Betweenship, or inbetweenness, is a complex state of mind. Numerous stories about it arecurrently being shared and more are piling up by the minute. Inbetweenness exist in all socialclasses all over the world.What is inbetweenness? Inbetweenness is a state of mind closely connected with theexperiences of children of immigrants, mixed races and transracial adoptees. What createdinbetweenness? Many scholars, like for example Tobias Hübinette, believe thatinbetweenness is a result of globalization. What inbetweeners all have in common is that theyidentify themselves as people of subculture, or people between cultures, because theyrepeatedly travel between different cultures and identities. In our research we found that thecommon aspiration and desire among inbetweeners is that their identities must not beexamined or questioned by other people, especially those who do not understandinbetweenness, and also that inbetweenness is the result of different power structures in thesociety.Patrik Bolling Ferell, co-founder of the Swedish foundation The Inbetweenship(Mellanförskapet), has said that “It’s on the airplane between my two home countries I feelhome at most.” These inbetween individuals already struggle with identity issues. Most ofthem don’t even know what (or where) to call “home”. What is interesting about the noun“home” is that it has multiple meanings, such as a shelter that is a person’s residence, and aplace where domestic affections are centered. The meaning is controversial, which is why thequote by Ferell is so fitting.Descendants of foreigners and inbetweeners all over the world claim that they arecurrently not treated with equality nor the respect that they deserve, which is the main reasonwhy we decided to write this bachelor essay about this subject.This essay focuses on collecting and analyzing research data from a number of individualsfrom different chosen cities who also answered a few questions in an inquiry about theinbetweenness situation in Sweden. To analyze this research data we decided to use thecritical discourse analysis theory by Norman Fairclough to study the bond between powerstructures and inbetweenness in Swedish society. We also question why the Swedish schoolsystem, its principals and teachers insist on not incorporating this subject when there clearlyis enough room for it in the curriculum and syllabus, according to our study. At the end of ourstudy, we give advice on how teachers can educate Swedish upper secondary school students about inbetweenness as a part of religious studies.Inbetweenness research indicated that there are great flaws in religious studies in Sweden.Results showed that there are no, or very few educational lessons about inbetweenness,multicultural, alienation and reconciliation education.This study, researched and written with brand new data about the subject, concludes thatthe majority of our survey participants have never even heard the word inbetweenness or anyof its variants, while the majority have experienced or continue to experience it. Results fromthe survey also show us that the participants also feel that the Swedish school system musttake its responsibility to its students and educate them better about this subject, as manyparticipants would have felt better and safer with their identities knowing that they are notalone in the world, and that what they are feeling is completely normal. Participants in thesurvey also answered that they would probably have gotten better grades if teachers andschoolmates understood what they have been going through.

