction

Factorial Validity and Invariance Assessment of a Short Version of the Recalled Childhood Gender Identity/Role Questionnaire.

PubMed

Veale, Jaimie F

2016-04-01

Recalled childhood gender role/identity is a construct that is related to sexual orientation, abuse, and psychological health. The purpose of this study was to assess the factorial validity of a short version of Zucker et al.'s (2006) "Recalled Childhood Gender Identity/Gender Role Questionnaire" using confirmatory factor analysis and to test the stability of the factor structure across groups (measurement invariance). Six items of the questionnaire were completed online by 1929 participants from a variety of gender identity and sexual orientation groups. Models of the six items loading onto one factor had poor fit for the data. Items were removed for having a large proportion of error variance. Among birth-assigned females, a five-item model had good fit for the data, but there was evidence for differences in scale's factor structure across gender identity, age, level of education, and country groups. Among birth-assigned males, the resulting four-item model did not account for all of the relationship between variables, and modeling for this resulted in a model that was almost saturated. This model also had evidence of measurement variance across gender identity and sexual orientation groups. The models had good reliability and factor score determinacy. These findings suggest that results of previous studies that have assessed recalled childhood gender role/identity may have been susceptible to construct bias due to measurement variance across these groups. Future studies should assess measurement invariance between groups they are comparing, and if it is not found the issue can be addressed by removing variant indicators and/or applying a partial invariance model.

Strain memory of 2D and 3D rigid inclusion populations in viscous flows - What is clast SPO telling us?

NASA Astrophysics Data System (ADS)

Stahr, Donald W.; Law, Richard D.

2014-11-01

We model the development of shape preferred orientation (SPO) of a large population of two- and three-dimensional (2D and 3D) rigid clasts suspended in a linear viscous matrix deformed by superposed steady and continuously non-steady plane strain flows to investigate the sensitivity of clasts to changing boundary conditions during a single or superposed deformation events. Resultant clast SPOs are compared to one developed by an identical initial population that experienced a steady flow history of constant kinematic vorticity and reached an identical finite strain state, allowing examination of SPO sensitivity to deformation path. Rotation paths of individual triaxial inclusions are complex, even for steady plane strain flow histories. It has been suggested that the 3D nature of the system renders predictions based on 2D models inadequate for applied clast-based kinematic vorticity gauges. We demonstrate that for a large population of clasts, simplification to a 2D model does provide a good approximation to the SPO predicted by full 3D analysis for steady and non-steady plane strain deformation paths. Predictions of shape fabric development from 2D models are not only qualitatively similar to the more complex 3D analysis, but they display the same limitations of techniques based on clast SPO commonly used as a quantitative kinematic vorticity gauge. Our model results from steady, superposed, and non-steady flow histories with a significant pure shearing component at a wide range of finite strain resemble predictions for an identical initial population that experienced a single steady simple shearing deformation. We conclude that individual 2D and 3D clasts respond instantaneously to changes in boundary conditions, however, in aggregate, the SPO of a population of rigid inclusions does not reflect the late-stage kinematics of deformation, nor is it an indicator of the unique 'mean' kinematic vorticity experienced by a deformed rock volume.

Professional Identity Formation and the Clinician-Scientist: A Paradigm for a Clinical Career Combining Two Distinct Disciplines.

PubMed

Rosenblum, Norman D; Kluijtmans, Manon; Ten Cate, Olle

2016-12-01

The clinician-scientist role is critical to the future of health care, and in 2010, the Carnegie Report on Educating Physicians focused attention on the professional identity of practicing clinicians. Although limited in number, published studies on the topic suggest that professional identity is likely a critical factor that determines career sustainability. In contrast to clinicians with a singular focus on clinical practice, clinician-scientists combine two major disciplines, clinical medicine and scientific research, to bridge discovery and clinical care. Despite its importance to advancing medical practice, the clinician-scientist career faced a variety of threats, which have been identified recently by the 2014 National Institutes of Health Physician Scientist Workforce. Yet, professional identity development in this career pathway is poorly understood. This Perspective focuses on the challenges to the clinician-scientist's professional identity and its development. First, the authors identify the particular challenges that arise from the different cultures of clinical care and science and the implications for clinician-scientist professional identity formation. Next, the authors synthesize insights about professional identity development within a dual-discipline career and apply their analysis to a discussion about the implications for clinician-scientist identity formation. Although not purposely developed to address identity formation, the authors highlight those elements within clinician-scientist training and career development programs that may implicitly support identity development. Finally, the authors highlight a need to identify empirically the elements that compose and determine clinician-scientist professional identity and the processes that shape its formation and sustainability.

Psychometric properties of a culture-adapted Spanish version of AIDA (Assessment of Identity Development in Adolescence) in Mexico.

PubMed

Kassin, Moises; De Castro, Filipa; Arango, Ivan; Goth, Kirstin

2013-01-01

The construct "identity" was discussed to be integrated as an important criterion for diagnosing personality disorders in DSM-5. According to Kernberg, identity diffusion is one of the relevant underlying structures in terms of personality organization for developing psychopathology, especially borderline personality disorder. Therefore, it would be important to differentiate healthy from pathological development already in adolescence. With the questionnaire termed AIDA (Assessment of Identity Development in Adolescence), a reliable and valid self-rating inventory was introduced by Goth, Foelsch, Schlueter-Mueller, & Schmeck (2012) to assess pathology-related identity development in healthy and disturbed adolescents. To test the usefulness of the questionnaire in Mexico, we contributed to the development of a culture-specific Spanish translation of AIDA and tested the reliability and aspects of validity of the questionnaire in a juvenile Mexican sample. An adapted Spanish translation of AIDA was developed by an expert panel from Chile, Mexico, and Spain in cooperation with the original authors, focusing on content equivalence and comprehensibility by considering specific idioms, life circumstances, and culture-specific aspects. The psychometric properties of the Spanish version were first tested in Mexico. Participants were 265 students from a state school (N = 110) and private school (N = 155), aged between 12 and 19 years (mean 14.15 years). Of these, 44.9% were boys and 55.1% were girls. Item characteristics were analyzed by several parameters, scale reliability by Cronbach's Alpha, and systematic effects of gender, age, and socioeconomics by an analysis of variance (ANOVA). We evaluated aspects of criterion validity in a juvenile justice system sample (N = 41) of adolescent boys in conflict with the law who displayed various types of behavioral problems by comparing the AIDA scores of a subgroup with signs for borderline pathology (N = 14) with the scores obtained in the student sample using T-tests. The psychometric properties of the Spanish version of AIDA proved satisfactory in the Mexican sample for items as well as scales. The reliability coefficients were α = .94 for the total scale "Identity Diffusion", α = .85 and .92 for the two primary scales "Discontinuity" and "Incoherence", and between α = .70 and .83 for the subscales. However, some items of the item pool in the Spanish version of AIDA did not meet all criteria for test equivalence and should thus be reformulated, taking the Mexican culture into account. Significant effects for gender and age were found. In line with our theory, the AIDA scores in the domains "Discontinuity" (high effect size) and "Incoherence" (medium effect size) were markedly higher in the delinquent boys than in the student group. The Spanish version of AIDA can be used in Mexico with satisfying psychometric properties, with only minor adaptions required. Our study contributes to the intercultural applicability of the AIDA instrument using the construct "identity integration vs. diffusion" as it was defined in the AIDA model for diagnostic purposes. Cultural differences, even those present in the various Spanish-speaking countries, should be modeled carefully.

Pragmatics of the Development of Personal Identity in Adolescents in the Latin American Context.

PubMed

Tapia, Javier; Rojas, Adrián; Picado, Karol

2017-03-01

The present work proposes a pragmatic perspective of the development of personal identity. Such perspective is based on a unifying vision that incorporates the contribution of communicative pragmatics and becomes aware of the contribution of semiotics to psychology, without leaving aside the eriksonian point of view and other significant contributions in the field. The article defines identity in adolescence from a development approach, and adopts a systemic perspective concerning the insertion of adolescents in their context of formation as individuals. It then proposes a way to understand identity from a pragmatic-communicative perspective. Finally, it introduces two communicative use contexts from which personal identity can emerge, showing the importance of communication and language in the formation and development of identity.

Evidence supporting the biologic nature of gender identity.

PubMed

Saraswat, Aruna; Weinand, Jamie D; Safer, Joshua D

2015-02-01

To review current literature that supports a biologic basis of gender identity. A traditional literature review. Evidence that there is a biologic basis for gender identity primarily involves (1) data on gender identity in patients with disorders of sex development (DSDs, also known as differences of sex development) along with (2) neuroanatomical differences associated with gender identity. Although the mechanisms remain to be determined, there is strong support in the literature for a biologic basis of gender identity.

Prisons and Primary Schools: Using CHAT to Analyse the Relationship between Developing Identity, Developing Musicianship and Transformative Processes

ERIC Educational Resources Information Center

Henley, Jennie

2015-01-01

This paper draws on three different research projects to demonstrate the use of an expanded model of Cultural Historical Activity Theory (CHAT), developed as part of a doctoral research study. The first project is an evaluation of the impacts of a Music Partnership Project within Primary and Secondary schools. The second project is an evaluation…

The Relationship between Individualistic, Collectivistic, and Transitional Cultural Value Orientations and Adolescents' Autonomy and Identity Status

ERIC Educational Resources Information Center

Lee, Chien-Ti; Beckert, Troy E.; Goodrich, Thane R.

2010-01-01

In an effort to validate the use of a Western model of adolescent development with Asian youth, 781 urban and rural Taiwanese high school students (56% female) completed questionnaires about their development. Adolescents were first divided into cultural value orientations (i.e. collectivistic, individualistic, or transitional) and compared…

The Psychosocial Benefits of Oral Storytelling in School: Developing Identity and Empathy through Narrative

ERIC Educational Resources Information Center

Hibbin, Rebecca

2016-01-01

The oral re-telling of traditional tales, modelled by a storyteller and taught to children in school, can be understood as 'non-instrumental' practice in speaking and listening that emphasises oral language over the reading and writing of stories. While oral storytelling has significant benefits to children's education and development, it is…

Family support and acceptance, gay male identity formation, and psychological adjustment: a path model.

PubMed

Elizur, Y; Ziv, M

2001-01-01

While heterosexist family undermining has been demonstrated to be a developmental risk factor in the life of persons with same-gender orientation, the issue of protective family factors is both controversial and relatively neglected. In this study of Israeli gay males (N = 114), we focused on the interrelations of family support, family acceptance and family knowledge of gay orientation, and gay male identity formation, and their effects on mental health and self-esteem. A path model was proposed based on the hypotheses that family support, family acceptance, family knowledge, and gay identity formation have an impact on psychological adjustment, and that family support has an effect on gay identity formation that is mediated by family acceptance. The assessment of gay identity formation was based on an established stage model that was streamlined for cross-cultural practice by defining three basic processes of same-gender identity formation: self-definition, self-acceptance, and disclosure (Elizur & Mintzer, 2001). The testing of our conceptual path model demonstrated an excellent fit with the data. An alternative model that hypothesized effects of gay male identity on family acceptance and family knowledge did not fit the data. Interpreting these results, we propose that the main effect of family support/acceptance on gay identity is related to the process of disclosure, and that both general family support and family acceptance of same-gender orientation play a significant role in the psychological adjustment of gay men.

The Dutch Identity: A New Tool for the Study of Item Response Models.

ERIC Educational Resources Information Center

Holland, Paul W.

1990-01-01

The Dutch Identity is presented as a useful tool for expressing the basic equations of item response models that relate the manifest probabilities to the item response functions and the latent trait distribution. Ways in which the identity may be exploited are suggested and illustrated. (SLD)

76 FR 50719 - Models for a Governance Structure for the National Strategy for Trusted Identities in Cyberspace...

Federal Register 2010, 2011, 2012, 2013, 2014

2011-08-16

... DEPARTMENT OF COMMERCE National Institute of Standards and Technology [Docket No. 110524296-1455-02] Models for a Governance Structure for the National Strategy for Trusted Identities in Cyberspace... comments regarding the governance structure for the National Strategy for Trusted Identities in Cyberspace...

"No Soy de Aqui ni Soy de Alla": Transgenerational Cultural Identity Formation

ERIC Educational Resources Information Center

Cardona, Jose Ruben Parra; Busby, Dean M.; Wampler, Richard S.

2004-01-01

The transgenerational cultural identity model offers a detailed understanding of the immigration experience by challenging agendas of assimilation and by expanding on existing theories of cultural identity. Based on this model, immigration is a complex phenomenon influenced by many variables such as sociopsychological dimensions, family,…

Stimulating collaboration between human and veterinary health care professionals.

PubMed

Eussen, Björn G M; Schaveling, Jaap; Dragt, Maria J; Blomme, Robert Jan

2017-06-13

Despite the need to control outbreaks of (emerging) zoonotic diseases and the need for added value in comparative/translational medicine, jointly addressed in the One Health approach [One health Initiative (n.d.a). About the One Health Initiative. http://www.onehealthinitiative.com/about.php . Accessed 13 September 2016], collaboration between human and veterinary health care professionals is limited. This study focuses on the social dilemma experienced by health care professionals and ways in which an interdisciplinary approach could be developed. Based on Gaertner and Dovidio's Common Ingroup Identity Model, a number of questionnaires were designed and tested; with PROGRESS, the relation between collaboration and common goal was assessed, mediated by decategorization, recategorization, mutual differentiation and knowledge sharing. This study confirms the Common Ingroup Identity Model stating that common goals stimulate collaboration. Decategorization and mutual differentiation proved to be significant in this relationship; recategorization and knowledge sharing mediate this relation. It can be concluded that the Common Ingroup Identity Model theory helps us to understand how health care professionals perceive the One Health initiative and how they can intervene in this process. In the One Health approach, professional associations could adopt a facilitating role.

Brainstem origins for cortical 'what' and 'where' pathways in the auditory system.

