The Impact of Changing Patterns of Family Living on Identity Formation in Late Adolescence

1984 ◽  
Vol 5 (1) ◽  
pp. 16-24 ◽  
Author(s):  
Betsy M. Wearing
Keyword(s):  
Identity Formation ◽  
Late Adolescence ◽  
Changing Patterns ◽  
Family Living ◽  
The Impact

scholarly journals The use of text mining to detect key shifts in Japanese first-year medical student professional identity formation through early exposure to non-healthcare hospital staff

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Yayoi Shikama ◽  
Yasuko Chiba ◽  
Megumi Yasuda ◽  
Maham Stanyon ◽  
Koji Otani
Keyword(s):  
Text Mining ◽  
Professional Identity ◽  
Identity Formation ◽  
Role Models ◽  
Healthcare Professionals ◽  
Clinical Work ◽  
Working Environment ◽  
First Year ◽  
Professional Identity Formation ◽  
The Impact

Abstract Background Professional identity formation is nurtured through socialization, driven by interaction with role models, and supported through early clinical exposure (ECE) programmes. Non-healthcare professionals form part of the hospital community but are external to the culture of medicine, with their potential as role models unexplored. We employed text mining of student reflective assignments to explore the impact of socialization with non-healthcare professionals during ECE. Methods Assignments from 259 first-year medical students at Fukushima Medical University, Japan, underwent hierarchical cluster analysis. Interrelationships between the most-frequently-occurring words were analysed to create coding rules, which were applied to elucidate underlying themes. Results A shift in terms describing professional characteristics was detected, from “knowledge/skill” towards “pride [in one’s work]” and “responsibility”. Seven themes emerged: contribution of non-healthcare professionals, diversity of occupation, pride, responsibility, teamwork, patient care and gratitude. Students mentioning ‘contribution of non-healthcare professionals’ spoke of altruistic dedication and strong sense of purpose. These students expressed gratitude towards non-healthcare professionals for supporting clinical work, from a doctor’s perspective. Conclusion Socialization with non-healthcare professionals provides important insights into the hospital working environment and cultural working norms. Through role modelling altruism and responsibility, non-healthcare professionals positively influenced student professional identity formation, promoting self-conceptualisation as a doctor.

Understanding the Impact of Heritage Language on Ethnic Identity Formation and Literacy for u.s. Latino Children

2016 ◽  
Vol 16 (3-4) ◽  
pp. 245-266 ◽  
Author(s):  
Maria M. Arredondo ◽  
Melanie Rosado ◽  
Teresa Satterfield
Keyword(s):  
Ethnic Identity ◽  
Academic Success ◽  
Identity Formation ◽  
Language Proficiency ◽  
Emotional Health ◽  
Early Years ◽  
Latino Children ◽  
Structured Interviews ◽  
Ethnic Identity Formation ◽  
The Impact

Studies show positive associations between ethnic identity, socio-emotional health and academic success. However, most work is carried out with adolescents and few have examined how young children develop an ethnic identity, particularly u.s. Latino children. The present study represents a first-pass investigation of children’s ethnic identity mechanisms and their relation to academic success. We carried out semi-structured interviews in Spanish with 25 Latino children (ages 5–12). Open-ended questions addressed items on the Multigroup Ethnic Identity Measure and Ethnic Identity Scale, incorporating a mixed qualitative (i.e., themes) and quantitative (i.e., scoring) analysis. Results revealed that children provide great detail when discussing their ethnic background. Additionally, Latino children’s bilingualism and Spanish-language proficiency were significant markers of ethnic identity formation, which in turn were positively associated with affect and Spanish literacy. These findings shed light on the complexities of ethnic identity construction during children’s early years, and establish a path for further investigation of Latino children’s socio-emotional health and academic achievement.

