Arnett (2002) has suggested the development of a typology similar to one that has become popular in the ethnic identity literature (Berry, 1993; Phinney, 1990) whereby people are surveyed in terms of strength of identification with both the dominant national culture and their particular sub-group minority culture. Based on this typology, we have developed a paper and pencil measure, the Global Identity Survey (GIS), which asks participants about the degree to which they identify with either the local or global culture. A new typology is proposed, with behaviors and attitudes falling into one of the four following categories: "locally encapsulated" (high in local identification, low in global identification), "globally assimilated" (low in local identification, high in global identification), "alienated" (low in both local and global identification), or "bicultural" (high in both local and global identification). The Global Identity Survey (GIS) was administered to a sample of 713 undergraduate students (mean age = 20.33, sd = 5.67) from a Chinese university (n= 102), two Indian universities (n=231), a Colombian university (n=103), a U.S. university in Florida (n=75), and a U.S. university in Tennessee (n=202). Our first hypothesis was partly confirmed that the urban USA sample would be significantly higher in exposure to global factors, identity exploration, and openness than the other samples. Also, they would have higher percentages of bi-cultural, and globally assimilated, while the other samples would have higher percentages of locally encapsulated. Our second hypothesis was also confirmed by our study, which revealed that the bicultural group as a whole had the lowest level of identity distress and the least amount of psychological symptoms. Further analyses will be discussed.

Although there has been increased interest in the scientific study of religiousness and spirituality, there is relatively little research on religion's effect on identity development (Gebelt & Leak, 2009). This research investigates the relationship between religiosity and identity development in adult congregants. Participants were 51 congregants (ages 18- 85) recruited from one of three churches (Baptist, Catholic, and Methodist) in a rural area of North Central Florida. Relatively high rates of diffusion and identity distress were noted. Religious identity exploration, religious existential questioning, and religious identity commitment were found to be related to overall levels of identity distress, but not to other psychological symptoms (anxiety, distress, and somatization). Religiosity variables were a better predictor of overall identity distress than more global indicators of identity development

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Background: The Colonization, the residential school system, the Indian Act, TB sanatoriums, and the dog sled slaughter have all impacted the health of Inuit and resulted in intergenerational trauma. The impact of these events resulted in loss of culture, identity, language, and ways of living a subsistence lifestyle. Within Nunavut, Inuit are healing and are revitalizing inunnguiniq, which is the journey to obtain knowledge and skills that will help us enter society and live a good life. Methods: Using a community-based participatory research approach 20 in-person semi-structured interviews were conducted in Iqaluit, Nunavut during November and December 2018, with parents/caregivers who were raising their Inuit children. The questions allowed the parents to broadly answer questions surrounding parenting, the supports and challenges, and stories about raising an Inuk child in today’s society. Data analysis was guided by grounded theory. Findings: Using NVivo 12 Windows, three prominent themes were identified: 1) language, 2) education, and 3) identity development. Each theme is a reflection of how the parents who participated in this project and their own upbringing have impacted and influenced their parenting decisions. 1) Language connects to our culture and our identity. 2) The parents expressed obtaining a formal and informal education. Certain aspects of the Inuit culture cannot be taught in indoor classrooms, therefore the parents expressed the need for a more balanced education curriculum that incorporates Inuit culture as well as life skills development. 3) Identity development focused on raising their children to learn certain Inuit values, which were miksirkarnirq (having a strong foundation), pijitsirniq (serving, respecting and helping others), pilimmaksarniq (becoming skilled), and avatitinik kamattiarniq (being aware of our environment). Conclusion: Raising an Inuk child to retain their language, gain a robust balanced education, and develop a strong Inuk identity starts at home. Parents and caregivers need to receive the support from all organizations that support childhood development in order to further support raising their child. / Thesis / Master of Science (MSc) / Understanding how parents are raising their Inuk children in today’s society is the focus of this project. The project involved speaking with parents/caregivers and learning about their experiences being parents/caregivers. The main ideas that many parents/caregivers spoke about were the importance of language, education (both formal and informal), and identity development. Parents recommended that parents themselves should take the initiative to raise their children – it starts at home. In addition, parents recommended that the community and organizations should support parents/caregivers that may not have the skills or knowledge to raise their children. Overall, the importance of everyone working together and contributing to raising the child was highlighted.