PubMed

Kraus, Nina; Nicol, Trent

2005-04-01

We have developed a data-driven conceptual framework that links two areas of science: the source-filter model of acoustics and cortical sensory processing streams. The source-filter model describes the mechanics behind speech production: the identity of the speaker is carried largely in the vocal cord source and the message is shaped by the ever-changing filters of the vocal tract. Sensory processing streams, popularly called 'what' and 'where' pathways, are well established in the visual system as a neural scheme for separately carrying different facets of visual objects, namely their identity and their position/motion, to the cortex. A similar functional organization has been postulated in the auditory system. Both speaker identity and the spoken message, which are simultaneously conveyed in the acoustic structure of speech, can be disentangled into discrete brainstem response components. We argue that these two response classes are early manifestations of auditory 'what' and 'where' streams in the cortex. This brainstem link forges a new understanding of the relationship between the acoustics of speech and cortical processing streams, unites two hitherto separate areas in science, and provides a model for future investigations of auditory function.

Developing an integrated self: academic and ethnic identities among ethnically diverse college students.

PubMed

Syed, Moin

2010-11-01

The purpose of the present study was to investigate the development of college students' major selection and whether and how this choice is associated with their developing ethnic identities. Ninety ethnically diverse college students were interviewed in their first, sophomore, and senior years. Mixed-method analyses revealed 5 theoretically consistent pathways of how students configured their ethnic identities and majors over time: low awareness, consciousness-raised, high awareness, integrating, and compartmentalized. These pathways were differentially related to students' ethnicities and majors, suggesting that students' identity experiences are moderated by their chosen majors. The results of this study underscore the contribution of a longitudinal, life-span, approach to identity development for understanding the diversity in identity pathways during college. The findings also have implications for practical purposes, particularly for advising, counseling, and curriculum development.

Academic Developer Identity: How We Know Who We Are

ERIC Educational Resources Information Center

Kinash, Shelley; Wood, Kayleen

2013-01-01

This paper explores academic developer identity by applying self-concept theory and appreciative inquiry to the personal journeys of two academic developers. Self-attribution, social comparison and reflected appraisals are presented and applied to explain how academic developers form their identities. Sociological principles are incorporated to…

Preservation of protein clefts in comparative models.

PubMed

Piedra, David; Lois, Sergi; de la Cruz, Xavier

2008-01-16

Comparative, or homology, modelling of protein structures is the most widely used prediction method when the target protein has homologues of known structure. Given that the quality of a model may vary greatly, several studies have been devoted to identifying the factors that influence modelling results. These studies usually consider the protein as a whole, and only a few provide a separate discussion of the behaviour of biologically relevant features of the protein. Given the value of the latter for many applications, here we extended previous work by analysing the preservation of native protein clefts in homology models. We chose to examine clefts because of their role in protein function/structure, as they are usually the locus of protein-protein interactions, host the enzymes' active site, or, in the case of protein domains, can also be the locus of domain-domain interactions that lead to the structure of the whole protein. We studied how the largest cleft of a protein varies in comparative models. To this end, we analysed a set of 53507 homology models that cover the whole sequence identity range, with a special emphasis on medium and low similarities. More precisely we examined how cleft quality - measured using six complementary parameters related to both global shape and local atomic environment, depends on the sequence identity between target and template proteins. In addition to this general analysis, we also explored the impact of a number of factors on cleft quality, and found that the relationship between quality and sequence identity varies depending on cleft rank amongst the set of protein clefts (when ordered according to size), and number of aligned residues. We have examined cleft quality in homology models at a range of seq.id. levels. Our results provide a detailed view of how quality is affected by distinct parameters and thus may help the user of comparative modelling to determine the final quality and applicability of his/her cleft models. In addition, the large variability in model quality that we observed within each sequence bin, with good models present even at low sequence identities (between 20% and 30%), indicates that properly developed identification methods could be used to recover good cleft models in this sequence range.

A Longitudinal Integration of Identity Styles and Educational Identity Processes in Adolescence

ERIC Educational Resources Information Center

Negru-Subtirica, Oana; Pop, Eleonora Ioana; Crocetti, Elisabetta

2017-01-01

Identity formation is a main adolescent psychosocial developmental task. The complex interconnection between different processes that are at the basis of one's identity is a research and applied intervention priority. In this context, the identity style model focuses on social-cognitive strategies (i.e., informational, normative, and…

Race, Ethnicity, and Self: Identity in Multicultural Perspective.

ERIC Educational Resources Information Center

Salett, Elizabeth Pathy, Ed.; Koslow, Diane R., Ed.

The impact that race and ethnicity have on an individual's identity development in the United States are explored through the theoretical framework, issues of dominance, identity development, and questions of biraciality. The following chapters address these issues: (1) "Identity, Self, and Individualism in a Multicultural Perspective"…

Interrelations among Dimensions of Ethnic-Racial Identity during Adolescence

ERIC Educational Resources Information Center

Hughes, Diane L.; Del Toro, Juan; Way, Niobe

2017-01-01

Two approaches to conceptualizing ethnic-racial identity development dominate the literature within developmental psychology--1 focused on the process of ethnic-racial identity development, including exploration and commitment, and another focused on the evaluative components of identity, including private and public regard. In this study, we…

Adolescent identity development and distress in a clinical sample.

PubMed

Wiley, Rachel E; Berman, Steven L

2013-12-01

The purpose of this study was to examine the relationships of identity development and identity distress to psychological adjustment within adolescents affected by psychological problems. Participants included 88 adolescents (43.2% female) ranging from 11 to 20 years of age who were receiving services from a community mental health center. A high proportion of the participants (22.7%) met the Diagnostic and Statistical Manual of Mental Disorders Fourth Edition Text Revision criteria for Identity Problem. Regression analyses found psychopathology symptom score was associated with identity distress, identity exploration, and identity commitment, while identity distress was only related to psychopathology symptom score and not the other two identity variables. Adolescents with a clinical diagnosis may report significant levels of identity distress. Given that the relationship between psychopathology and identity distress may be reciprocal, assessing for identity issues might be prudent when conducting clinical diagnostic interviews and useful in treatment planning. © 2013 Wiley Periodicals, Inc.

Interpersonal social responsibility model of service learning: A longitudinal study.

PubMed

Lahav, Orit; Daniely, Noa; Yalon-Chamovitz, Shira

2018-01-01

Service-learning (SL) is commonly used in Occupational Therapy (OT) programs worldwide as a community placement educational strategy. However, most SL models are not clearly defined in terms of both methodology and learning outcomes. This longitudinal study explores a structured model of Service-Learning (Interpersonal Social Responsibility-Service Learning: ISR-SL) aimed towards the development of professional identity among OT students. Based on OT students experiences from the end of the course through later stages as mature students and professionals. A qualitative research design was used to explore the perceptions and experiences of 150 first, second, and third-year OT students and graduates who have participated in ISR-SL during their first academic year. Our findings suggest that the structured, long-term relationship with a person with a disability in the natural environment, which is the core of the ISR-SL, allowed students to develop a professional identity based on seeing the person as a whole and recognizing his/her centrality in the therapeutic relationship. This study suggests ISR-SL as future direction or next step for implementing SL in OT and other healthcare disciplines programs.

The cultural construction of interdisciplinarity: Doctoral student socialization in an interdisciplinary neuroscience program

NASA Astrophysics Data System (ADS)

Holley, Karri A.

Using the methodologies of individual and group interviews, observation, and document analysis, this dissertation examines the experiences of doctoral students enrolled in an interdisciplinary neuroscience program. A framework drawn from theories of organizational socialization is employed to understand the influence of an interdisciplinary program on doctoral student socialization. While abundant previous literature exists in regards to the socialization of doctoral students, such literature largely concentrates the disciplinary experience. The escalating import of globalization and shifting fiscal realities place new demands on Ph.D. programs and doctoral students to work as part of collaborative research teams, produce interdisciplinary knowledge, and integrate theory and practice. The increasing influence of such factors requires a new focus on interdisciplinarity and the changing Ph.D. The goal of this dissertation is to expand the existing framework of socialization by documenting the influence of such obstacles on knowledge acquisition, identity development, and professional investment. This study focuses on how interdisciplinary identities are constructed by doctoral students through individual interaction with the social environment and cultural context. Particular attention is given to the structural and cultural obstacles that doctoral students must negotiate as they navigate an interdisciplinary program. The study expands on the previous literature regarding doctoral student socialization by focusing on identity development, specifically a student's symbolic identity as a neuroscientist, a student's disciplinary identity (related to her professional background and undergraduate experiences), and a multi-disciplinary identity that allows for connections across disciplinary boundaries. In contrast to the traditional concepts of identity which focus on boundaries and differences as an inherent part of self-definition, the structure of identity advanced here instead explores what factors connect individuals who are working in different areas of study. Faculty and peers perform important roles in this process, by modeling the relevance of collaborative research and engaging students in multi-disciplinary conversation.

Brief report: do peer relationships matter to Vietnamese adolescents' and young adults' development of identity? Towards a working theory of identity development in a changing culture.

PubMed

Nguyen, Huong; Cohen, Edward; Hines, Alice

2012-12-01

In this paper, using data from the first nationally representative, cross-sectional survey of more than 7000 Vietnamese adolescents, we explore how peers, compared to family, matter to Vietnamese adolescents' development of their independent identity as an adult. We use future hopes and aspirations as proxies for identity development, arguing that an individual's development of future hopes and aspirations is a correlate to the emergence of an independent identity. Our analyses show that peers have a positive and consistent influence on adolescents' hopes to have a happy family, good job, good income, and opportunities to do what they want. Regarding career and economic aspirations, the importance of peer relationships appears to have dropped away. It may be that when youth consider their realistic economic alternatives, the role of peers that was important for identity development in adolescence gives way to pragmatism about the attainment of a career identity. Copyright © 2011 The Association for Professionals in Services for Adolescents. All rights reserved.

Resolving an identity crisis: Implicit drinking identity and implicit alcohol identity are related but not the same.

PubMed

Ramirez, Jason J; Olin, Cecilia C; Lindgren, Kristen P

2017-09-01

Two variations of the Implicit Association Test (IAT), the Drinking Identity IAT and the Alcohol Identity IAT, assess implicit associations held in memory between one's identity and alcohol-related constructs. Both have been shown to predict numerous drinking outcomes, but these IATs have never been directly compared to one another. The purpose of this study was to compare these IATs and evaluate their incremental predictive validity. US undergraduate students (N=64, 50% female, mean age=21.98years) completed the Drinking Identity IAT, the Alcohol Identity IAT, an explicit measure of drinking identity, as well as measures of typical alcohol consumption and hazardous drinking. When evaluated in separate regression models that controlled for explicit drinking identity, results indicated that the Drinking Identity IAT and the Alcohol Identity IAT were significant, positive predictors of typical alcohol consumption, and that the Drinking Identity IAT, but not the Alcohol Identity IAT, was a significant predictor of hazardous drinking. When evaluated in the same regression models, the Drinking Identity IAT, but not the Alcohol Identity IAT, was significantly associated with typical and hazardous drinking. These results suggest that the Drinking Identity IAT and Alcohol Identity IAT are related but not redundant. Moreover, given that the Drinking Identity IAT, but not the Alcohol Identity IAT, incrementally predicted variance in drinking outcomes, identification with drinking behavior and social groups, as opposed to identification with alcohol itself, may be an especially strong predictor of drinking outcomes. Copyright © 2017 Elsevier Ltd. All rights reserved.

A Cross-Cultural Perspective on the Relationships between Emotional Separation, Parental Trust, and Identity in Adolescents.

PubMed

Sugimura, Kazumi; Crocetti, Elisabetta; Hatano, Kai; Kaniušonytė, Goda; Hihara, Shogo; Žukauskienė, Rita

2018-04-01

Emotional separation and parental trust in parent-adolescent relationships are important factors for adolescent identity formation. However, prior research findings on emotional separation are inconsistent. This study aimed to conduct a more rigorous examination of the associations of emotional separation and parental trust with identity synthesis, confusion, and consolidation by applying a bi-factor model to identity, using adolescent samples from Lithuania (N = 610; 53.9% female; M age  = 14.92), Italy (N = 411; 57.4% female; M age  = 15.03), and Japan (N = 759; 43.7% female; M age  = 14.13). Structural equation modeling revealed that emotional separation and parental trust were consistently associated with identity consolidation across the three countries, rather than associated with identity synthesis and identity confusion. Furthermore, the patterns of associations of emotional separation and parental trust with identity synthesis and identity confusion differed across the three nations. Overall, this study provides a better understanding of the role of emotional separation and parental trust in adolescent identity formation by suggesting the importance of the identity consolidation in the association between parent-child relationships and identity formation across three countries.

Adequate Security Protocols Adopt in a Conceptual Model in Identity Management for the Civil Registry of Ecuador

NASA Astrophysics Data System (ADS)

Toapanta, Moisés; Mafla, Enrique; Orizaga, Antonio

2017-08-01

We analyzed the problems of security of the information of the civil registries and identification at world level that are considered strategic. The objective is to adopt the appropriate security protocols in a conceptual model in the identity management for the Civil Registry of Ecuador. In this phase, the appropriate security protocols were determined in a Conceptual Model in Identity Management with Authentication, Authorization and Auditing (AAA). We used the deductive method and exploratory research to define the appropriate security protocols to be adopted in the identity model: IPSec, DNSsec, Radius, SSL, TLS, IEEE 802.1X EAP, Set. It was a prototype of the location of the security protocols adopted in the logical design of the technological infrastructure considering the conceptual model for Identity, Authentication, Authorization, and Audit management. It was concluded that the adopted protocols are appropriate for a distributed database and should have a direct relationship with the algorithms, which allows vulnerability and risk mitigation taking into account confidentiality, integrity and availability (CIA).

Understanding African American Adolescents' Identity Development: A Relational Developmental Systems Perspective

ERIC Educational Resources Information Center

Brittian, Aerika S.

2012-01-01

This article examines the development of African American adolescents' identity using a relational developmental systems theory framework, which led to the expectation that identity development is linked to both the reduction of risk behaviors and the promotion of African American adolescents' healthy development. Different personological theories…

How do lesbian women develop serenity?

PubMed

Deevey, S; Wall, L J

1992-01-01

This article considers how lesbian women recover from alcoholism and develop serenity in the context of a homophobic society. We review what is known about the incidence and lethality of alcoholism in lesbian women. We critique Finnegan and McNally's (1987) five-stage conceptual framework of lesbian and alcoholic identity development, which is based on the disease model of recovery. We present our own model, based on our own recovery experiences. The Deevey-Wall model describes factors that may determine how shaming social environments may affect drinking behavior and recovery in lesbian women. In conclusion, we explain Wall's theory of self-hate as a survival mechanism in traumatically hostile environments.