Ciguapas in New York: Transcultural Ethnicity and Transracialization in Dominican American Performance

2012 ◽  
Vol 46 (1) ◽  
pp. 139-153 ◽  
Author(s):  
EMILIA MARÍA DURÁN-ALMARZA
Keyword(s):  
New York ◽  
Dominican Republic ◽  
Identity Formation ◽  
The Usa ◽  
And Migration ◽  
The 1960S ◽  
Definition Of ◽  
Dominican Women ◽  
The Impact ◽  
Dominican American

The Dominican American community in New York is perhaps one of the best examples of how processes of transculturation are affecting traditional definitions of ethnic identification. Given the intense economic, social and cultural transnational exchanges between the island and the USA from the 1960s, Dominicanyorks have been challenging the illusion of homogeneity in the definition of Americanness for decades, creating transnational social networks that transcend traditional national and ethnographic boundaries. The theatrical works of Josefina Báez, a Dominican American performer living in New York, and Sherezada (Chiqui) Vicioso, a Dominican poet and playwright who lived and worked in the US metropolis for decades before moving back to the Dominican Republic, lyrically explore issues of diaspora, identity and migration and the impact these phenomena might have in the lives of migrant Dominican women. Presenting diasporic experiences from two differing but interconnected locales – New York and the Dominican Republic – these plays offer two complementary views on the ways in which ethnicity, race, social class, age and geopolitical location interact in the formation of transcultural identities, thus contributing to develop a hemispheric approach to the study of identity formation in the Americas.

Globalization, Nationalism, and Music Education in the Twenty-First Century in Greater China

2021 ◽  
Author(s):  
Wai-Chung Ho
Keyword(s):  
Music Education ◽  
Identity Formation ◽  
Cultural Values ◽  
Mainland China ◽  
Cultural Development ◽  
First Century ◽  
Greater China ◽  
Twenty First Century ◽  
China Mainland ◽  
The Impact

Globalization, Nationalism, and Music Education in the Twenty-First Century in Greater China examines the recent developments in school education and music education in Greater China – Mainland China, Hong Kong, and Taiwan – and the relationship between, and integration of, national cultural identity and globalization in their respective school curriculums. Regardless of their common history and cultural backgrounds, in recent decades, these localities have experienced divergent political, cultural, and educational structures. Through an analysis of the literature, official curriculum documents, approved music textbooks, and a survey questionnaire and in-depth interviews with music teachers, this book also examines the ways in which policies for national identity formation and globalization interact to complement and contradict each other in the context of music education in respect to national and cultural values in the three territories. Wai-Chung Ho’s substantive research interests include the sociology of music, China’s education system, and the comparative study of East Asian music education. Her research focuses on education and development, with an emphasis on the impact of the interplay between globalization, nationalization, and localization on cultural development and school music education.

CHANGING PATTERNS IN THE RESPONSE TO HUMOROUS SEXUAL STIMULI: SEX ROLES AND EXPRESSION OF SEXUALITY

1983 ◽  
Vol 11 (1) ◽  
pp. 23-28 ◽  
Author(s):  
Frank J. Prerost
Keyword(s):  
Life Experiences ◽  
Sex Role ◽  
Sexual Experience ◽  
Sexual Expression ◽  
Adult Males ◽  
Sexual Stimuli ◽  
Changing Patterns ◽  
Males And Females ◽  
The Impact ◽  
Sex Attitudes

Considering the relaxation of sex role restraints and the convergence of male/female reactions to erotica, this study examined the impact of humorous sexual stimuli on adult males and females. Results showed the importance of personal sexual experience and enjoyment with sexual expression on the reactions to sexual humor. Sexist ideas within sexual humor was a significant factor in influencing female appreciation of sexual jokes. Yet some females, depending on life experiences, evidenced cross-sex attitudes in humor preferences.

scholarly journals Training interprofessional faculty in humanism and professionalism: a qualitative analysis of what is most important

2022 ◽  
Vol 9 (1) ◽  
pp. 46-47
Author(s):  
Elizabeth A Rider ◽  
Deborah D. Navedo ◽  
William T. Branch, Jr.
Keyword(s):  
Identity Formation ◽  
Learning Environments ◽  
Interprofessional Education ◽  
Well Being ◽  
Care Quality ◽  
Self Awareness ◽  
Use Of Self ◽  
Important Thing ◽  
Relational Capacities ◽  
The Impact

