No description available.

No description available.

No description available.

No description available.

No description available.

No description available.

No description available.

L’intégration identitaire, la perception de compatibilité, de complémentarité et de cohérence entre les différentes identités d’un individu, est associée à un plus grand ajustement psychologique. Selon le modèle cognitif développemental de l’intégration des identités sociales (MCDIIS), la création de liens cognitifs entre les identités et le regroupement de celles-ci dans des identités supraordinales seraient les principaux mécanismes derrière l’intégration. Le présent programme de recherche propose de définir et d’investiguer empiriquement les processus cognitifs derrière l’intégration identitaire. Suivant les modèles connexionnistes et bayésiens de la cognition, il est proposé que l’apprentissage d’associations et de catégories explique les processus d’intégration identitaire. En effet, selon les modèles connexionnistes, la perception de similarités entre les identités et l’exposition simultanée à celles-ci favorise la création de liens cognitifs. De plus, les modèles bayésiens de la catégorisation suggèrent que les représentations des identités supraordinales se complexifient avec le temps et l'expérience, passant d'une représentation prototypique à une représentation par exemplaires. Les représentations par exemplaires étant plus flexibles, celles-ci devraient être associées à plus d'intégration. Trois articles destinés à tester ces hypothèses sont présentés. Le premier article vise à déterminer si des liens cognitifs sont établis entre les identités intégrées. Le second article vise à déterminer la plausibilité des mécanismes cognitifs de façon corrélationnelle. Le troisième et dernier article étudie le rôle des représentations de l'identité de l'exogroupe et des identités supraordinales dans l'intégration. Dans l'ensemble, les résultats des études présentées dans les articles suggèrent que les mécanismes proposés par le MCDIIS sont plausibles. / Identity integration, the perception of compatibility, complementarity and coherence between an individual's different identities, is associated with greater psychological adjustment. According to the Cognitive Developmental Model of Social Identity Integration (CDMSII), the creation of cognitive links between identities and the grouping of identities into supraordinal identities are the main mechanisms behind integration. The present research programme proposes to define and empirically investigate the cognitive processes behind identity integration. Following connectionist and Bayesian models of cognition, it is proposed that association and category learning explain identity integration processes. Indeed, according to connectionist models, the perception of similarities between identities and the simultaneous exposure to them promotes the creation of cognitive links. Moreover, Bayesian models of categorization suggest that the representation of supraordinal identities become more complex with time and experience, going from a prototypîcal representation to a representation by exemplars. As representations by exemplars are more flexible, they should be associated with more integration. Three papers designed to test these hypotheses are presented. The first paper investigates whether cognitive links are established between integrated identities. The second paper investigates the plausibility of cognitive mechanisms in a correlational manner. The third and final paper examines the role of representations of exogroup identity and supraordinal identities in integration. Overall, the results of the studies presented in the papers suggest that the mechanisms proposed by the CDMSII are plausible.

Self-concept is the individual's subjective view of themselves. It impacts interaction with others and, in turn, further the development of the self. Cultural aspects, gender differences, and psychiatric and substance use disorders further impact the subjective view of the self. Structural Analysis of Social Behavior (SASB) is a model rooted in interpersonal theory and the interpersonal circle that divides the self-concept into eight behavioral clusters over love-hate and autonomy-control. The individual's measured self-beliefs can be used in motivational work and treatment. The forensic psychiatric population is complex, with high levels of comorbidity, but little is known about how they view themselves. This study aims to capture their self-concept and examine if different psychiatric diagnostic groups have distinct self-concept profiles. One hundred and six patients who had previously completed the SASB introject questionnaire were included. Demographic data and other variables were also coded from their electronic journal. The participant's descriptives showed differences from the normative group and slight differences between the psychiatric groups. Inferential statistical analysis showed a significant difference regarding the negative clusters between the Neurodevelopmental and Psychosis groups and a trend of differing scores between the Neurodevelopmental and Personality Disorders groups. Study limitations make it hard to point to distinct self-concept profiles, but SASB-results indicate that the patients generally feel positive about themselves. Further research is needed to increase the findings' generalizability and better capture self-concept in comorbid inpatients. / FOR-SATA

In a study of psychological well-being, the researcher attempted to address the challenge of preventing mental illness and promoting mental health using an educational psychological perspective based on Unisa's Relations Theory. According to Relations Theory, humans are understood by the relationships they form. The intra-psychic interaction of the components of the intra-psychic structure (I/ego, self, identity and self-concept) is responsible for people's behaviour, with the essences (attachment of meaning, involvement, experience and self-actualising) and the prerequisites (the forming of relations , the life-world and climate) forming the basis of the structure. The researcher developed and administered a questionnaire on psychological well-being and conducted interviews, and on the basis of the findings reports that psychological well-being from an educational psychological perspective consists of a healthy and positive ego and self, clearly defined identities, positive thoughts and feelings, involvement in the life world, a positive and realistic self-concept and constructive self-talk, and self-realisation. / Educational Studies / M. Ed. (Guidance and Counselling)