Positive Relationship Between Individuality and Social Identity in Virtual Communities: Self-Categorization and Social Identification as Distinct Forms of Social Identity.

PubMed

Guo, Tian-Chao; Li, Xuemei

2016-11-01

Previous studies have reported conflicting results regarding the relationship between individuality and social identity, indicating this area requires further examination. This study constructed a research model to help understand the positive role of individualized behavior and social identity in virtual communities. The results of an online survey conducted to assess our theoretical research model indicated that social identity can be expressed in two ways: self-categorization and social identification. Furthermore, we found individualized behavior was positively related to social identification, while self-categorization was directly derived from social identification.

Family Health Conversations: How Do They Support Health?

PubMed Central

Benzein, Eva

2014-01-01

Research shows that living with illness can be a distressing experience for the family and may result in suffering and reduced health. To meet families' needs, family systems intervention models are developed and employed in clinical contexts. For successful refinement and implementation it is important to understand how these models work. The aim of this study was therefore to describe the dialogue process and possible working mechanisms of one systems nursing intervention model, the Family Health Conversation model. A descriptive evaluation design was applied and 15 transcribed conversations with five families were analyzed within a hermeneutic tradition. Two types of interrelated dialogue events were identified: narrating and exploring. There was a flow between these events, a movement that was generated by the interaction between the participants. Our theoretically grounded interpretation showed that narrating, listening, and reconsidering in interaction may be understood as supporting family health by offering the families the opportunity to constitute self-identity and identity within the family, increasing the families' understanding of multiple ways of being and acting, to see new possibilities and to develop meaning and hope. Results from this study may hopefully contribute to the successful implementation of family systems interventions in education and clinical praxis. PMID:24800068

Miracle Survivors: Promoting Resilience in Indian Students.

ERIC Educational Resources Information Center

HeavyRunner, Iris; Marshall, Kathy

2003-01-01

Suggests that the quality of cultural resilience enables some Native American students to overcome difficulties and complete their education. Identifies these cultural factors as spirituality, family strength, elders, ceremonial rituals, oral traditions, tribal identity, and support networks. Describes the Family Education Model developed by…

A Post-Intentional Exploration of Agnostic College Students' Experiences

ERIC Educational Resources Information Center

Armstrong, Amanda

2017-01-01

Scholars have adapted college student identity development models to examine and highlight the unique, laborious, and varied experiences of marginalized populations. However, researchers have minimally explored the perspectives of nontheistic and nonreligious college students using poststructural methodologies. I followed a post-intentional…

Antecedents of Low Vocational Identity in College Students.

ERIC Educational Resources Information Center

Winterowd, Carrie L.; Krieshok, Thomas S.

This study examined antecedents related to low vocational identity in college freshmen. College students (N=360) completed the 35-item Low Vocational Identity Antecedents Scale (LVIAS) developed for this study, the Vocational Identity Scale (VIS), and other measures. Based on results from this sample, a 15-item LVIAS was developed that…

Identity Development Process and Content: Toward an Integrated and Contextualized Science of Identity

ERIC Educational Resources Information Center

Galliher, Renee V.; Rivas-Drake, Deborah; Dubow, Eric F.

2017-01-01

This introductory summary provides an overview of the content of the special issue entitled "Identity Development Process and Content: Toward an Integrated and Contextualized Science of Identity." The 16 theoretical and empirical articles that comprise this special issue were selected to highlight innovative methodologies, theoretical…

Environmental Identity Development through Social Interactions, Action, and Recognition

ERIC Educational Resources Information Center

Stapleton, Sarah Riggs

2015-01-01

This article uses sociocultural identity theory to explore how practice, action, and recognition can facilitate environmental identity development. Recognition, a construct not previously explored in environmental identity literature, is particularly examined. The study is based on a group of diverse teens who traveled to South Asia to participate…

Ethnic and Racial Identity and Adolescent Well-Being

ERIC Educational Resources Information Center

Wakefield, W. David; Hudley, Cynthia

2007-01-01

Identity is a major developmental task for adolescents, and the development of ethnic identity is a unique and significant developmental task for many adolescents. This article reviews theoretical and empirical literature that informs our understanding of the development of a positive ethnic identity, and the consequences for adolescent mental…

In "Sociocultural In-Betweenness": Exploring Teachers' Translingual Identity Development through Narratives

ERIC Educational Resources Information Center

Ishihara, Noriko; Menard-Warwick, Julia

2018-01-01

In this article, we investigate second/foreign language teachers' translingual identity development through a narrative approach to their life histories. While several studies have investigated how teachers' intercultural experiences shape their identity formation and pedagogies, we explore not only the impact of teachers' identity on their…

Playing up and playing down cultural identity: Introducing cultural influence and cultural variability.

PubMed

Ferguson, Gail M; Nguyen, Jacqueline; Iturbide, Maria I

2017-01-01

Cultural variability (CV) is introduced as an overlooked dimension of cultural identity development pertaining to emphasizing and de-emphasizing the influence of a single cultural identity (i.e., cultural influence [CI]) on daily interactions and behaviors. The Cultural IDentity Influence Measure (CIDIM) is introduced as a novel measure of CI and CV, and hypothesis-driven validation is conducted in two samples along with exploration of associations between CV and well-being. A multicultural sample of 242 emerging adults participated in a daily diary study (Mage = 19.95 years, SDage = 1.40) by completing up to eight daily online surveys containing the CIDIM, criterion measures (ethnic identity, other group orientation, ethnic identity salience and daily variability in salience, social desirability), and measures of personal and interpersonal well-being. A second validation sample (n = 245) completed a 1-time survey with the CIDIM and a subset of criterion measures. Results using both samples show evidence of CI and CV and demonstrate the validity, reliability, and domain-sensitivity of the CIDIM. Further, CV made unique and positive contributions to predicting interaction quality after accounting for ethnic salience and variability in ethnic salience. An analytic approach utilizing standard deviations produced near-identical results to multilevel modeling and is recommended for parsimony. Ethnic minority and majority individuals make daily adjustments to play up and play down the influence of cultural identity on their social interactions and behaviors, and these adjustments predict interpersonal well-being. Cultural influence and cultural variability contribute to our emerging understanding of cultural identity as dynamic and agentic. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Discrete, continuous, and stochastic models of protein sorting in the Golgi apparatus

PubMed Central

Gong, Haijun; Guo, Yusong; Linstedt, Adam

2017-01-01

The Golgi apparatus plays a central role in processing and sorting proteins and lipids in eukaryotic cells. Golgi compartments constantly exchange material with each other and with other cellular components, allowing them to maintain and reform distinct identities despite dramatic changes in structure and size during cell division, development, and osmotic stress. We have developed three minimal models of membrane and protein exchange in the Golgi—a discrete, stochastic model, a continuous ordinary differential equation model, and a continuous stochastic differential equation model—each based on two fundamental mechanisms: vesicle-coat-mediated selective concentration of cargoes and soluble N-ethylmaleimide-sensitive factor attachment protein receptor SNARE proteins during vesicle formation and SNARE-mediated selective fusion of vesicles. By exploring where the models differ, we hope to discover whether the discrete, stochastic nature of vesicle-mediated transport is likely to have appreciable functional consequences for the Golgi. All three models show similar ability to restore and maintain distinct identities over broad parameter ranges. They diverge, however, in conditions corresponding to collapse and reassembly of the Golgi. The results suggest that a continuum model provides a good description of Golgi maintenance but that considering the discrete nature of vesicle-based traffic is important to understanding assembly and disassembly of the Golgi. Experimental analysis validates a prediction of the models that altering guanine nucleotide exchange factor expression levels will modulate Golgi size. PMID:20365406

Establishing neural crest identity: a gene regulatory recipe

PubMed Central

Simões-Costa, Marcos; Bronner, Marianne E.

2015-01-01

The neural crest is a stem/progenitor cell population that contributes to a wide variety of derivatives, including sensory and autonomic ganglia, cartilage and bone of the face and pigment cells of the skin. Unique to vertebrate embryos, it has served as an excellent model system for the study of cell behavior and identity owing to its multipotency, motility and ability to form a broad array of cell types. Neural crest development is thought to be controlled by a suite of transcriptional and epigenetic inputs arranged hierarchically in a gene regulatory network. Here, we examine neural crest development from a gene regulatory perspective and discuss how the underlying genetic circuitry results in the features that define this unique cell population. PMID:25564621

Pathway of protection: Ethnic identity, self-esteem, and substance use among multiracial youth.

PubMed

Fisher, Sycarah; Zapolski, Tamika C B; Sheehan, Chelsea; Barnes-Najor, Jessica

2017-09-01

Fifty percent of adolescents have tried an illicit drug and 70% have tried alcohol by the end of high school, with even higher rates among multiracial youth. Ethnic identity is a protective factor against substance use for minority groups. However, little is known about the mechanisms that facilitate its protective effects, and even less is known about this relationship for multiracial youth. The purpose of the present study was to examine the protective effect of ethnic identity on substance use and to determine whether this relationship operated indirectly through self-esteem, a strong predictor of substance use for among adolescent populations. Participants included 468 multiracial youth in grades six through 12 (53% female). The results found that ethnic identity was indeed related to substance use, partially through changes in self-esteem. Findings from this study contribute to our understanding and development of models of risk and protection for an understudied population. Copyright © 2017. Published by Elsevier Ltd.

Becoming a Doctor in Different Cultures: Toward a Cross-Cultural Approach to Supporting Professional Identity Formation in Medicine.

PubMed

Helmich, Esther; Yeh, Huei-Ming; Kalet, Adina; Al-Eraky, Mohamed

2017-01-01

Becoming a doctor is fundamentally about developing a new, professional identity as a physician, which in and of itself may evoke many emotions. Additionally, medical trainees are increasingly moving from one cultural context to another and are challenged with navigating the resulting shifts in their professional identify. In this Article, the authors aim to address medical professional identity formation from a polyvocal, multidisciplinary, cross-cultural perspective. They delineate the cultural approaches to medical professionalism, reflect on professional identity formation in different cultures and on different theories of identity development, and advocate for a context-specific approach to professional identity formation. In doing so, the authors aim to broaden the developing professional identity formation discourse to include non-Western approaches and notions.

An Examination of the Validity and Reliability of a Measure of Sexual Orientation Identity Exploration, Resolution, and Affirmation

PubMed Central

Toomey, Russell B.; Anhalt, Karla; Shramko, Maura

2016-01-01

The processes of identity exploration and resolution are salient during adolescence and young adulthood, and awareness of sexual orientation identity, in particular, is heightened in early adolescence. Much of the research on sexual orientation identity development has focused on identity milestones (e.g., age of awareness and disclosure) or internalized homonegativity, rather than the developmental processes of exploration and resolution. Psychometric properties of the Sexual Orientation Identity Development Scale, which was adapted from a developmentally-informed measure of ethnic-racial identity, were evaluated in a sample of 382 Latina/o sexual minority adolescents and young adults. Results supported the reliability and validity of the adapted measure, as well as measurement equivalence across language (Spanish and English) and development (adolescence and young adulthood). PMID:27398072

A Qualitative Survey Examining the Moral Identities of Young Adults

ERIC Educational Resources Information Center

Onat Kocabiyik, Oya; Kulaksizoglu, Adnan

2014-01-01

Moral identity can orient one's behaviors when exhibiting any kind of moral behavior. In this study, the moral identities of young adults are analyzed to a certain extent. For this purpose, the "interpretative phenomenological pattern" and "grounded theory" models are used as qualitative survey models. The study group for…

47 CFR 2.924 - Marketing of electrically identical equipment having multiple trade names and models or type...

Code of Federal Regulations, 2011 CFR

2011-10-01

... 47 Telecommunication 1 2011-10-01 2011-10-01 false Marketing of electrically identical equipment... Telecommunication FEDERAL COMMUNICATIONS COMMISSION GENERAL FREQUENCY ALLOCATIONS AND RADIO TREATY MATTERS; GENERAL... Authorizations § 2.924 Marketing of electrically identical equipment having multiple trade names and models or...

47 CFR 2.924 - Marketing of electrically identical equipment having multiple trade names and models or type...

Code of Federal Regulations, 2010 CFR

2010-10-01

... 47 Telecommunication 1 2010-10-01 2010-10-01 false Marketing of electrically identical equipment... Telecommunication FEDERAL COMMUNICATIONS COMMISSION GENERAL FREQUENCY ALLOCATIONS AND RADIO TREATY MATTERS; GENERAL... Authorizations § 2.924 Marketing of electrically identical equipment having multiple trade names and models or...

Developing a Professional Identity as an Elementary Teacher of Nature of Science: A self-study of becoming an elementary teacher

NASA Astrophysics Data System (ADS)

Akerson, Valarie L.; Pongsanon, Khemmawadee; Weiland, Ingrid S.; Nargund-Joshi, Vanashri

2014-08-01

This study explores the development of professional identity as a teacher of nature of science (NOS). Our research question was 'How can a teacher develop a professional identity as an elementary teacher of NOS?' Through a researcher log, videotaped lessons, and collection of student work, we were able to track efforts in teaching NOS as part of regular classroom practice. A team of four researchers interpreted the data through the Beijaard et al. professional identity framework and found that it was not as simple and straightforward to teach NOS as we predicted. Development of professional identity as a teacher of NOS was influenced by contextual factors such as students, administration, and time, as well as personal struggles that were fraught with emotion. Development took place through an interpretation and reinterpretation of self through external factors and others' perceptions, as well as the influence of sub-identities.

Adolescent Peer Relations and Socioemotional Development in Latin America: Translating International Theory into Local Research.

PubMed

Berger, Christian; Lisboa, Carolina; Cuadros, Olga; de Tezanos-Pinto, Pablo

2016-06-01

Peer relations constitute a main developmental context for adolescents. Peers offer an instance for identity definition and set the norms of acceptable and valued characteristics, behaviors, and attitudes, representing a societal model that allows and restrains avenues for adolescents' socioemotional development. The present article departs from these considerations to review research on adolescents' peer relations in Latin America from a socioemotional perspective. First, approaches to adolescence are discussed, with a main focus on attachment and identity theories, based on a bioecological framework. Then, a review of research in Latin America on friendships, school climate, and intergroup relations is presented. The discussion addresses the tension between theories and evidence generated in developed societies and highlights the particularities of Latin American youth, stressing the need for collecting local data. © 2016 Wiley Periodicals, Inc.

