Personal Rituals in Adolescence: Their Role in Emotion Regulation and Identity Formation

2018 ◽  
Vol 31 (2) ◽  
pp. 217-238
Author(s):  
Sarah Demmrich ◽  
Uwe Wolfradt
Keyword(s):  
Emotion Regulation ◽  
Identity Development ◽  
Identity Formation ◽  
Developmental Tasks ◽  
Adolescent Identity ◽  
Self Reflection ◽  
Male Adolescents ◽  
Identity Style ◽  
Adolescent Identity Development ◽  
The Impact

Abstract This study examines the meaning of personal rituals for the adolescent identity development and emotion regulation. Both are ritual functions and can be characterized as adolescent developmental tasks. However, there is no consistent pattern in previous research to explain the processes for how identity is formed and emotions are regulated during the performance of personal rituals. Therefore, a questionnaire study among 410 (182 male) adolescents (age: M = 15.06, SD = .61) was carried out. The questionnaire used the Berzonsky Identity Style Inventory and various measures to assess different experiences during the ritual (i.e. mood, emotion regulation, reality-transforming experiences). After separating spiritual from non-spiritual rituals, the results showed that spiritual rituals were used as a means for emotion regulation. Furthermore, self-reflection was closely related to the information-oriented identity style. The findings are discussed against the background of the impact of spiritual practices for emotional and identity development in adolescence.

‘Coca-Cola Kids’ - Reflections on Black Adolescent Identity Development in Post-Apartheid South Africa

1997 ◽  
Vol 27 (4) ◽  
pp. 250-255 ◽  
Author(s):  
Garth Stevens ◽  
Rafiq Lockhat
Keyword(s):  
South Africa ◽  
Identity Development ◽  
Black Adolescents ◽  
Identity Integration ◽  
Multiple Impacts ◽  
Political Factors ◽  
Adolescent Identity ◽  
Black Adolescent ◽  
Adolescent Identity Development ◽  
The Impact

In this paper the authors make use of Erikson's psychosocial theory and Bulhan's analysis of identity development within oppressed social groups, and explore how black adolescents may be attempting to negotiate the developmental challenges facing them within the changing socio-historical contexts of post-apartheid South Africa. It explores the impact of apartheid-capitalism on black adolescent identity development, as well as the impact of several ideological, economic and socio-political factors on these adolescents' attempts at attaining identity integration and congruence in post-apartheid South Africa. More specifically, the paper firstly argues that both the apartheid and post-apartheid socio-historical contexts have had contradictory and multiple impacts on the development of black adolescent identities and secondly, that the increasing shift from collectivist ideals to individualist ideals amongst many black adolescents, represents one possible response to these shifting socio-historical contexts.

Adventures in Identity Development: The Impact of Adventure Recreation on Adolescent Identity Development

Identity ◽  
2009 ◽  
Vol 9 (4) ◽  
pp. 341-359 ◽  
Author(s):  
Mat D. Duerden ◽  
Mark A. Widmer ◽  
Stacy T. Taniguchi ◽  
J. Kelly McCoy
Keyword(s):  
Identity Development ◽  
Adolescent Identity ◽  
Adventure Recreation ◽  
Adolescent Identity Development ◽  
The Impact

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.

scholarly journals Conflict-Resolution Strategies and Adolescent Identity Development

1989 ◽  
Vol 2 (2) ◽  
pp. 67-75 ◽  
Author(s):  
Candida C. Peterson
Keyword(s):  
Conflict Resolution ◽  
Identity Development ◽  
Identity Status ◽  
Physical Injury ◽  
Adolescent Identity ◽  
Identity Foreclosure ◽  
Conflict Resolution Strategies ◽  
Adolescent Conflict ◽  
Adolescent Identity Development ◽  
Resolution Strategies

I explored the influence of parent–adolescent conflict on identity development by examining the identity status of 278 migrant and mainstream adolescents in relation to methods of dealing with disagreements with parents. Results were generally consistent with Erikson's theory, with the 8% minority of teenagers who habitually disputed so violently with their parents as to attempt to inflict verbal or physical injury scoring higher on the diffusion maladaptive identity dimension, whereas the 26% who routinely avoided all forms of heated discussion or argument scored nonsignificantly higher on identity foreclosure.

scholarly journals “We are different, that’s a fact, but they treat us like we’re different-er”: Understandings of autism and adolescent identity development

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Sue Mesa ◽  
Lorna G. Hamilton
Keyword(s):  
Young People ◽  
Identity Development ◽  
School Environment ◽  
Qualitative Methodology ◽  
Structured Interviews ◽  
Adolescent Identity ◽  
Content Type ◽  
Opting Out ◽  
School Based ◽  
Adolescent Identity Development

Purpose A key development in early adolescence is the active construction of individual identity; for autistic young people, integrating the idea of “being autistic” forms part of this process. The purpose of this paper is to explore identity development from a contextualist perspective, foregrounding young people’s experiences within mainstream educational settings. Design/methodology/approach A longitudinal, qualitative methodology was used: semi-structured interviews were conducted annually with 14 autistic young people, their parents and teachers between school years 6 and 9. Findings Young people felt different from their neurotypical peers and their acceptance of their diagnosis changed over time as they managed their developing personal and public identities. In pursuit of being treated “normally,” many camouflaged their differences at school, which sometimes involved opting out of school-based support. Adults described their own understandings of autism and discussed the responses of others in the school environment to autistic differences. Originality/value The influence of sociocultural discourses of autism on young people’s identity development is discussed and implications for both school based and post-diagnostic support for young people and their families explored.

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