Toward a Theory of Moral Identity Development

2019 ◽  
pp. 115-136
Author(s):  
John Aldecoa
Keyword(s):  
Identity Development ◽  
Current Literature ◽  
Moral Identity ◽  
Identity Theory ◽  
Theory Approach ◽  
Control Perceptions ◽  
Three Phases

There has been growing interest in moral identity development among moral psychologists. However, identity theorists have had little to say on this issue. In this chapter, I will attempt to bring identity theorists into the discussion by conceptualizing moral identity development in identity theory terms. I outline three phases of moral identity development that emerge within the literature. First is the pre-formative phase, which exists prior to the formation of the moral identity. Second is the formative phase, which occurs as the moral identity takes on moral meanings learned through socialization. Third is the transformative phase, which takes place as the moral identity works to control perceptions to ensure verification. As I argue, an identity theory approach to moral identity development has much to add to the current literature on the topic.

Moral Identity Development

2020 ◽  
pp. 127-144
Author(s):  
Sam A. Hardy ◽  
Tobias Krettenauer ◽  
Natasha Hunt
Keyword(s):  
Identity Development ◽  
Life Span ◽  
Personality Traits ◽  
Moral Identity ◽  
Ecological Model ◽  
Identity Theory ◽  
Future Research ◽  
History Of ◽  
Media And Religion ◽  
Model Family

Moral identity theory and research emerged in the early 1980s and the field has grown ever since. In this chapter, the authors begin by reviewing the history of work on moral identity. They provide a framework for thinking about moral identity grounded in McAdams’s three levels of personality: traits, characteristic adaptations, and live narratives. Then the authors review research on moral identity development across the life span at these three levels of personality. Next, they review work on contexts of moral identity development, based on Bronfenbrenner’s ecological model: family, peers, schools, communities, cultures, media, and religion. Last, the authors outline five questions for future research.

Socializing for Authentic Caring Engagement in Nursing Practice: Nursing Student Moral Development in Preceptorship

2018 ◽  
Vol 51 (2) ◽  
pp. 63-71 ◽  
Author(s):  
Jill Vihos ◽  
Florence Myrick ◽  
Olive Yonge
Keyword(s):  
Nursing Students ◽  
Moral Development ◽  
Nursing Student ◽  
Nursing Practice ◽  
Moral Identity ◽  
Theory Approach ◽  
Moral Issues ◽  
Undergraduate Nursing ◽  
Patient’S Experience ◽  
Authentic Caring

Background The purpose of this study was to explore the basic psychosocial process of undergraduate nursing student moral development in clinical preceptorship. Method A grounded theory approach was used to explore the process within the context of clinical practice and the student–preceptor–faculty member relationship. Results Socializing for authentic caring engagement in nursing practice emerged from the data as the basic psychosocial process of nursing student moral development in preceptorship. This process included four key categories: (a) distinguishing nursing and moral identity in practice, (b) learning to recognize the patient’s experience, (c) identifying moral issues in practice and creating meaning of practice encounters, and (d) becoming an advocate and reconciling moral issues in practice. Conclusion Findings emerging from this study illustrate the processes of how nursing students work through moral issues and the role of faculty and preceptors in engaging students with moral encounters in the context of preceptorship.

Am I Still Ethical? the socially-mediated process of nurses’ moral identity

2002 ◽  
Vol 9 (6) ◽  
pp. 623-635 ◽  
Author(s):  
Gweneth A Hartrick Doane
Keyword(s):  
Identity Development ◽  
Nursing Practice ◽  
Moral Identity ◽  
Clinical Settings ◽  
Research Project ◽  
Unpublished Research

In a recent, currently unpublished, research project that sought to examine the meaning and enactment of ethical nursing practice across a variety of clinical settings, the significance of moral identity was highlighted. This article describes the findings and illuminates how the moral identities of the nurse participants arose and evolved as they navigated their way through the contextual and systemic forces that shaped the moral situations of their practice. The study revealed the socially-mediated process of identity development and the narrative, dialogical, relational and contextual nature of nurses’ moral identities.

Autobiography, Mediated Action, and the Development of Moral Identity

2000 ◽  
Vol 10 (1) ◽  
pp. 81-109 ◽  
Author(s):  
Mark B. Tappan
Keyword(s):  
Identity Development ◽  
Identity Formation ◽  
Moral Identity ◽  
Human Action ◽  
Nazi Party ◽  
Mediated Action ◽  
Childhood And Youth ◽  
Starting Point ◽  
Identity Continuity ◽  
The Relationship

This paper explores a sociocultural approach to the development of moral identity, by considering the recently published autobiography of Ingo Hasselbach. Hasselbach, the founder (in 1991) of the National Alternative neo-Nazi party in East Germany, writes about his childhood and youth, how and why he embraced the neo-Nazi perspective, and how and why he ultimately repudiated the movement that he had helped to create. The analysis of Hasselbach’s story employs a “mediated action” approach to identity formation (Penuel & Wertsch, 1995; Wertsch, 1998). Such an approach entails taking human action as the starting point for the study of identity development, and understanding that mediated action, rather than an inner sense of identity, continuity, or sameness, provides the primary unit of analysis. In bringing a sociocultural perspective to bear on Hasselbach’s autobiographical narrative, this paper thus highlights the connections that emerge in his autobiography between his changing/developing sense of moral identity and his moral actions and interactions in the world. In so doing, it explores and explicates the relationship between Hasselbach’s moral identity and the sociocultural context in which it develops.

scholarly journals Forging a new identity: a qualitative study exploring the experiences of UK-based physician associate students

BMJ Open ◽  
2020 ◽  
Vol 10 (1) ◽  
pp. e033450 ◽  
Author(s):  
Megan E L Brown ◽  
William Laughey ◽  
Paul Alexander Tiffin ◽  
Gabrielle M Finn
Keyword(s):  
Identity Development ◽  
Qualitative Study ◽  
Identity Formation ◽  
Role Models ◽  
Well Being ◽  
Rapid Expansion ◽  
Occupational Identity ◽  
Medical Council ◽  
Theory Approach ◽  
The Uk

ObjectiveTo explore student physician associates’ (PAs) experiences of clinical training to ascertain the process of their occupational identity formation.SettingThe role of the PA is relatively new within the UK. There has been a rapid expansion in training places driven by National Health Service (NHS) workforce shortages, with the Department of Health recently announcing plans for the General Medical Council to statutorily regulate PAs. Given such recent changes and the relative newness of their role, PAs are currently establishing their occupational identity. Within adjacent fields, robust identity development improves well-being and career success. Thus, there are implications for recruitment, retention and workplace performance. This qualitative study analyses the views of student PAs to ascertain the process of PA occupational identity formation through the use of one-to-one semistructured interviews. A constructivist grounded theory approach to data analysis was taken. Research was informed by communities of practice and socialisation theory.ParticipantsA theoretical sample of 19 PA students from two UK medical schools offering postgraduate PA studies courses.ResultsA conceptual model detailing student PA identity formation is proposed. Factors facilitating identity formation include clinical exposure and continuity. Barriers to identity formation include ignorance and negativity regarding the PA role. Difficulties navigating identity formation and lacking support resulted in identity dissonance.ConclusionsAlthough similarities exist between PA and medical student identity formation, unique challenges exist for student PAs. These include navigating a new role and poor access to PA role models. Given this, PA students are turning to medicine for their identity. Educators must provide support for student PA identity development in line with this work’s recommendations. Such support is likely to improve the job satisfaction and retention of PAs within the UK NHS.

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