Intersectional policy analysis of self-directed mental health care in Canada.

PubMed

Cook, Judith A; Morrow, Marina; Battersby, Lupin

2017-06-01

Recovery from mental illness is influenced by one's social location along multiple dimensions of identity, such as race, class, gender, age, and ability, and by how these social locations are expressed through structural and institutional barriers. This project was developed using an intersectional policy analysis framework designed to promote equity across identity locations-called the multistrand method-to examine the potential use of self-directed care financing approaches in the Canadian mental health system. A panel of 16 diverse stakeholders came together 4 times at structured 6-hr meetings to examine the evidence for self-directed care and explore its application in the Canadian context. Telephone interviews with evidence panel members were conducted to assess their perceptions of the group process and outcomes. Our analysis revealed ways that intersecting strand locations might differentially influence the degree of choice and recovery experienced by self-directed care participants. Individualized resource allocation, draining financial resources from ethnically specific services, unevenness in acceptance of the recovery orientation, and paucity of service options in different geographical regions were identified as contexts in which self-directed care policies could promote inequity. However, greater peer involvement in the model's implementation, use of indigenous community supports, purchase of material goods by economically disenfranchised persons, and access to services from ethnically diverse clinicians in the private sector were identified as equity-promoting model features. By couching their analysis at the level of unique socially-situated perspectives, the group developed detailed policy recommendations and insights into both the potential and limitations of self-directed care. The knowledge gained from our project can be used to develop uniquely Canadian self-directed care models tailored to promote recovery through empowerment and self-determination across intersecting identity strand locations. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Theorizing University Identity Development: Multiple Perspectives and Common Goals

ERIC Educational Resources Information Center

MacDonald, Ginger Phillips

2013-01-01

Universities articulate their identities during moments of organizational change. The process of development of university identity is herein explored from multiple theoretical strands: (a) industrial/organizational psychology, (b) human development/social psychology, (c) marketing, and (d) postmodern sociological. This article provides an…

Mom, dad, I'm straight: the coming out of gender ideologies in adolescent sexual-identity development.

PubMed

Striepe, Meg I; Tolman, Deborah L

2003-12-01

Little attention has been given to how femininity and masculinity ideologies impact sexual-identity development. Differentiating violations of conventional femininity and masculinity ideologies as part of an overt process of sexual-identity development in sexual-minority adolescents suggested the possibility of a parallel process among heterosexual adolescents. Based on feminist theory and analysis of heterosexual adolescents narratives about relationships, the importance of negotiating femininity and masculinity ideologies as part of sexual-identity development for all adolescents is described.

Running for Normalcy, Identity Development, and the Disability Blues: An Autoethnography that Explores One Man's Quest to Understand His Identity

ERIC Educational Resources Information Center

Schneider, Cort E.

2010-01-01

Identity development is a difficult process for many people with disabilities. Individuals who have disabilities often struggle to come to terms with their identities. As a person with cerebral palsy, I spent most of my life struggling with my identity. I tried to reject my disability in order to fit in with the able-bodied world. However, my…

Identity development as a buffer of adolescent risk behaviors in the context of peer group pressure and control.

PubMed

Dumas, Tara M; Ellis, Wendy E; Wolfe, David A

2012-08-01

We examined identity development as a moderator of the relation between peer group pressure and control and adolescents' engagement in risk behaviors. Participants (n=1070; M(age)=15.45 years) completed a self-report measure of identity exploration, the degree to which they have explored a variety of self-relevant values, beliefs and goals, and identity commitment, the degree to which they have secured a personal identity. Participants further reported on their frequency of risk behaviors (substance use and general deviancy) and experienced peer group pressure and control. Results confirmed that identity commitment was a buffer of substance use and identity exploration was a buffer of general deviancy in more pressuring peer groups. In more controlling peer groups, teens with greater identity commitment engaged in less risk behavior than teens with low-identity commitment. Thus, identity development may be a suitable target to deter negative effects of peer pressure in high-risk adolescents. Copyright © 2011 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

Identity Formation of American Indian Adolescents: Local, National, and Global Considerations

ERIC Educational Resources Information Center

Markstrom, Carol A.

2011-01-01

A conceptual model is presented that approaches identity formation of American Indian adolescents according to 3 levels of social contextual influence--local, national, and global--relative to types of identity, dynamics of identity, and sources of influence. Ethnic identity of American Indians is embedded within the local cultural milieu and…

On the Effectiveness of Social Norms Intervention in College Drinking: The Roles of Identity Verification and Peer Influence.

PubMed

Fitzpatrick, Ben G; Martinez, Jason; Polidan, Elizabeth; Angelis, Ekaterini

2016-01-01

The application of social norms theory in the study of college drinking centers on the ideas that incorrect perceptions of drinking norms encourage problematic drinking behavior and that correcting misperceptions can mitigate problems. The design and execution of social norms interventions can be improved with a deeper understanding of causal mechanisms connecting misperception to drinking behavior. We develop an agent-based computational simulation that uses identity control theory and peer influence (PI) to model interactions that affect drinking. Using data from the College Alcohol Survey and Social Norms Marketing Research Project, we inform model parameters for agent drinking identities and perceptions. We simulate social norms campaigns that reach progressively larger fractions of the student population, and we consider the strength of the campaign in terms of changing student perception and resulting behavior. We observe a general reduction in heavy episodic drinking (HED) as students are affected by the intervention. As campaigns reached larger fractions of students, the reduction rate diminishes, in some cases actually making a slight reverse. The way in which students "take the message to heart" can have a significant impact as well: The psychological factors involved in identity control and PI have both positive and negative effects on HED rates. With whom agents associate at drinking events also impacts drinking behavior and intervention effectiveness. Simulations suggest that reducing misperception can reduce HED. When agents adhere strongly to identity verification and when misperceptions affect identity appraisals, social norms campaigns can bring about large reductions. PI, self-monitoring, and socializing with like-drinking peers appear to moderate the effect. Copyright © 2015 by the Research Society on Alcoholism.

Disorders of sex development and gender identity outcome in adolescence and adulthood: understanding gender identity development and its clinical implications.

PubMed

de Vries, Annelou L C; Doreleijers, Theo A H; Cohen-Kettenis, Peggy T

2007-06-01

This article reviews studies on gender identity outcome in individuals with disorders of sex development (DSD). It appears that a high percentage of affected individuals suffer from gender dysphoria. However, these figures differ substantially among the various DSD and they never reach 100%. From the studies it also becomes clear that a distinction should be made between gender role behavior and gender identity. Put in a broader theoretical framework, there is now more evidence that biological factors influence the development of gender role behavior than gender identity. Developmental psychology studies add evidence that social and psychological factors play a role as well in gender development. Clinicians should be aware of, but not overestimate the influences of neurobiological factors in gender development.

Ethnic Identity in Everyday Life: The Influence of Identity Development Status

PubMed Central

Yip, Tiffany

2013-01-01

The current study explores the intersection of ethnic identity development and significance in a sample of 354 diverse adolescents (mean age 14). Adolescents completed surveys 5 times a day for 1 week. Cluster analyses revealed 4 identity clusters: diffused, foreclosed, moratorium, achieved. Achieved adolescents reported the highest levels of identity salience across situations, followed by moratorium adolescents. Achieved and moratorium adolescents also reported a positive association between identity salience and private regard. For foreclosed and achieved adolescents reporting low levels of centrality, identity salience was associated with lower private regard. For foreclosed and achieved adolescents reporting high levels of centrality, identity salience was associated with higher private regard. PMID:23581701

Change management in health care.

PubMed

Campbell, Robert James

2008-01-01

This article introduces health care managers to the theories and philosophies of John Kotter and William Bridges, 2 leaders in the evolving field of change management. For Kotter, change has both an emotional and situational component, and methods for managing each are expressed in his 8-step model (developing urgency, building a guiding team, creating a vision, communicating for buy-in, enabling action, creating short-term wins, don't let up, and making it stick). Bridges deals with change at a more granular, individual level, suggesting that change within a health care organization means that individuals must transition from one identity to a new identity when they are involved in a process of change. According to Bridges, transitions occur in 3 steps: endings, the neutral zone, and beginnings. The major steps and important concepts within the models of each are addressed, and examples are provided to demonstrate how health care managers can actualize the models within their health care organizations.

Authentication of organic feed by near-infrared spectroscopy combined with chemometrics: a feasibility study.

PubMed

Tres, A; van der Veer, G; Perez-Marin, M D; van Ruth, S M; Garrido-Varo, A

2012-08-22

Organic products tend to retail at a higher price than their conventional counterparts, which makes them susceptible to fraud. In this study we evaluate the application of near-infrared spectroscopy (NIRS) as a rapid, cost-effective method to verify the organic identity of feed for laying hens. For this purpose a total of 36 organic and 60 conventional feed samples from The Netherlands were measured by NIRS. A binary classification model (organic vs conventional feed) was developed using partial least squares discriminant analysis. Models were developed using five different data preprocessing techniques, which were externally validated by a stratified random resampling strategy using 1000 realizations. Spectral regions related to the protein and fat content were among the most important ones for the classification model. The models based on data preprocessed using direct orthogonal signal correction (DOSC), standard normal variate (SNV), and first and second derivatives provided the most successful results in terms of median sensitivity (0.91 in external validation) and median specificity (1.00 for external validation of SNV models and 0.94 for DOSC and first and second derivative models). A previously developed model, which was based on fatty acid fingerprinting of the same set of feed samples, provided a higher sensitivity (1.00). This shows that the NIRS-based approach provides a rapid and low-cost screening tool, whereas the fatty acid fingerprinting model can be used for further confirmation of the organic identity of feed samples for laying hens. These methods provide additional assurance to the administrative controls currently conducted in the organic feed sector.

Developing a Framework for Research on Religious Identity Development of Highly Committed Adolescents

ERIC Educational Resources Information Center

Visser-Vogel, Elsbeth; Westerink, Janneke; de Kock, Jos; Barnard, Marcel; Bakker, Cok

2012-01-01

The aim of this article is to present a framework for studying the religious identity development of highly religious Christian and Muslim adolescents. Building on existing theories on identity development, the authors define highly religious Christian and Muslim adolescents as "orthoprax" adolescents and explore the consequences of this for…

Exploring the Intersectionality of AAPI and LGB Identities of College Students

ERIC Educational Resources Information Center

Ung, Nam K.

2013-01-01

Social identity literature suggests college is a critical time for students' identity development. However, there is a lack of studies exploring the experiences of Asian American Pacific Islander (AAPI) and lesbian, gay, or bisexual (LOB) college students. This gap in the identity development literature also affects the ways in which postsecondary…

Ego Identity Development in Females: Focus on Adolescent Foreclosure.

ERIC Educational Resources Information Center

Partoll, Shirley F.

Erikson marked adolescence for the prime developmental task of identity achievement. An examination of 31 mothers, aged 25 to 45, revealed that foreclosure of identity development was the norm for this sample in adolescence and that, for those who had achieved identity, the subsequent status change was related to the liberating influences of…

The Relationship Between Ego Identity, Personal Responsibility, and Facilitative Communication

ERIC Educational Resources Information Center

Neuber, Keith; Genthner, Robert

1977-01-01

Provides empirical evidence supporting Erikson's postulation of two ego identity status groups (identity achievement and identity diffusion). Shows that persons high in ego identity development demonstrate higher levels of intrapersonal and interpersonal psychological adjustment than persons low in ego identity. (RL)

Computational model of electrically coupled, intrinsically distinct pacemaker neurons.

PubMed

Soto-Treviño, Cristina; Rabbah, Pascale; Marder, Eve; Nadim, Farzan

2005-07-01

Electrical coupling between neurons with similar properties is often studied. Nonetheless, the role of electrical coupling between neurons with widely different intrinsic properties also occurs, but is less well understood. Inspired by the pacemaker group of the crustacean pyloric network, we developed a multicompartment, conductance-based model of a small network of intrinsically distinct, electrically coupled neurons. In the pyloric network, a small intrinsically bursting neuron, through gap junctions, drives 2 larger, tonically spiking neurons to reliably burst in-phase with it. Each model neuron has 2 compartments, one responsible for spike generation and the other for producing a slow, large-amplitude oscillation. We illustrate how these compartments interact and determine the dynamics of the model neurons. Our model captures the dynamic oscillation range measured from the isolated and coupled biological neurons. At the network level, we explore the range of coupling strengths for which synchronous bursting oscillations are possible. The spatial segregation of ionic currents significantly enhances the ability of the 2 neurons to burst synchronously, and the oscillation range of the model pacemaker network depends not only on the strength of the electrical synapse but also on the identity of the neuron receiving inputs. We also compare the activity of the electrically coupled, distinct neurons with that of a network of coupled identical bursting neurons. For small to moderate coupling strengths, the network of identical elements, when receiving asymmetrical inputs, can have a smaller dynamic range of oscillation than that of its constituent neurons in isolation.

Shared Decision Making Among Clinicians and Asian American and Pacific Islander Sexual and Gender Minorities: An Intersectional Approach to Address a Critical Care Gap.

PubMed

Tan, Judy Y; Xu, Lucy J; Lopez, Fanny Y; Jia, Justin L; Pho, Mai T; Kim, Karen E; Chin, Marshall H

2016-10-01

Shared decision making (SDM) is a model of patient-provider communication. Little is known about the role of SDM in health disparities among Asian American and Pacific Islander (AAPI) sexual and gender minorities (SGM). We illustrate how issues at the intersection of AAPI and SGM identities affect SDM processes and health outcomes. We discuss experiences of AAPI SGM that are affected by AAPI heterogeneity, SGM stigma, multiple minority group identities, and sources of discrimination. Recommendations for clinical practice, research, policy, community development, and education are offered.

Simulated patients' perspectives of and perceived role in medical students' professional identity development.