In this qualitative study, the interactive process of exploring and developing shared, familial meanings about biracial identity development was investigated from the perspectives of both parents and children in Black-White multiracial families. Specifically, this study examined how monoracial parents and their biracial children describe the influence parents have on the biracial children's identity development process from the biracial individuals' youth into adulthood. Monoracial parents and their children were also invited to share how they negotiated the uniqueness of a biracial identity in both the parents' and the children's social arenas. Data were obtained through in-person, semi-structured interviews with 10 monoracial mothers and 11 of their adult (ages 18 to 40) biracial children. The data were analyzed using phenomenological methodology. The analysis of participants' experiences of biracial identity development revealed four major themes: that family interactions and relationships contribute to the creation of identity for biracial individuals, that mothers intentionally worked to create an open family environment for their biracial children to grow up in, that parents and children affect and are affected by interactions with American culture and society throughout their development, and finally that growing up biracial is a unique experience within each of aforementioned contexts. While there were many shared experiences among the families, each family had its own exceptional story of strength and adjustment to the biracial identity development process. Across cases, the overarching theme was one of togetherness and resiliency for the mothers and their adult children. Data from this study has important implications for research and practice among a number of human service professionals. / Ph. D.

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No description available.

Thesis (MA (Psychology))--University of Stellenbosch, 2007. / ENGLISH ABSTRACT: This assignment attempts to explore how certain factors that play a role in the perpetration of dating violence among South African male adolescents are related to identity development. While there has been much investigation of the factors relating to dating violence, much less has been written about how these factors are related to the developmental tasks of adolescence. This assignment starts with a brief exploration of local and international literature on adolescent and adult dating violence. Certain factors that are considered to be particularly relevant to adolescent dating violence are then highlighted. These are exposure to trauma, alcohol and drug use, peer group influences, and aggressive and misogynist expressions of masculinity. The main focus of the thesis is then to investigate the extent to which these factors can be tied to one of the main developmental tasks of adolescence, namely identity formation. It is argued that, while adolescence is a phase in which identity is being developed, identity formation can be compromised by early exposure to aggression. This, together with the desire to imitate significant others, may lead to a re-enactment of aggression. Alternatively, it can lead to a heightened identity confusion, which may create a greater reliance on external sources, most significantly the peer group. It is possible that, for acceptance, the peer group may require an expression of masculinity that is misogynist and aggressive. Given that dating relationships are an arena in which identities are negotiated with a peer group, it is possible that the aggression that is encouraged may find expression within these dating associations. The abuse of alcohol and drugs, modelled by others in early life and encouraged by the peer group, serves to augment the likelihood of dating violence. This process is also discussed in the light of the post-Apartheid South African context. Understanding the abovementioned factors in terms of identity development has implications for empirical enquiry and prevention programmes. It is argued that research should take into account the developmental tasks of adolescence, whilst attempting to understand the unique challenges that face adolescents in South Africa. Intervention programmes should be focused on assisting adolescent males with the developmental task of identity negotiation.

Due to competing claims in the literature regarding the relationship between self-esteem and being ‘looked-after’, and the implicated ethical and clinical issues, a systematic review of the literature was carried out. Ten articles met inclusion criteria for review. The majority of studies made a limited contribution to the review due to poor study quality, and the ethical, clinical and research implications of this are discussed. In addition, anecdotal evidence suggests that young people in care do not want to be made to feel different to others but there appears to be an absence of empirical research confirming this. Interviews were carried out with nine 12-16 year olds currently residing in foster care to explore their representations of ‘feeling the same or feeling different’. Interpretative Phenomenological Analysis (IPA) guided how data was analysed, and resulting super-ordinate themes were identified. The research paper reports on one of these themes: ‘difference’, which is explored through four sub-ordinate themes. These relate to participants not wanting others to know they were in care, feeling alienated due to their foster care status, perceiving that others viewed them differently and, at times, noticing differences themselves. Findings are considered in relation to the extant literature on foster care and identity development and practice and research implications are discussed. A second super-ordinate theme: ‘making sense’ is presented in the ‘extended results’ which is explored through five subordinate themes. Representations involved participants making sense of why their birth parents could not care for them, conflicting feelings towards both birth parents and foster parents, and a desire to feel a sense of agency in their lives.