En 2007, une étude divulgue la corrélation entre les aptitudes communicationnelles des futurs médecins et les probabilités de plaintes au cours de leur carrière. En 2021, la communication médecin-patient se manifeste d’ailleurs comme le principal élément sous-jacent aux plaintes envers les médecins. Avec cette problématique, il est question d’interroger les statistiques croissantes, notamment en s’intéressant à la place de l’enseignement dans la formation de l’identité professionnelle des futurs médecins. Ce mémoire a pour objectif de questionner le rôle de communicateur tel qu’établi par le référentiel de compétences CanMEDS. Pour y arriver, douze entretiens avec des acteurs de l’École de médecine de l’Université de Montréal à différents stades de leur professionnalisation ont été tenus. De l’analyse thématique des entretiens est ressorti 3 thèmes : la professionnalisation institutionnelle, les réalités du contexte pédagogique et les obstacles à la formation de l’identité professionnelle du rôle de communicateur. Ceux-ci pointent vers l’omniprésence d’une approche basée sur la médecine factuelle plutôt que basée sur la vertu à travers la formation de l’identité professionnelle. Le processus professionnalisant pour devenir un médecin est largement fondé sur la présence de comportements observables et mesurables, et ce, de l’admission à l’évaluation continue des compétences communicationnelles. Ainsi, le développement de leur identité professionnelle navigue plus difficilement la relation médecin-patient. La professionnalisation actuelle passe à côté de certaines opportunités de rétroactions et d’apprentissage autoréflexives. Le constat final présente une opportunité de développer un parcours qui intègre les arts et les sciences sociales pour le développement du rôle de communicateur. / In 2007, a study revealed a correlation between the communication skills of future physicians and their likelihood of receiving complaints during their career. In 2021, physician-patient communication was the main issue underlying complaints about physicians. With this problem in mind, we question the growing statistics, particularly by looking at the place of teaching in the professional identity formation of future physicians. The goal of this master’s thesis is to question the physician’s communicator role as established by the CanMEDS competency framework. To this end, twelve interviews were held with actors from the University of Montreal School of Medicine at different stages of their professionalization. From thematic analysis of the interview data, three themes emerged: institutional professionalization, the realities of the educational context, and the challenges to professional identity formation in the role of communicator. These point to the pervasiveness of an evidence-based medicine approach rather than a virtue-based medicine approach to professional identity formation. The professionalizing process of becoming a physician is largely based on the presence of observable and measurable behaviours, from admission to ongoing assessment of communication skills. As a result, it is more difficult to navigate an authentic physician-patient relationship in the development of their professional identity. Current professionalization misses some opportunities for self-reflective feedback and learning. The final finding presents an opportunity to develop a pathway that integrates the arts and social sciences for the development of the communicator role.

This study presents general themes concerning identity preservation and identity formation among Afghan male refugees living in Sweden and who obtained Swedish citizenship. This study is based on an ethnographic survey of habits and practices of Afghan refugees living in Sweden who in a process of transition must adjust their previous values and expectations as they confront often hostile surroundings. While seeking to preserve their identity, their identity formations take place in the contextual realities and cultural influences existing in their host country Sweden. This study analyzes the narratives of Afghan refugees in Sweden to examine their sense of self. For the purpose of this research the definition of ‘identity’ is derived from the field of social psychology; specifically, the social identity theory. The social identity theory states that an individual’s self-concept is partially defined by the membership in a social group. The main finding of this research is that none of the men solely identify as Afghan. This is mainly because they left Afghanistan at a young age, encounter stereotypes and because Afghanistan is a fragmented and unsafe country. The hierarchy of salience theory and theories on multiple and hybrid identities are employed to demonstrate how they embrace different aspects of their identity at different times and in different situations. More specifically, the findings show that they embrace four strategies to do this: pragmatic, hybrid, religious and globalist. These four strategies show the hierarchy of salience.

No description available.

No description available.

No description available.

Adolescence is a critical stage of human development, one that can be especially challenging for teens that are navigating certain vulnerabilities in their identity formation. With the World Health Organization stating that 14% of 10–19 year-olds experience mental health conditions, educational environments are increasingly needed to address mental concerns in their curriculums. This qualitative research project used a combination of art based inquiry and narrative analysis to answer the following question, “How can educational environments promote resilience and positive youth development during adolescent identity exploration?” Findings illuminated several emergent themes that culminated in the following four recommendations for educational environments; 1) Integrate opportunities for creative self-expression in general education spaces, 2) Professional development for educators to integrate Social Emotional Learning (SEL), 3) Create opportunities for social interactions between students and educators, 4) Create and support opportunities for social interactions between students, and 5) Ensure educational spaces include mental health support for students.

Through art therapy, this research examines the influence of the main components of Latino culture as risk and/or protective factors for internalizing and externalizing behaviors and disorders in Latino adolescents. The goal of this research is to also identify how these factors impact academic performance for Latino high school students. First, a literature review examines preexisting research evaluating the presence and influence of particular cultural factors like family expectations and roles, gender, religion, language, and parental involvement in education. Non-cultural factors include peer influence and socioeconomic influences. The literature further examines the impact these factors have been found to influence internalizing and externalizing behaviors. No literature regarding the presentation of these cultural factors within art therapy was found. Second, data was collected from a case study conducted by the researcher with a Latino high school adolescent participating in school-based counseling within the art therapy modality and demonstrated internalizing and externalizing behaviors. Themes and symbols from the art created were analyzed and coded for the risk and/or protective qualities of each factor. Lastly, a discussion of findings guided by the literature review expands the meaning of the case study data and addresses five main areas: the protective or risk qualities of cultural themes and symbols within the art and art process, how the themes and symbols presented by the client can inform and guide treatment in relation to cultural factors, whether to examine these factors individually within treatment or in an integrated manner, and how this process played out within a crosscultural therapeutic relationships.