PubMed

McLean, Michelle; Johnson, Patricia; Sargeant, Sally; Green, Patricia

2015-04-01

Much has been written about medical students' professional identity formation, the process of "becoming" a doctor. During their training, medical students interact with a range of teachers and trainers. Among these are simulated patients (SPs) who role-play patients, assisting students with their communication, procedural, and physical examination skills. With SPs regularly interacting with students, this qualitative study explored their views of students' emerging professional identities at one Australian medical school. SPs' contributions to developing professional identities were also explored. Fourteen SPs were interviewed individually or in pairs. After template analysis of the transcripts using a priori themes, a follow-up focus group (n = 7) was arranged. Although being older (implying maturity and more life experience) and exposure to real patients and previous health care experience were identified as contributing to developing an identity as a doctor, SPs recognized that for some, an existing professional identity might impede the development of a new identity. Simulated patients were of the opinion that they contributed to students' professional identities by creating a supportive environment for honing skills, which they did by realistically role-playing patient scripts, by making their bodies available, and by providing feedback as "patients." Through their authentic portrayal of patients and through their feedback, we are of the opinion that our SPs can contribute to students' developing identities as doctors. As lay individuals who often encounter students longitudinally, we believe that SPs offer a particular lens through which to view students' emerging identities as future doctors.

Organizational Communication and Culture: A Study of 10 Italian High-Technology Companies.

ERIC Educational Resources Information Center

Morley, Donald Dean; Shockley-Zalabak, Pamela; Cesaria, Ruggero

1997-01-01

Tests in international environments models previously developed within United States high-technology organizations. Demonstrates that relationships among organizational culture themes, employee values, organizational communication activities, and perceptions of a variety of organizational outcomes are similar but not identical for United States…

IDENTIFYING INDICATORS OF REACTIVITY FOR CHEMICAL REDUCTANTS IN ANOXIC AND ANAEROBIC SEDIMENTS

EPA Science Inventory

To develop reaction transport models describing the movement of redox-active organic contaminants through contaminated sediments and aquifers, it is imperative to know the identity and reactivity of chemical reductants in natural sediments and to associate their reactivity with p...

Corporate visual identity: a case in hospitals.

PubMed

Alkibay, Sanem; Ozdogan, F Bahar; Ermec, Aysegul

2007-01-01

This paper aims to present a perspective to better understand corporate identity through examining the perceptions of Turkish patients and develop a corporate visual identity scale. While there is no study related to corporate identity research on hospitals in Turkey as a developing country, understanding consumer's perceptions about corporate identity efforts of hospitals could provide different perspectives for recruiters. When the hospitals are considered in two different groups as university and state hospitals, the priority of the characteristics of corporate visual identity may change, whereas the top five characteristics remain the same for all the hospitals.

Searching for the Self: An Identity Control Theory Approach to Triggers of Occupational Exploration

ERIC Educational Resources Information Center

Anderson, Katherine L.; Mounts, Nina S.

2012-01-01

Identity control theory researchers have found evidence for two processes of identity development (identity defense and identity change) and have theorized a third process (identity exploration). College students (N = 123) self-rated as high or low in occupational identity certainty and importance received self-discrepant feedback to induce…

Capturing the Transformation and Dynamic Nature of an Elementary Teacher Candidate's Identity Development as a Teacher of Science

NASA Astrophysics Data System (ADS)

Naidoo, Kara

2017-12-01

This study examines the transformation and dynamic nature of one teacher candidate's (Susan) identity as a learner and teacher of science throughout an innovative science methods course. The goal of this paper is to use theoretically derived themes grounded in cultural-historical activity theory (CHAT) and situated learning theory to determine the ways in which Susan's identity as a learner and teacher of science was influenced by her experiences in the course, and to describe how she made meaning of her transformative process. The following are the three theoretical themes: (1) learning contributes to identity development, (2) identity development is a dialogical process that occurs between individuals, not within individuals, and (3) social practice leads to transformations and transformations lead to the creation of new social practices. Within each theme, specific experiences in the science methods course are identified that influenced Susan's identity development as a teacher of science. Knowing how context and experiences influence identity development can inform design decisions concerning teacher education programs, courses, and experiences for candidates.

Studying the old masters of nursing: A critical student experience for developing nursing identity.

PubMed

Kelly, Jacinta; Watson, Roger; Watson, James; Needham, Malachi; Driscoll, Laura O

2017-09-01

In the past professional identity in nursing was inculcated in students alongside institutional pride. A strong sense of professional identity is key to staff retention and recruitment and key to the delivery of quality nursing care. With the wholesale transfer of pre-registration nursing education to the third level sector, however, the reality is that students now divide their affiliations between university and healthcare institutions and professional identity development may be stymied. For this reason, there is need to explore alternative means of developing professional identity. Exposure to nursing history may counteract this tendency. Based on adult nursing students' reflections of a visit to the Florence Nightingale Museum, we discuss the potential of this activity in aiding development of critical professional identity. Copyright © 2017 Elsevier Ltd. All rights reserved.

Assessment of identity development and identity diffusion in adolescence - Theoretical basis and psychometric properties of the self-report questionnaire AIDA.

PubMed

Goth, Kirstin; Foelsch, Pamela; Schlüter-Müller, Susanne; Birkhölzer, Marc; Jung, Emanuel; Pick, Oliver; Schmeck, Klaus

2012-07-19

In the continuing revision of Diagnostic and Statistical Manual (DSM-V) "identity" is integrated as a central diagnostic criterion for personality disorders (self-related personality functioning). According to Kernberg, identity diffusion is one of the core elements of borderline personality organization. As there is no elaborated self-rating inventory to assess identity development in healthy and disturbed adolescents, we developed the AIDA (Assessment of Identity Development in Adolescence) questionnaire to assess this complex dimension, varying from "Identity Integration" to "Identity Diffusion", in a broad and substructured way and evaluated its psychometric properties in a mixed school and clinical sample. Test construction was deductive, referring to psychodynamic as well as social-cognitive theories, and led to a special item pool, with consideration for clarity and ease of comprehension. Participants were 305 students aged 12-18 attending a public school and 52 adolescent psychiatric inpatients and outpatients with diagnoses of personality disorders (N = 20) or other mental disorders (N = 32). Convergent validity was evaluated by covariations with personality development (JTCI 12-18 R scales), criterion validity by differences in identity development (AIDA scales) between patients and controls. AIDA showed excellent total score (Diffusion: α = .94), scale (Discontinuity: α = .86; Incoherence: α = .92) and subscale (α = .73-.86) reliabilities. High levels of Discontinuity and Incoherence were associated with low levels in Self Directedness, an indicator of maladaptive personality functioning. Both AIDA scales were significantly different between PD-patients and controls with remarkable effect sizes (d) of 2.17 and 1.94 standard deviations. AIDA is a reliable and valid instrument to assess normal and disturbed identity in adolescents. Studies for further validation and for obtaining population norms are in progress and may provide insight in the relevant aspects of identity development in differentiating specific psychopathology and therapeutic focus and outcome.

What makes a Catholic hospital "Catholic" in an age of religious-secular collaboration? The case of the Saint Marys hospital and the Mayo Clinic.

PubMed

Swetz, Keith M; Crowley, Mary E; Maines, T Dean

2013-06-01

Mayo Clinic is recognized as a worldwide leader in innovative, high-quality health care. However, the Catholic mission and ideals from which this organization was formed are not widely recognized or known. From partnership with the Sisters of St. Francis in 1883, through restructuring of the Sponsorship Agreement in 1986 and current advancements, this Catholic mission remains vital today at Saint Marys Hospital. This manuscript explores the evolution and growth of sponsorship at Mayo Clinic, defined as "a collaboration between the Sisters of St. Francis and Mayo Clinic to preserve and promote key values that the founding Franciscan sisters and Mayo physicians embrace as basic to their mission, and to assure the Catholic identity of Saint Marys Hospital." Historical context will be used to frame the evolution and preservation of Catholic identity at Saint Marys Hospital; and the shift from a "sponsorship-by-governance" to a "sponsorship-by-influence" model will be highlighted. Lastly, using the externally-developed Catholic Identity Matrix (developed by Ascension Health and the University of St. Thomas, Minnesota), specific examples of Catholic identity will be explored in this joint venture of Catholic health care institution and a secular, nonprofit corporation (Mayo Clinic).

Dynamic Binding of Identity and Location Information: A Serial Model of Multiple Identity Tracking

ERIC Educational Resources Information Center

Oksama, Lauri; Hyona, Jukka

2008-01-01

Tracking of multiple moving objects is commonly assumed to be carried out by a fixed-capacity parallel mechanism. The present study proposes a serial model (MOMIT) to explain performance accuracy in the maintenance of multiple moving objects with distinct identities. A serial refresh mechanism is postulated, which makes recourse to continuous…

Trajectories of Ethnic-Racial Identity and Autonomy among Mexican-origin Adolescent Mothers in the U.S

PubMed Central

Umaña-Taylor, Adriana J.; Updegraff, Kimberly A.; Jahromi, Laudan B.; Zeiders, Katharine H.

2015-01-01

This study examined trajectories of ethnic-racial identity (ERI) and autonomy development among Mexican-origin adolescent females in the U.S. (N = 181; Mage at Wave 1 = 16.80 years, SD = 1.00) as they transitioned through the first five years of parenthood. Trajectories of ERI and autonomy also were examined in relation to psychosocial functioning. Unconditional latent growth models indicated significant growth in autonomy, ERI resolution, and ERI affirmation from middle to late adolescence. Conditional latent growth models indicated that autonomy and ERI exploration growth trajectories were positively associated with psychosocial adjustment. Although adolescent mothers are experiencing transitions that are not normative during adolescence, they also engage in normative developmental processes, and their engagement in such processes is linked with better adjustment. PMID:26450526

A Prescriptive, Intergenerational-Tension Ageism Scale: Succession, Identity, and Consumption (SIC)

PubMed Central

North, Michael S.; Fiske, Susan T.

2014-01-01

We introduce a novel ageism scale, focusing on prescriptive beliefs concerning potential intergenerational tensions: active, envied resource Succession, symbolic Identity avoidance, and passive, shared-resource Consumption (SIC). Four studies (2,010 total participants) developed the scale. EFA formed an initial 20-item, three-factor solution (Study 1). The scale converges appropriately with other prejudice measures and diverges from other social control measures (Study 2). It diverges from anti-youth ageism (Study 3). Study 4’s experiment yielded both predictive and divergent validity apropos another ageism measure. Structural equation modeling confirmed model fit across all studies. Per an intergenerational-tension focus, younger people consistently scored the highest. As generational equity issues intensify, the scale provides a contemporary tool for current and future ageism research. PMID:23544391

Genomic determinants of epidermal appendage patterning and structure in domestic birds.

PubMed

Boer, Elena F; Van Hollebeke, Hannah F; Shapiro, Michael D

2017-09-15

Variation in regional identity, patterning, and structure of epidermal appendages contributes to skin diversity among many vertebrate groups, and is perhaps most striking in birds. In pioneering work on epidermal appendage patterning, John Saunders and his contemporaries took advantage of epidermal appendage diversity within and among domestic chicken breeds to establish the importance of mesoderm-ectoderm signaling in determining skin patterning. Diversity in chickens and other domestic birds, including pigeons, is driving a new wave of research to dissect the molecular genetic basis of epidermal appendage patterning. Domestic birds are not only outstanding models for embryonic manipulations, as Saunders recognized, but they are also ideal genetic models for discovering the specific genes that control normal development and the mutations that contribute to skin diversity. Here, we review recent genetic and genomic approaches to uncover the basis of epidermal macropatterning, micropatterning, and structural variation. We also present new results that confirm expression changes in two limb identity genes in feather-footed pigeons, a case of variation in appendage structure and identity. Copyright © 2017 The Authors. Published by Elsevier Inc. All rights reserved.

Discursive Negotiation of Face via Email: Professional Identity Development in School Counseling Supervision

ERIC Educational Resources Information Center

Gordon, Cynthia; Luke, Melissa

2012-01-01

This article examines email exchanges between eight Master's-level school counseling student interns and their internship supervisor to investigate how politeness strategies contribute to professional identity development in supervisory discourse. Our analysis demonstrates how identity development occurs via collaborative facework accomplished…

The sense of identity and symptoms of personality disorders - The results of a non-clinical population study.

PubMed

Pilarska, Aleksandra; Suchańska, Anna

2015-01-01

The aim of the presented studies was to empirically analyze the relation between the symptoms of personality disorders and the structure of identity-related senses. The analyses were conducted within two models - based on Millon's theory of personality and DSM-IV personality disorder classification system. In the studies, a total of 197 university students of various majors were included. The authors used Polish version of the Millon Index of Personality Styles that assess personality styles and offers a Clinical Index to evaluate psychological adjustment, and Personality Disorder Types Questionnaire to obtain DSM-IV diagnoses. The intensity of the identity-related senses was measured using the Multidimensional Identity Inventory. Data were tested for normality, and then Student's t-tests and ANOVA tests were used to compare the structure of identity-related senses in individuals with a healthy personality and disordered personality. Within Millon's model, three different patterns of disordered personality were found, and they all manifested some identity deficits. Most of the personality disorders covered by DSM-IV also significantly differed on the identity dimensions from healthy personality. The results show that identity deficits should be considered as an important symptom of personality disorders, regardless of the adopted model of personality. The most disordered identity is observed in individuals falling into the group with odd or eccentric disorders and into the anxious or fearful cluster. The group with dramatic, emotional or erratic disorders is the most heterogeneous in terms of the level of identity disorganization.

A theoretical framework for the associations between identity and psychopathology.

PubMed

Klimstra, Theo A; Denissen, Jaap J A

2017-11-01

Identity research largely emerged from clinical observations. Decades of empirical work advanced the field in refining existing approaches and adding new approaches. Furthermore, the existence of linkages of identity with psychopathology is now well established. Unfortunately, both the directionality of effects between identity aspects and psychopathology symptoms, and the mechanisms underlying associations are unclear. In the present paper, we present a new framework to inspire hypothesis-driven empirical research to overcome this limitation. The framework has a basic resemblance to theoretical models for the study of personality and psychopathology, so we provide examples of how these might apply to the study of identity. Next, we explain that unique features of identity may come into play in individuals suffering from psychopathology that are mostly related to the content of one's identity. These include pros and cons of identifying with one's diagnostic label. Finally, inspired by Hermans' dialogical self theory and principles derived from Piaget's, Swann's and Kelly's work, we delineate a framework with identity at the core of an individual multidimensional space. In this space, psychopathology symptoms have a known distance (representing relevance) to one's identity, and individual multidimensional spaces are connected to those of other individuals in one's social network. We discuss methodological (quantitative and qualitative, idiographic and nomothetic) and statistical procedures (multilevel models and network models) to test the framework. Resulting evidence can boost the field of identity research in demonstrating its high practical relevance for the emergence and conservation of psychopathology. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Nonidentifiability of population size from capture-recapture data with heterogeneous detection probabilities

USGS Publications Warehouse

Link, W.A.

