Thesis (M.A.)--Trinity International University, 2000. / Abstract. Includes bibliographical references (leaves 129-135).

Thesis (M.A.)--Trinity International University, 2000. / Abstract. Includes bibliographical references (leaves 129-135).

Thesis (M.Soc.Sc.)--University of Hong Kong, 1998. / Includes bibliographical references (leaves 94-98) Also available in print.

Thesis (Ph. D.)--University of Texas at Austin, 2004. / Supervisor: Kristin Neff. Vita. Includes bibliographical references.

published_or_final_version / English / Master / Master of Arts

Type 1 diabetes is a chronic illness affecting approximately 200,000 children and adolescents in Canada (Canadian Diabetes Association, 2003). Throughout the school years, adolescents with diabetes go through a range of medical, emotional, educational, and familial challenges stemming from their experiences with diabetes (Kyngas, Hentinen, & Barlow, 1998). Research on identity formation in adolescents with diabetes, including youth voices, is limited. This research employed a narrative research design using auto-photography to explore narrative identity through female youth perspectives on self-descriptions and selfunderstanding. Content analysis and readings were conducted with interview transcripts. Analysis highlighted the complexity and multi-faceted nature of female adolescent identity. The salient aspects of across participant analysis included: (1) the importance of relationships, (2) diabetes as one aspect of self, (3) dislike of diabetes, (4) and the importance of knowing oneself (5) body awareness, (6) responsibility and strength. Implications for research, counselling, and health care practice were addressed.

M.A. (Counselling Psychology) / Please refer to full text to view abstract

A research report submitted to the Wits School of Education, Faculty of Humanities, University of the Witwatersrand in partial fulfilment of the requirements for the degree of Masters in Applied English Language Studies by combination of coursework and research. Johannesburg, 2015 / This research project explores the linguistic experiences and the effects of these on the identities of two first-year ESL university students. Using a sociolinguistic framework, it explores the links between language and identity. The data for this study comes from examination essays written based on a first-year Sociolinguistics module in the English I course in the Wits School of Education and interviews conducted with two students. The analysis of this data reveals how these students’ linguistic identities, structured by their different backgrounds, facilitate and constrain the ways in which they adapt to university life. Both students focused on in this research shift in their identities as they attempt to adapt to the increasing number of different fields they encounter at university. Linguistic identity shifts are also evident as they re-enter the old fields in the communities in which they grew up. The two students must work to negotiate these differing identities both within and outside of the university. Bourdieu’s concepts of habitus, capital and field, guide this discussion and help to illustrate how students struggle to negotiate their identity. This study shows that owing to a conflict of capital and the fact that habitus is deeply entrenched layers of linguistic dispositions, linguistic identity is difficult to shift. Despite the fact that the University of the Witwatersrand is a super-diverse environment, with students bringing different kinds of linguistic capital to the various fields within this environment, this research projectargues that students struggle to find a place for themselves within this variety. It shows that the participants seek out affinity groups within which they feel they have sufficient linguistic capital. However, within these groups there is jostling for a linguistic identity as, in the face of policing and linguistic prejudice, they struggle to assert their sense of self in relation to their developing linguistic identities. KEYWORDS: linguistic identity, Discourse, field, habitus, capital, policing, prejudice, investment, voice.

For gender-related information, previous studies have shown that children of preschool age are more likely to remember schema-consistent information over schema-inconsistent information. In this study, an attempt was made to boost children's recognition for inconsistent information. In order to do this, children were presented with pictures of both gender-consistent and inconsistent content. Group one was presented with the pictures and an accompanying label. For group two, children were given a label and asked to describe only the pictures where an actor was performing counter-schematic behavior. The postulated mechanism responsible for the expected change in memory for group two involved an augmentation of the schematic structure. The children's description would encourage schematic growth, and the memory benefits that are derived from schematic organization would have been the result. Group three was added to test for the memory changes that may occur when describing consistent information as well. These children were asked to describe both consistent and inconsistent information. Overall results indicated that for children not describing the stimuli, previous research went unsupported and children did not have a better memory for either type of information. Children in group two also did not have a memory preference for either type of information. Children in the third group which described both inconsistent and consistent information, though, did have a memory preference for consistent information. The results are described in terms of social change and schematic complexity, and their effects on memory. / Graduation date: 1998

The purpose of this study was to examine the effects of a modified LORS technique on the ego identity formation of adolescent high school students. In order to investigate this relationship, a group of eighty volunteer high school students was randomly divided into an experimental and a control group. The experimental group was further divided into four sub-groups, each consisting of ten members. Both groups completed a battery of personality inventories comprised of 1) the Dignan Ego Identity Scale; 2) the Inventory of Psychosocial Development; and 3) the Personal Orientation Inventory. The group of experimental subjects took part in dramatizing typical adolescent crises, involving situations such as self-consciousness, sexuality, values clarification, vocational choice, and conflict with authority. The situations were designed to utilize the LORS Experiential Technique (Hollis, 1975), and were facilitated by trained process involvers. While the experimental subjects participated in the LORS situations, the control group members continued their regular school schedule. Following the completion of the treatment for the experimental group, both experimental and control group subjects repeated the aforementioned battery of personality tests. Statistical procedures were then applied to the data in order to test hypotheses written concerning the relationship between the variables involved.The analysis of data first required a preliminary test in order to determine whether or not the four experimental sub-groups were sufficiently enough alike that they could be pooled into one group. The results of the preliminary test showed that the four experimental subgroups could be treated statistically as one group. The preliminary testing was followed by a regression analysis to determine whether the covariates were related sufficiently to be useful as covariates. The results yielded an F value of 6.3376 and a P of less than .0001. Using the factors of "sex" and "grade level" as blocking factors, a three-way multivariate analysis of covariance was conducted. With an F value of 6.102 and a P of less than .0001, the major hypothesis concerning the relationship between experimental and control group vector of means was rejected. To determine which of the dependent measures (adjusted covariates) contributed to the overall rejection of the major hypothesis, the univariate F statistics were computed. The F values indicated that all of the dependent measures, except one, contributed to the rejection of the null hypothesis. The one exception was the reduction of identity diffusion as measured by the Inventory of Psychosocial Development.The purposes of the study were, first, to investigate current theory and empirical knowledge about the relationship between ego identity formation in adolescence and a treatment designed to help facilitate this development. A second purpose of this study was to provide data for use by teachers and counselors who work with adolescent high school students. To an important degree, both of these purposes were achieved in the present study.