This thesis aimed to report on the qualitative research conducted which identified the role played by international television soap operas in identity formation and cultural change in relation to Kurdish women. Currently, Kurdish women live in a cultural context where traditional values often conflict with modern values when it comes to behaviour deemed appropriate for their gender. Through the impact of international television soap operas, Kurdish women come to identify themselves as being ¿traditional¿ while at the same time they attempt to integrate non-traditional beliefs into their value system. This study looked at the relationship between Kurdish women¿s exposure to international television, soap operas and consumerism, as well as the problems which they create in terms of non-Western women¿s identity formation. This thesis has documented the lives and experiences of 21 female Kurdish participants, aged between 18 and 40, through in-depth interviews and observations. The thesis assumes that the views recorded are representative of the general viewpoint of viewers of the international soaps. Open-ended, in-depth interviews about women were used to explore viewing habits and preferences for various soaps. This thesis incorporates and expresses the ideas which were recorded with regards to the accepted ¿typical¿ characteristics of men and 4 women ¿ it is these characteristics which play an important role in selfformation. It became evident that these women had incorporated values from the traditional Kurdish culture and the modern way of life. The Kurdish women cannot be said to have a ¿modernist¿ outlook on gender-appropriate behaviour, as they are still endemically entrenched in traditional Kurdistan worldviews. The qualitative research analysed the level in which the soap operas act as a kind of medium between the values of modernity and those of tradition. This study, in addition, demonstrates the appeal that soap operas can have on the norms, and other aspects, in the Kurdistan Region, and therefore illustrates that the soaps have an active role as a mechanism of change in Kurdistan. Thus, the research demonstrates the power of the soap operas and their effects on the Kurdish people in this region. Furthermore, this research explored the current media environment in the Kurdistan Region by reviewing the dependency of Kurdish viewers, and the Kurdish television channels, on foreign and imported television programmes into the region.

Certain adolescents are restrained in their becoming owing to a variety of family, school and relational factors, such as inappropriate adult role models, repeated failure and poor communication skills. Restrained adolescents display inadequate identity formation, partly because they are still endeavouring to define an own identity, instead of having reached the point of refining and stabilising their identity. Through their behaviour in family, school and other relationships they plead for assistance in the formation of their identity, especially at school, where their plea is often misinterpreted as misbehaviour or attention-seeking, if not completely ignored. They consequently resort to their own ineffective efforts towards a meaningful existence. As an aid to defining adolescents' identity formation, a list of criteria has been compiled, using the essences distilled from the literature study. Four original questionnaires have been devised with a view to investigating restrained adolescents' identity formation from the perspective of adolescents, their parents, and teachers. By means of a qualitative investigation, it was found that: The identity formation of restrained adolescents is on the whole unsatisfactory in every respect. That is to say, they attribute inadequate meaning to life, themselves and their problems; they are not sufficiently involved in what they do, and they are bound by the infantile experiencing of their life-world in.that they are controlled by their feelings and moods. Parents of restrained adolescents tend to be inadequate, particularly their fathers, who are non-available, either literally or figuratively. Alcoholism, neglect and abuse are common. Teachers of restrained adolescents are generally unaware of the significant role they can play in their identity formation, and need sensitisation and assistance in this area. Adolescents restrained in their becoming demonstrate specific identity formation needs, which concern themselves in various personal modalities and relationships. Teachers are in the position to provide support, not by means of additional scholastic or guidance programmes, but through their approach to these adolescents, to their teaching and education in general. / Psychology of Education / D. Ed.