2003-01-01

Heterogeneity in detection probabilities has long been recognized as problematic in mark-recapture studies, and numerous models developed to accommodate its effects. Individual heterogeneity is especially problematic, in that reasonable alternative models may predict essentially identical observations from populations of substantially different sizes. Thus even with very large samples, the analyst will not be able to distinguish among reasonable models of heterogeneity, even though these yield quite distinct inferences about population size. The problem is illustrated with models for closed and open populations.

Can Communitas Explain How Young People Achieve Identity Development in Outdoor Adventure in Light of Contemporary Individualised Life?

ERIC Educational Resources Information Center

Ashworth, Dianne

2017-01-01

In contemporary life, young people's identity development is a popular topic for investigation. This includes better understanding their development and their participation in outdoor adventure. From ancient times to modern days, literature conveys the benefits of outdoor adventure on their identity development and more recently there is a growing…

Problems of Students Identity Development in the Educational Environment of the University for Humanities

ERIC Educational Resources Information Center

Gabdrakhmanova, Rashida G.; Khodyreva, Elena A.; Tornyova, Biyan?a L.

2016-01-01

The objective of the article is to determine the importance of students' identity development and self-development in the course of vocational training and identification of opportunities that the educational environment of a university for humanities may provide to develop the identity of subjects of vocational training. The leading methods of…

The role of goal representations, cultural identity, and dispositional optimism in the depressive experiences of American Indian youth from a Northern Plains tribe.

PubMed

Tyser, Jason; Scott, Walter D; Readdy, Tucker; McCrea, Sean M

2014-03-01

American Indian researchers and scholars have emphasized the importance of identifying variables that promote resilience and protect against the development of psychopathology in American Indian youth. The present study examined the role of self-regulation, specifically goal characteristics (i.e., goal self-efficacy, goal specificity, intrinsic vs. extrinsic motivation, and goal conflict) and dispositional optimism, as well as cultural identity and self-reported academic grades in the depressive experiences of American Indian youth from a North American plains tribe. One hundred and sixty-four participants (53% female) completed measures of goal representations, cultural identity, dispositional optimism, academic performance, and depressive symptoms. Results supported a model in which higher goal self-efficacy, American Indian cultural identity, grade point average, and dispositional optimism each significantly predicted fewer depressive symptoms. Moreover, grade point average and goal self-efficacy had both direct and indirect (through dispositional optimism) relationships with depressive symptoms. Our findings underscore the importance of cognitive self-regulatory processes and cultural identity in the depressive experiences for these American Indian youth and may have implications for youth interventions attempting to increase resiliency and decrease risk for depressive symptoms.

Transference and insight in psychotherapy with gay and bisexual male clients: the role of sexual orientation identity integration.

PubMed

Mohr, Jonathan J; Fuertes, Jairo N; Stracuzzi, Thomas I

2015-03-01

Clinical writing has suggested that the therapeutic process and relationship in work with lesbian, gay, and bisexual clients may be influenced by the extent to which clients have accepted their sexual orientation and developed a social network supportive of their sexual orientation, a construct we refer to as sexual orientation identity integration. The present cross-sectional study investigated this proposition by examining the identity integration ratings of 90 gay and bisexual male clients in relation to elements of treatment as rated by both the therapist (insight, negative transference, working alliance, session depth, and client improvement) and client (working alliance, session depth, and client improvement). Participants were male-male therapy dyads recruited from lesbian, gay, and bisexual-affirming practices. Client identity integration was negatively associated with transference, and positively associated with ratings of insight, alliance, depth, and improvement. Insight, but not transference, uniquely mediated the positive association between identity integration and most indicators of therapeutic quality. Results from an exploratory model suggested that transference may indirectly influence therapeutic quality by serving as a barrier to insight. (PsycINFO Database Record (c) 2015 APA, all rights reserved).

Thought-action fusion: a comprehensive analysis using structural equation modeling.

PubMed

Marino, Teresa L; Lunt, Rachael A; Negy, Charles

2008-07-01

Thought-action fusion (TAF), the phenomenon whereby one has difficulty separating cognitions from corresponding behaviors, has implications in a wide variety of disturbances, including eating disorders, obsessive-compulsive disorder, generalized anxiety disorder, and panic disorder. Numerous constructs believed to contribute to the etiology or maintenance of TAF have been identified in the literature, but to date, no study has empirically integrated these findings into a comprehensive model. In this study, we examined simultaneously an array of variables thought to be related to TAF, and subsequently developed a model that elucidates the role of those variables that seem most involved in this phenomenon using a structural equation modeling approach. Results indicated that religiosity, as predicted by ethnic identity, was a significant predictor of TAF. Additionally, the relation between ethnic identity and TAF was partially mediated by an inflated sense of responsibility. Both TAF and obsessive-compulsive symptoms were found to be significant predictors of engagement in neutralization activities. Clinical and theoretical implications are discussed.

Like Circles on the Water: A Study of Adolescent Identity. Linkoping Studies in Education and Psychology, No. 62.

ERIC Educational Resources Information Center

Adamson, Lena

This thesis explores the subject of identity development during late adolescence by analyzing research from three studies: "Self-concept and questions of life: Identity development during late adolescence" (Adamson and Lyxell, 1996); "Adolescent identity--a qualitative approach: Self-concept, existential questions and adult contacts" (Adamson and…

Professional Identities of School Leaders across International Contexts: An Introduction and Rationale

ERIC Educational Resources Information Center

Crow, Gary M.; Møller, Jorunn

2017-01-01

This introductory article attempts to set a conceptual stage for the special issue on identities of school leaders. We do this by beginning with a discussion of identity--its definition, philosophical roots, nature, and components. We then move to a discussion of identity development and the various dimensions that characterize this development.…

A Sense of Urgency: Transforming the Literate Identities of Students Who Struggle with Learning to Read

ERIC Educational Resources Information Center

Harmon, Melinda R.

2013-01-01

This Grounded Theory study explored the identity development of four current and two former Reading Recovery students. The study focused on the interactions between self-efficacy, self-regulation and identity as students participated in the Reading Recovery intervention to capture change over time in the identity development of students who…

The Influence of Social Media Use on Male College Students' Gender Identity and Gendered Performance

ERIC Educational Resources Information Center

Potts, Lawrence Charles

2017-01-01

To better understand the influence of social media use on male college students' gender identity and male gendered performance, this research examined existing research on digital identity and social networking sites, male gender identity development, college student development theory, and the effects of living arrangements on college students.…

The development of professional identity and the formation of teams in the Veterans Affairs Connecticut Healthcare System's Center of Excellence in Primary Care Education Program (CoEPCE).

PubMed

Meyer, Emily M; Zapatka, Susan; Brienza, Rebecca S

2015-06-01

The United States Department of Veterans Affairs Connecticut Healthcare System (VACHS) is one of five Centers of Excellence in Primary Care Education (CoEPCE) pilot sites. The overall goal of the CoEPCE program, which is funded by the Office of Academic Affiliations, is to develop and implement innovative approaches for training future health care providers in postgraduate education programs to function effectively in teams to provide exceptional patient care. This longitudinal study employs theoretically grounded qualitative methods to understand the effect of a combined nursing and medical training model on professional identity and team development at the VACHS CoEPCE site. The authors used qualitative approaches to understand trainees' experiences, expectations, and impressions of the program. From September 2011 to August 2012, they conducted 28 interviews of 18 trainees (internal medicine [IM] residents and nurse practitioners [NPs]) and subjected data to three stages of open, iterative coding. Major themes illuminate both the evolution of individual professional identity within both types of trainees and the dynamic process of group identity development. Results suggest that initially IM residents struggled to understand NPs' roles and responsibilities, whereas NP trainees doubted their ability to work alongside physicians. At the end of one academic year, these uncertainties disappeared, and what was originally artificial had transformed into an organic interprofessional team of health providers who shared a strong sense of understanding and trust. This study provides early evidence of successful interprofessional collaboration among NPs and IM residents in a primary care training program.

From Invisibility to Integration: Lesbian Identity in the Workplace.

ERIC Educational Resources Information Center

Fassinger, Ruth E.

1995-01-01

Reviews literature in lesbian and women's identity development followed by a discussion of vocational issues of lesbians as related both to identity development and to literature on vocational psychology of women. Moves toward a vocational psychology of lesbians that incorporates scholarship in lesbian and women's development within framework of…

Perceptions of Professional Identity Development from Counselor Educators in Leadership Positions

ERIC Educational Resources Information Center

Woo, Hongryun; Storlie, Cassandra A.; Baltrinic, Eric R.

2016-01-01

The perceptions of professional identity development from 10 counseling leaders were examined through consensual qualitative research methodology. Themes and implications include the (a) intersection of being counselor educators and leaders in the counseling field and (b) the development and strengthening of professional identity over time.

Professional Identity Development: A Review of the Higher Education Literature

ERIC Educational Resources Information Center

Trede, Franziska; Macklin, Rob; Bridges, Donna

2012-01-01

This study examined the extant higher education literature on the development of professional identities. Through a systematic review approach 20 articles were identified that discussed in some way professional identity development in higher education journals. These articles drew on varied theories, pedagogies and learning strategies; however,…

Theoretical Counseling Orientation: An Initial Aspect of Professional Orientation and Identity

ERIC Educational Resources Information Center

Jackson, James Lloyd, Jr.

2010-01-01

The literature on counselor development suggests that the development of a professional identity is a fundamental aspect of counselor training. The unique demands placed on counselors to integrate aspects of both personal and professional identity into the therapeutic process (Skovholt & Ronnestad, 1995) make development of a professional…

Identity Development of Literacy Teachers of Adolescents with Significant Cognitive Disabilities

ERIC Educational Resources Information Center

Roberts, Carly A.

2013-01-01

This study employs the theory of identity development and figured worlds to investigate how historical and current education context, preservice and inservice teacher preparation, and school and classroom context influence the development of the literacy teaching identity of teachers of adolescents with significant cognitive disabilities. A…

Animal Research Practices and Doctoral Student Identity Development in a Scientific Community

ERIC Educational Resources Information Center

Holley, Karri

2009-01-01

This article examines doctoral student identity development in regard to engagement with research practices. Using animal research as a contextual lens, it considers how students develop an identity congruent to their perception of the community which facilitates their social and cognitive activities. The shared, interpretive understanding among…

The Relationship of Supervisory Experience, Counseling Experience, and Training in Supervision to Supervisory Identity Development

ERIC Educational Resources Information Center

Pelling, Nadine

2008-01-01

The relationship between supervisory identity development and supervisory experience, counseling experience, and training in supervision was examined for Association for Counselor Education and Supervision (ACES) members. Analyses indicated that supervisory experience and training were related to supervisory identity development, whilst counseling…

Cultural Competence and Cultural Identity: Using Telementoring to Form Relationships of Synergy

ERIC Educational Resources Information Center

Friedman, Audrey; Herrmann, Brian

2014-01-01

This study addresses the following research question: How does telementoring urban high school students by English teacher candidates develop candidates' cultural competence and impact mentees' cultural identity development? Mentee-mentor exchanges were analyzed to uncover how mentees used writing to develop cultural identity, how mentors'…

Development and Maintenance of Identity in Aging Community Music Participants

ERIC Educational Resources Information Center

Dyer, William Leonard

2016-01-01

This ethnographic study contextualized identity development and maintenance within the field of community music through case studies of four performing groups and interviews with seven current members. The underlying question guiding this research was how does participatory music making contribute to the development and maintenance of identity in…

Ethnic Identity, Epistemological Development, and Academic Achievement in Underrepresented Students

ERIC Educational Resources Information Center

Pizzolato, Jane Elizabeth; Chaudhari, Prema; Murrell, Ennad Dyana; Podobnik, Sharon; Schaeffer, Zachary

2008-01-01

Through 2 related studies, we investigated the relation between ethnic identity, epistemological development, and achievement among students of color. Findings suggest that the three variables are related, with ethnic identity and epistemological development together contributing to explaining variance in college GPA almost as well as a…

Developing hospital identity manuals: a reference tool for illustrators.

PubMed

Schaffer, J A; Zimmerman, S B

1990-01-01

Because of an increase in hospital marketing efforts, medical illustrators may be asked to assist in developing and implementing hospital identity manuals, which specify the graphic standards for visual communications media. A checklist survey of existing identity manuals and a literature review were conducted by one of the authors, a medical illustrator, to help her to develop a manual for her hospital employer. This article documents the literature review, the study, and the identity manual development, and presents recommendations to help other medical illustrators who might become involved in similar assignments.

A journey to citizenship: constructions of citizenship and identity in the British Citizenship Test.

PubMed

Gray, Debra; Griffin, Christine

2014-06-01

The British Citizenship Test was introduced in 2005 as one of a raft of new procedures aimed at addressing the perceived problems of integration and social cohesion in migrant communities. In this study, we argue that this new citizenship procedure signals a shift in British political discourse about citizenship - particularly, the institutionalization of a common British citizen identity that is intended to draw citizens together in a new form of political/national community. In line with this, we examine the British Citizenship Test from a social psychological perspective to interrogate the ways in which the test constitutes identity, constitutes citizenship, and constitutes citizenship-as-identity. Analysis of the test and its associated documents highlights three ways in which Britishness-as-identity is constituted, that is, as a collective identity, as a superordinate and national identity, and finally as both a destination and a journey. These findings are discussed in terms of their implications for models of citizenship and models of identity. © 2013 The British Psychological Society.

Trauma-related self-defining memories and future goals in Dissociative Identity Disorder.