Introduction: The capacity of healthcare professionals to work collaboratively influences faculty and trainees’ professional identity formation, well-being, and care quality. Part of a multi-institutional project*, we created the Faculty Fellowship for Leaders in Humanistic Interprofessional Education at Boston Children’s Hospital/ Harvard Medical School. We aimed to foster trusting relationships, reflective abilities, collaboration skills, and work together to promote humanistic values within learning environments. Objective: To examine the impact of the faculty fellowship from participants’ reports of “the most important thing learned”. Methods: We studied participants’ reflections after each of 16 1½ hour fellowship sessions. Curriculum content included: highly functioning teams, advanced team formation, diversity/inclusion, values, wellbeing/renewal/burnout, appreciative inquiry, narrative reflection, and others. Responses to “What was the most important thing you learned?” were analyzed qualitatively using a positivistic deductive approach. Results: Participants completed 136 reflections over 16 sessions–77% response rate (136/176). Cohort was 91% female; mean age 52.6 (range 32-65); mean years since completion of highest degree 21.4; 64% held doctorates, 36% master’s degrees. 46% were physicians, 27% nurses, 18% social workers, 9% psychologists. 27% participated previously in a learning experience focusing on interprofessional education, collaboration or practice. Most important learning included: Relational capacities/ Use of self in relationships 96/131 (73%); Attention to values 46/131 (35%); Reflection/ Self-awareness 44/131 (34%); Fostering humanistic learning environments 21/131 (16%). Discussion: Results revealed the importance of enhancing relational capacities and use of self in relationships including handling emotions; attention to values; reflection/self-awareness and recognition of assumptions; and fostering humanistic learning environments. These topics should receive more emphasis in interprofessional faculty development programs and may help identify teaching priorities. *Supported in part by a multi-institutional grant from the Josiah Macy, Jr. Foundation (Dr. Branch as PI; Dr. Rider as site PI).

scholarly journals Social and psychological determination of resonal sense of ownership formation in ontogenesis

2018 ◽  
Vol 21 ◽  
pp. 30-42
Author(s):  
Iryna Hubeladze
Keyword(s):  
Identity Development ◽  
Identity Formation ◽  
Psychological Factors ◽  
Human Life ◽  
Psychological Ownership ◽  
Emotional States ◽  
Depth Level ◽  
Substantive Content ◽  
Sense Of Ownership ◽  
The Impact

The paper deals with the phenomenon of sense of ownership as a socially determined entity, which appears on the basis of an instinctive need for ownership. Sense of ownership is defined as an emotional state of an individual, reflecting subjective evaluative attitudes towards real or abstract ownership targets. Sense of ownership has a number of levels, ranging from feelings to a particular object to more advanced social forms related to social values, ideals and personal attitudes. Sense of ownership is formed, actualized or deactivated during a human life under the influence of various social and psychological factors. The peculiarities of manifestation and stages of sense of ownership formation at different age periods are described in the article. Sociopsychological and political and psychological determinants of formation, actualization or deactivation, leveling or weakening of sense of ownership in ontogenesis are determined. They are motivation of psychological appropriation, group attitude towards ownership, group social and economic identity, development of value-semantic sphere of personality, as well as group values and meanings, collective emotional states, feeling of domination or dependence, intergroup and ingroup comparison, threat of loss of ownership, self-investing, psychological legitimization of ownership possession, and social competition. Sense of ownership can vary phenomenologically depending on the impact of various social and psychological factors, and can play both stimulating and hindering roles in individual identity formation. It can have different modalities, intensity, duration, depth, level of awareness, complexity, substantive content, and various conditions of occurrence, functions performed depending on the situation, different influence on a person, forms and conditions of its development. These determinants can operate in different ways and cause sense of ownership actualization or deactivation depending on the circumstances and stage of life, individual psychological features and his/her social environment. The influence of social and political conflicts on sense of ownership actualization/deactivation is analyzed using the example of internally displaced persons. Key words: sense of ownership, psychological ownership, social and psychological determination, sense of ownership formation, ontogenesis.

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