PubMed

Huntjens, Rafaële J C; Wessel, Ineke; Ostafin, Brian D; Boelen, Paul A; Behrens, Friederike; van Minnen, Agnes

2016-12-01

This study examined the content of self-defining autobiographical memories in different identities in patients with Dissociative Identity Disorder (DID) and comparison groups of patients with PTSD, healthy controls, and DID simulators. Consistent with the DID trauma model, analyses of objective ratings showed that DID patients in trauma identities retrieved more negative and trauma-related self-defining memories than DID patients in avoidant identities. Inconsistent with the DID trauma model, DID patients' self-rated trauma-relatedness of self-defining memories and future life goals did not differ between trauma identities and trauma avoidant identities. That is, the DID patients did not seem to be "shut off" from their trauma while in their avoidant identity. Furthermore, DID patients in both identities reported a higher proportion of avoidance goals compared to PTSD patients, with the latter group scoring comparably to healthy controls. The simulators behaved according to the instructions to respond differently in each identity (i.e., to report memories and goals consistent with the identity tested). The discrepant task behavior by DID patients and simulators indicated that DID patients did not seem to intentionally produce the hypothesized differences in performance between identities. In conclusion, for patients with DID (i.e., in both identities) and patients with PTSD, trauma played a central role in the retrieval of self-defining memories and in the formulation of life goals. Copyright © 2016 Elsevier Ltd. All rights reserved.

Flower Development and Perianth Identity Candidate Genes in the Basal Angiosperm Aristolochia fimbriata (Piperales: Aristolochiaceae)

PubMed Central

Pabón-Mora, Natalia; Suárez-Baron, Harold; Ambrose, Barbara A.; González, Favio

2015-01-01

Aristolochia fimbriata (Aristolochiaceae: Piperales) exhibits highly synorganized flowers with a single convoluted structure forming a petaloid perianth that surrounds the gynostemium, putatively formed by the congenital fusion between stamens and the upper portion of the carpels. Here we present the flower development and morphology of A. fimbriata, together with the expression of the key regulatory genes that participate in flower development, particularly those likely controlling perianth identity. A. fimbriata is a member of the magnoliids, and thus gene expression detected for all ABCE MADS-box genes in this taxon, can also help to elucidate patterns of gene expression prior the independent duplications of these genes in eudicots and monocots. Using both floral development and anatomy in combination with the isolation of MADS-box gene homologs, gene phylogenetic analyses and expression studies (both by reverse transcription PCR and in situ hybridization), we present hypotheses on floral organ identity genes involved in the formation of this bizarre flower. We found that most MADS-box genes were expressed in vegetative and reproductive tissues with the exception of AfimSEP2, AfimAGL6, and AfimSTK transcripts that are only found in flowers and capsules but are not detected in leaves. Two genes show ubiquitous expression; AfimFUL that is found in all floral organs at all developmental stages as well as in leaves and capsules, and AfimAG that has low expression in leaves and is found in all floral organs at all stages with a considerable reduction of expression in the limb of anthetic flowers. Our results indicate that expression of AfimFUL is indicative of pleiotropic roles and not of a perianth identity specific function. On the other hand, expression of B-class genes, AfimAP3 and AfimPI, suggests their conserved role in stamen identity and corroborates that the perianth is sepal and not petal-derived. Our data also postulates an AGL6 ortholog as a candidate gene for sepal identity in the Aristolochiaceae and provides testable hypothesis for a modified ABCE model in synorganized magnoliid flowers. PMID:26697047

Variations in Sexual Identity Milestones among Lesbians, Gay Men and Bisexuals

PubMed Central

Martos, Alexander; Nezhad, Sheila; Meyer, Ilan H.

2016-01-01

Despite a large body of literature covering sexual identity development milestones, we know little about differences or similarities in patterns of identity development among subgroups of the lesbian, gay, and bisexual (LGB) population. For this study, we assessed identity milestones for 396 LGB New Yorkers, ages 18–59. Sexual identity and disclosure milestones, were measured across gender, sexual identity, race/ethnicity, and age cohort subgroups of the LGB sample. Men experienced most sexual identity milestones earlier than women, but they tended to take more time between milestones. LGBs in younger age cohorts experienced sexual identity milestones and disclosure milestones earlier than the older cohorts. Bisexual people experienced sexual identity and disclosure milestones later than gay and lesbian people. Timing of coming out milestones did not differ by race/ethnicity. By comparing differences within subpopulations, the results of this study help build understanding of the varied identity development experiences of people who are often referred to collectively as “the LGB community.” LGB people face unique health and social challenges; a more complete understanding of variations among LGB people allows health professionals and social service providers to provide services that better fit the needs of LGB communities. PMID:27695579

Promoting Reading among Mexican American Children. ERIC Digest.

ERIC Educational Resources Information Center

Murray, Yvonne I.; Velazquez, Jose

Good books can help children develop pride in their ethnic identity, knowledge about cultural history and positive role models, and improved self-esteem. However, Mexican American students often do not experience literature in this way. This digest briefly reviews Mexican American children's literature, recommends classroom strategies, provides…

Racially Mixed People in America.

ERIC Educational Resources Information Center

Root, Maria P. P., Ed.

This book offers a comprehensive look at the social and psychological adjustment of multiracial people, models for identity development, contemporary immigration and marriage patterns, and methodological issues involved in conducting research with mixed-race people, all in the context of America's multiracial past and present. The following 26…

Racial and Ego Identity Development in Black Caribbean College Students

ERIC Educational Resources Information Center

Sanchez, Delida

2013-01-01

This study explored the relationships between racial identity attitudes and ego identity statuses among 255 Black Caribbean college students in the Northeast United States. Findings indicated that racial identity attitudes were predictive of ego identity statuses. Specifically, preencounter racial identity attitudes were predictive of lower scores…

Differences between students' estimated and attained grades in a first-year introductory psychology course as a function of identity development.

PubMed

Lange, Clare; Byrd, Mark

2002-01-01

Two hundred sixty-eight first-year university students were surveyed about the state of their identity development and their perceptions regarding chances for academic success in an introductory psychology course. In general, it was found that students who had an adult identity had a more accurate assessment of their chances for success in the course and also used more efficient study strategies. Students who had not completely formed an adult identity, however, were more inaccurate in estimates of their final grades and also seemed to use less productive study strategies. It was concluded that those who have formulated an adult identity might have also developed a more complete understanding of both themselves and their situation. Implications of the findings for further research regarding the effects of identity development on university life, as well as the implications for academic intervention programs, are discussed.

Identities and motives of naturalist development program attendees and their relation to professional careers

NASA Astrophysics Data System (ADS)

Mraz, Jennifer Arin

In recent years, there has been much concern over the decline of biologists who actually identify themselves to be naturalists, which negatively impacts the field of conservation and the study of biology as a whole. This could result in a decrease in individuals who participate in naturalist-like activities, such as informal environmental education and environmental volunteerism. The purpose of my study was to determine what discourse identities were held by naturalist development program participants, how these discourse identities related to their volunteer motives in environmental settings, and how discourse identity related to professional careers. I defined identity through the lens of discourse-identity, which describes a person's identity as being conveyed through that individual's communication and actions. I conducted individual interviews or used an online questionnaire to ask questions to naturalist development program attendees about their workshop experience, relationship with nature, volunteer motives and activities, as well as professional career or career aspiration. Volunteer motives were quantitatively measured in both types of program participants using the published Volunteer Motivation Questionnaire. Overall, I found that 100 study participants had six discourse identities: naturalist (n = 27), aspiring naturalist ( n = 32), nature steward (n = 5), outreach volunteer (n = 6), casual nature observer (n = 22), and recreational nature user (n = 8). Naturalist development programs should focus on developing more naturalist-like discourse identities in their participants to help encourage participation in naturalist activities. Volunteer motives were ranked by importance to participants in the following order: helping the environment, learning, user, project organization, values and esteem, social, and career. The majority of Master Naturalist Program study participants that stated a career were in non-STEM careers; however, the majority of individuals with a naturalist or aspiring naturalist discourse identity did have careers in STEM. The OUTSIDE NDP study participants all expressed their intention to pursue STEM careers. By focusing on hands-on outdoor professional development, the development of naturalist discourse identities, and on developing the volunteer motives that participants' value, more individuals could be retained to assist with naturalist activities.

The middle-class nature of identity and its implications for education: a genealogical analysis and reevaluation of a culturally and historically bounded concept.

PubMed

Matusov, Eugene; Smith, Mark Philip

2012-09-01

We consider identity as a historically emerging discourse that requires genealogical analysis - not to discover the roots of our identity but to commit [ourselves] to its dissipation (Foucault 1977, p. 162). We suggest analyzing identity through the history of socio-economic classes, their life struggles, ambitions, development, and reproduction. We see learning not as a project of transformation of identity, but rather as developing access to socially valuable practices and developing one's own voice within these practices (through addressing and responding to other voices). The access and voice projects free agents from unnecessary finalization and objectivization by oneself and others (Bakhtin 1999; Bakhtin 1990). In education, we should develop indigenous discourses of learning and develop a conceptual framework that makes analysis of diverse discourses possible. We argue that learning, as transformation of participation in a sociocultural practice to gain more access, is a better conceptual framework than learning as transformation of identity.

Reconceptualizing the Model of Multiple Dimensions of Identity: The Role of Meaning-Making Capacity in the Construction of Multiple Identities

ERIC Educational Resources Information Center

Abes, Elisa S.; Jones, Susan R.; McEwen, Marylu K.

2007-01-01

We reconceptualize Jones and McEwen's (2000) model of multiple dimensions of identity by incorporating meaning making, based on the results of Abes and Jones's (2004) study of lesbian college students. Narratives of three students who utilize different orders of Kegan's (1994) meaning making (formulaic, transitional, and foundational, as described…

Testing a new scale of place identity in the Texas Hill Country

Treesearch

Po-Hsin Lai; C. Scott Shafer; Gerard Kyle

2009-01-01

In this study, we proposed a three-factor structure of place identity comprising the dimensions of structure, function, and affect. This conception of place identity was tested against three competing models that viewed place identity as consisting of either: 1) a single dimension of place identity; 2) two dimensions of cognition and affection; or 3) a second-order...

Trajectories of Identity Formation Modes and Their Personality Context in Adolescence.

PubMed

Topolewska-Siedzik, Ewa; Cieciuch, Jan

2018-04-01

Identity formation is a dynamic process during adolescence. Trajectories of identity formation were assessed longitudinally in early and middle adolescents, taking into account the personality underpinnings of this process. Identity formation was conceptualized according to the circumplex of identity formation modes. The model distinguishes basic modes rooted in Marcia's categories of exploration and commitment. Plasticity and stability, the two higher order Big Five meta-traits, were used to assess personality underpinnings. This study includes five measurement waves over 1.5 years and involves 1,839 Polish participants; 914 early adolescents (53.9% girls) and 925 middle adolescents (63.8% girls). The results suggest that (1) the four identity formation modes change dynamically, showing linear and curvilinear growth and that (2) identity formation mode trajectories are more dynamic in middle adolescence than in early adolescence. The results also showed that, in the conditional model, (3) the higher-order personality factors and gender affect the growth factors of identity formation modes. Overall, trajectories of identity formation modes are more linear during early adolescence and more curvilinear during middle adolescence. The initial levels in identity trajectories are influenced by the personality metatraits but only plasticity is related to change among early adolescents.

Social Media Social Comparison of Ability (but not Opinion) Predicts Lower Identity Clarity: Identity Processing Style as a Mediator.

PubMed

Yang, Chia-Chen; Holden, Sean M; Carter, Mollie D K

2018-01-11

Social comparison on social media has received increasing attention, but most research has focused on one type of social comparison and its psycho-emotional implications. Little is known about how different types of social comparison influence youth's identity development. Drawing on the theories of identity processing styles and social comparison, we examined how two different forms of social comparison on social media related to three identity processing styles, which in turn predicted youth's global self-esteem and identity clarity. We surveyed 219 college freshmen (M age  = 18.29; 74% female) once in the Fall and once in the Spring. Social comparison of ability on social media was related to concurrent diffuse-avoidant identity processing style, which predicted lower identity clarity months later. In contrast, social comparison of opinion on social media did not influence college freshmen's global self-esteem and identity clarity through identity processing styles. The findings clarified the implications of online social comparison for youth's identity development.

Manpower Planning Models. 5. Optimization Models

DTIC Science & Technology

1975-10-01

aide 11 neceaaary and Identity by block number) Manpower Planning \\ \\ X Modelling Optimization 20. ABS emry and Identity by block number...notation resulting from the previous maximum M. We exploit the probabilistic interpretation of the flow process whenever it eases the exposi - tion

The Unique Context of Identity-Based Student Organizations in Developing Leadership.

PubMed

Kodama, Corinne M; Laylo, Rhonda

2017-09-01

This chapter addresses the important role of identity-based student organizations in developing leadership, particularly for students who may feel marginalized because of their racial/ethnic, religious, or gender identities. Understanding the influence of these groups can help leadership educators develop a more inclusive and diverse perspective on student leadership development. © 2017 Wiley Periodicals, Inc., A Wiley Company.

Identifying and Living Leadership in the Lives of Prekindergarten through 4th-Grade Girls: The Story of One Intentional Leadership Identity Development Program

ERIC Educational Resources Information Center

Bailey, Darlyne; Hufford, Mariandl M. C.; Emmerson, Melissa S.; Eckert, Sarah Anne

2017-01-01

Cultivating leadership identity early in a child's development is crucial. This article examines the development of an intentional leadership identity development program for young girls. Using participatory action research (PAR), faculty and students from a college school of social work and administrators and teachers from a suburban…

A Confirmatory Model for Substance Use Among Japanese American and Part-Japanese American Adolescents

PubMed Central

Williams, John Kino Yamaguchi; Else, 'Iwalani R. N.; Goebert, Deborah A.; Nishimura, Stephanie T.; Hishinuma, Earl S.; Andrade, Naleen N.

2013-01-01

Few studies have examined the effect of ethnicity and cultural identity on substance use among Asian and Pacific Islander adolescents. A cross-sequential study conducted in Hawai'i with 144 Japanese American and part-Japanese American adolescents assessed a model integrating Japanese ethnicity, cultural identity, substance use, major life events, and social support. Japanese American adolescents scored higher on the Japanese Culture Scale and on the Peers’ Social Support than the part-Japanese American adolescents. Significant associations for substance use and impairment included culturally intensified events and Japanese cultural identity- behavior subset. Models had good overall fits and suggested that conflict surrounding cultural identity may contribute to substance use. PMID:23480213

An Applied Mereology of the City: Unifying Science and Philosophy for Urban Planning.

PubMed

Epting, Shane

2016-10-01

Based on their research showing that growing cities follow basic principles, two theoretical physicists, Luis Bettencourt and Geoffrey West, call for researchers and professionals to contribute to a grand theory of urban sustainability. In their research, they develop a 'science of the city' to help urban planners address problems that arise from population increases. Although they provide valuable insights for understanding urban sustainability issues, they do not give planners a manageable way to approach such problems. I argue that developing an applied mereology to understand the concept of 'city identity' gives planners a theoretical device for addressing urban affairs, including ethical concerns. In turn, I devise a model of city identity to show how a 'philosophy of the city' contributes to a grand theory of urban sustainability.

Customer-organization relationships: development and test of a theory of extended identities.

PubMed

Bagozzi, Richard P; Bergami, Massimo; Marzocchi, Gian Luca; Morandin, Gabriele

2012-01-01

We develop a theory of personal, relational, and collective identities that links organizations and consumers. Four targets of identity are studied: small friendship groups of aficionados of Ducati motorcycles, virtual communities centered on Ducatis, the Ducati brand, and Ducati the company. The interplay amongst the identities is shown to order affective, cognitive, and evaluative reactions toward each target. Hypotheses are tested on a sample of 210 Ducati aficionados, and implications of these multiple, extended identities for organizations are examined.

Identity impairment and the eating disorders: content and organization of the self-concept in women with anorexia nervosa and bulimia nervosa.

PubMed

Stein, Karen Farchaus; Corte, Colleen

2007-01-01

The cognitive model of the self-concept was used to test the theoretical proposition that disturbances in overall identity development are a core vulnerability that lead to formation of a fat body weight self-definition and eating disorder symptomatology. Structural properties of the self-concept, availability in memory of a fat body weight self-schema, and eating disordered attitudes and behaviours were measured in women with anorexia nervosa (AN) (n = 26), bulimia nervosa (BN) (n = 53) and controls (n = 32). Women with (AN) and (BN) had fewer positive and more negative and highly interrelated self-schemas compared to controls, and women with BN showed information processing evidence of a fat self-schema available in memory. These self-concept properties predicted eating disordered attitudes and behaviour. Disturbances in the overall collection of identities--an impoverished self--is an important contributor to eating disorder symptomatology. The development of new positive selves may be an important factor in recovery. 2006 John Wiley & Sons, Ltd and Eating Disorders Association

Research on Quantum Authentication Methods for the Secure Access Control Among Three Elements of Cloud Computing

NASA Astrophysics Data System (ADS)

Dong, Yumin; Xiao, Shufen; Ma, Hongyang; Chen, Libo

2016-12-01

Cloud computing and big data have become the developing engine of current information technology (IT) as a result of the rapid development of IT. However, security protection has become increasingly important for cloud computing and big data, and has become a problem that must be solved to develop cloud computing. The theft of identity authentication information remains a serious threat to the security of cloud computing. In this process, attackers intrude into cloud computing services through identity authentication information, thereby threatening the security of data from multiple perspectives. Therefore, this study proposes a model for cloud computing protection and management based on quantum authentication, introduces the principle of quantum authentication, and deduces the quantum authentication process. In theory, quantum authentication technology can be applied in cloud computing for security protection. This technology cannot be cloned; thus, it is more secure and reliable than classical methods.

Personal Identity in Italy

ERIC Educational Resources Information Center

Crocetti, Elisabetta; Rabaglietti, Emanuela; Sica, Luigia Simona

2012-01-01

This chapter discusses specifics of identity formation in Italian adolescents and emerging adults. We review consistent evidence illustrating that, in Italy, a progressive deferral of transition to adulthood strongly impacts youth identity development by stimulating identity exploration and postponement of identity commitments. We also consider…

Understanding What Is Possible across a Career: Professional Identity Development beyond Transition to Teaching

ERIC Educational Resources Information Center

Mahmoudi-Gahrouei, Vahid; Tavakoli, Mansoor; Hamman, Doug

2016-01-01

Professional identity surfaces repeatedly as an important underlying factor in teacher development. A sequential explanatory mixed methods design was used to investigate identity development in terms of teachers' expected and feared possible selves. Teachers (n = 120) representing three career groups (prospect, new, and experienced) participated.…

Influences of the Campus Experience on the Ethnic Identity Development of Students of Color

ERIC Educational Resources Information Center

Maramba, Dina C.; Velasquez, Patrick

2012-01-01

This qualitative research study examined ethnic identity development among underrepresented students of color at a selective, research intensive, predominantly White university. The objective focused on influences of the campus experience on students' ethnic identity development when they entered and as they prepared to graduate from college.…

Cinematherapy in Gifted Education Identity Development: Integrating the Arts through STEM-Themed Movies

ERIC Educational Resources Information Center

Kangas, Timothy C.; Cook, Michelle; Rule, Audrey C.

2017-01-01

Gifted students, because of their advanced development compared to peers, have emotional needs that require differentiated education programs. Asynchronous social and emotional development of gifted students often leads to identity issues. Cinematherapy can be used to help gifted students explore their identities through analysis of the actions of…

Applications of Trauma-Informed Curriculum in the Artroom to Promote Adolescent Identity Development

ERIC Educational Resources Information Center

Waibel, Lindsay

2017-01-01

The purpose of this study was to explore the effects of trauma-informed care, specifically the application of a "identity-safe environment" in order to promote identity development in adolescents. Of specific interest to the researcher were the theories of adolescent development and techniques that serve to improve adolescent learning…

Men's Identity Development: Issues and Implications for Residence Life

ERIC Educational Resources Information Center

Scott, David A.; Livingston, Wade G.; Havice, Pamela A.; Cawthon, Tony W.

2012-01-01

Young men struggle with privilege and oppression in college and university residence halls just as they do in other educational and social contexts. While discussions and research about adolescent and adult identity development continue, little attention has focused on how a male student's identity development can impact residence life cultures on…

The Importance of Developing Students' Academic and Professional Identities in Higher Education

ERIC Educational Resources Information Center

Jensen, Dorthe Høj; Jetten, Jolanda

2016-01-01

In higher educational research, there is a growing recognition that students' academic achievement is influenced by their opportunities for academic identity development; however, less attention has been given to the process and development of students' professional identity. In a qualitative study among 26 Danish and 11 Australian university…

Fostering Connections between Graduate Students and Strengthening Professional Identity through Co-Mentoring

ERIC Educational Resources Information Center

Murdock, Jennifer L.; Stipanovic, Natalie; Lucas, Kyle

2013-01-01

For counsellors and counsellor educators, developing a sound sense of professional identity is a necessity in preserving and advancing the counselling field. In an effort to promote professional identity development in a group of counsellors in training, a co-mentoring programme was developed that paired master's level and doctoral level…

Criminal social identity and suicide ideation among Pakistani young prisoners.

PubMed

Shagufta, Sonia; Boduszek, Daniel; Dhingra, Katie; Kola-Palmer, Derrol

2015-01-01

Suicidal behaviour is a common in prisoners, yet little is known about the factors that may protect against thoughts of ending one's life. The purpose of this paper is to specify and test a structural model to examine the relationship between three criminal social identity (CSI) dimensions (in-group affect, in-group ties, and cognitive centrality) and suicide ideation while controlling for period of confinement, age, criminal friends, and offense type (violent vs non-violent). Participants were 415 male juvenile offenders incarcerated in prisons in Khyber Pakhtunkhwa Pakistan. A structural model was specified and tested using Mplus to examine the relationships between the three factors of CSI and suicidal thoughts, while controlling for age, offender type, period of confinement, and substance dependence. The model provided an adequate fit for the data, explaining 22 per cent of variance in suicidal thoughts. In-group affect (the level of personal bonding with other criminals) was found to exert a strong protective effect against suicide ideation. The research contributes important information on suicide ideation in Pakistan, an Islamic country in which suicide is considered a sin and subsequently a criminal offence. Results indicate that Juvenile offenders' sense of shared identity may help to prevent the development of thoughts of death by suicide. Consequently, separating and isolating young prisoners may be ill advised.

The Full Ward-Takahashi Identity for Colored Tensor Models

NASA Astrophysics Data System (ADS)

Pérez-Sánchez, Carlos I.

2018-03-01

Colored tensor models (CTM) is a random geometrical approach to quantum gravity. We scrutinize the structure of the connected correlation functions of general CTM-interactions and organize them by boundaries of Feynman graphs. For rank- D interactions including, but not restricted to, all melonic φ^4 -vertices—to wit, solely those quartic vertices that can lead to dominant spherical contributions in the large- N expansion—the aforementioned boundary graphs are shown to be precisely all (possibly disconnected) vertex-bipartite regularly edge- D-colored graphs. The concept of CTM-compatible boundary-graph automorphism is introduced and an auxiliary graph calculus is developed. With the aid of these constructs, certain U (∞)-invariance of the path integral measure is fully exploited in order to derive a strong Ward-Takahashi Identity for CTMs with a symmetry-breaking kinetic term. For the rank-3 φ^4 -theory, we get the exact integral-like equation for the 2-point function. Similarly, exact equations for higher multipoint functions can be readily obtained departing from this full Ward-Takahashi identity. Our results hold for some Group Field Theories as well. Altogether, our non-perturbative approach trades some graph theoretical methods for analytical ones. We believe that these tools can be extended to tensorial SYK-models.

Androgens trigger different growth responses in genetically identical human hair follicles in organ culture that reflect their epigenetic diversity in life.

PubMed

Miranda, Benjamin H; Charlesworth, Matthew R; Tobin, Desmond J; Sharpe, David T; Randall, Valerie A

2018-02-01

Male sex hormones-androgens-regulate male physique development. Without androgen signaling, genetic males appear female. During puberty, increasing androgens harness the hair follicle's unique regenerative ability to replace many tiny vellus hairs with larger, darker terminal hairs ( e.g., beard). Follicle response is epigenetically varied: some remain unaffected ( e.g., eyelashes) or are inhibited, causing balding. How sex steroid hormones alter such developmental processes is unclear, despite high incidences of hormone-driven cancer, hirsutism, and alopecia. Unfortunately, existing development models are not androgen sensitive. Here, we use hair follicles to establish an androgen-responsive human organ culture model. We show that women's intermediate facial follicles respond to men's higher androgen levels by synthesizing more hair over several days, unlike donor-matched, androgen-insensitive, terminal follicles. We demonstrate that androgen receptors-androgen-activated gene transcription regulators-are required and are present in vivo within these follicles. This is the first human organ that involves multiple cell types that responds appropriately to hormones in prolonged culture, in a way which mirrors its natural behavior. Thus, intermediate hair follicles offer a hormone-switchable human model with exceptional, unique availability of genetically identical, but epigenetically hormone-insensitive, terminal follicles. This should enable advances in understanding sex steroid hormone signaling, gene regulation, and developmental and regenerative systems and facilitate better therapies for hormone-dependent disorders.-Miranda, B. H., Charlesworth, M. R., Tobin, D. J., Sharpe, D. T., Randall, V. A. Androgens trigger different growth responses in genetically identical human hair follicles in organ culture that reflect their epigenetic diversity in life.

Listening to their voices: Exploring mathematics-science identity development of African American males in an urban school community

NASA Astrophysics Data System (ADS)

Wilson, Kimi Leemar

National data continues to show an underrepresentation of African American males pursuing science, technology, engineering and mathematics (STEM) majors, careers and professions in the United States. Whites and Asian Americans are continuously positioned as the face of STEM education and participation. And while research has provided ways to support mathematics and science learning for African American males, there still remains a gap in understanding how their formed mathematics-science identities in K-12 public schooling influences STEM participation. The research undertaken in this study explores this gap, and uses an integrative identity framework to understand mathematics-science identity development which goes beyond personal identity, and explores the relational, collective and material components of identity. Specifically, this research seeks to answer the following research questions: What are the shared lived experiences that exist between a group of African American male students developing a mathematics-science identity, and how these shared lived experiences shape their mathematics-science identity development? Therefore, by analyzing African American males lived experiences employing an integrative identity framework fosters a greater understanding of how mathematics-science identity is formed in K-12 public schools, which impacts STEM education and participation. The high school aged youth featured in this study consist of four African American males, who live in a moderate size city in California. Data for this study consists of observations, phenomenological interviews, and policy document analysis that took place over six months. Data has been analyzed to describe and interpret the young men's mathematics and science experiences, as revealed in their K-12 public school education. This inquiry sought to make meaning of how African American males experience mathematics and science teaching and learning within K-12 public schooling and how these experiences impact mathematics-science identity development. The goal of the study seeks to inform educational, psychological and sociological theory about how urban adolescent African American males understand, develop and make use of their mathematics and science knowledge. Finally, this work seeks to inform mathematics and science educational research to include identity theory, beyond a personal or individual identity perspective, but also to include relational, collective, and material identity components to understand how the culture of mathematics and science within and outside of K-12 public schooling impacts African American males in an endeavor to become learners of mathematics and science.

The ABC of Peer Mentoring--What Secondary Students Have to Say about Cross-Age Peer Mentoring in a Regional Australian School

ERIC Educational Resources Information Center

Willis, Paul; Bland, Robert; Manka, Louise; Craft, Cec

2012-01-01

Cross-age peer mentoring is an educational model that builds on peer support and mentoring to assist young people to enhance social relationships, develop cognitive skills, and promote positive identity development. In this article, we outline the evaluation process of a cross-age peer-mentoring program implemented in an Australian secondary…

Examining Game Design Features for Identity Exploration and Change

ERIC Educational Resources Information Center

Foster, Aroutis; Shah, Mamta

2016-01-01

This study used the Dynamic Systems Model of Role Identity (DSMRI) to examine the extent to which a game, Land Science, afforded identity change opportunities as exploration of science identities, science content knowledge, science confidence, action possibilities, and interest/valuing in an intentional manner. Analysis of the game and existing…