scholarly journals The influence of identity development on multicultural counselling competencies of counsellor trainees

Konselor ◽  
2019 ◽  
Vol 8 (3) ◽  
Author(s):  
Ng Kia Jee ◽  
Nor Mazlina Ghazali
Keyword(s):  
Identity Development ◽  
Social Desirability ◽  
Significant Influence ◽  
Knowledge Integration ◽  
Multicultural Awareness ◽  
Self Identity ◽  
Multicultural Counselling ◽  
Training And Supervision ◽  
Coefficient Corrélation ◽  
Multicultural Knowledge

This study investigated the influence of the phases of identity development as identified by the Optimal Theory Applied to Identity Development (OTAID) framework on multicultural counselling competencies among the counsellor trainees in Universiti Malaysia Sarawak. This proposed research utilized correlational research design. 93 counsellor trainees were recruited for data collection by using purposive sampling. Three instruments were implemented in this study, which are Self-Identity Inventory (SII), Multicultural Awareness/ Knowledge/ Skills Survey (MAKSS), and Marlowe-Crowne Social Desirability Scale- Short (MCSDS-S). SII was used to measure the phases of identity development, which are Individuation, Dissonance, Immersion, Internalization, Integration, and Transformation. MAKSS was utilized to measure self-perceived multicultural counselling competencies from 3 dimensions, which are Multicultural Awareness, Multicultural Knowledge, and Multicultural Skills. While MCSDS-S was used as measure for social desirability. The collected data were analyzed using Pearson Coefficient Correlation and Multiple Regression. The findings revealed that there is no relationship between identity development and multicultural counselling competencies. Likewise, no significant influence was found between identity development and multicultural counselling competencies. Among the six phases of identity development, the phase of Integration was a sole predictor of counsellor trainee’s perceived Multicultural Awareness and Multicultural Knowledge. Integration is positively correlated with Multicultural Awareness, with r(93)=0.25, p=0.02. Integration is also positively correlated with Multicultural Knowledge, with r(93)=0.25, p=0.02. Moreover, Integration predicted 6% of Multicultural Awareness, with F(1.92)=6.04, R2 =0.06, p<0.05. Integration also predicted 6% of Multicultural Knowledge, with F(1.92)=6.19, R2=0.06, p<0.05. While Multicultural Skills did not predict by any phase of identity development, for no significant influence of identity development was found on Multicultural Skills. The researcher suggested that training and supervision that involve immersion with people from diverse background to be considered in promoting multicultural counselling competencies of counsellor trainees. Further studies are encouraged to explore the significant factors that contribute to multicultural counselling competencies. 

scholarly journals Pengaruh Metode Pembelajaran Dan Motivasi Terhadap Hasil Belajar

CICES ◽  
2017 ◽  
Vol 3 (2) ◽  
pp. 122-135
Author(s):  
Arsi Yulianjani
Keyword(s):  
Learning Outcomes ◽  
Significant Influence ◽  
Research Method ◽  
Statistical Test ◽  
Descriptive Statistics ◽  
Learning Motivation ◽  
Coefficient Of Determination ◽  
English Learning ◽  
Learning Method ◽  
Coefficient Corrélation

The purpose of this study is to determine the influence of Learning Method on English learning outcomes, to determine the effect of learning motivation on English learning outcomes, and to determine the influence of learning method and motivation together with the results of Englishlearning. The research method uses experimental method. A sample of 80 students was selected randomly with a simple random technique. The data collection uses test instruments. The analysis of data uses descriptive statistics, Pearson's double correlation coefficient, Correlation of coefficient of determination and regression analysis. The statistical test uses t test and F test. This research was conducted on April 2015 until June 2015. The results showed: (1) There is a significant influence of Learning Method (X1) and Motivation (X2) together to the learning result of English (Y) students at SMK Negeri Tangerang. It can be proved by the value of F0 = 4,219 and Sig. = 0,000 <0.05. (2) There is a significant influence of Learning Method on English learning result of students at SMK Negeri in Tangerang. This is proved by the acquisition of Fo = 28,581 and Sig. = 0,000 <0.05. (3) There is a significant influence of learning motivation on English learning result of students at SMK Negeri in Tangerang. This is evidenced by the acquisition of Fo = 44.095 and sig. = 0,000 <0.05

scholarly journals Increased The Adolescent Self-Identity Using The Peplau-Erickson-Stuart Model

2019 ◽  
Vol 1 (3) ◽  
pp. 128
Author(s):  
Eni Hidayati ◽  
Novy Helena Catharina Daulima ◽  
Ice Yulia Wardani
Keyword(s):  
Mental Health ◽  
Identity Development ◽  
Group Therapy ◽  
Identity Formation ◽  
Therapeutic Group ◽  
Family Psychoeducation ◽  
Mental Health Nursing ◽  
Self Identity ◽  
The Family ◽  
Health Nursing

Without proper stimulation, self-identity formation in adolescents may lead to inferiority, and further to the mental health problem. It is important to give positive stimulation for adolescents and psychoeducation for the family properly and effectively to improve adolescence identity development. As we know, adolescence is a period of age which is considered to be problematic and crucial for them to set their remarkable foundation regarding the interaction with the surrounding people and environment. This research was aimed to find out the result of therapeutic group therapy for adolescent and family psychoeducation toward the improvement of adolescence development. A case report was used as the method of the research, in which 5 clients were given health education care according to the problem faced by the family during the adolescence development stimulation. The special therapy given was the adolescence therapeutic group therapy and family psychoeducation. The result of therapeutic group therapy is the ability to improve family and adolescence self-identity development within the 10 aspects of adolescence stage; biological, psychosexual, cognitive, language, moral, spiritual, emotional, psychosocial, talent, and creativity. The result of the research was expected to be an input for the Department of Health, especially for the administrator of the community health program in dealing with adolescence mental problems. The research is also expected to be the evidence-based practice in the community of mental health nursing.

scholarly journals Identification with Media Characters Across the Lifespan

2021 ◽  
Author(s):  
Courtney Baugh;Baugh ◽  
Rebekah Richert
Keyword(s):  
Identity Development ◽  
Defense Mechanism ◽  
Recent Literature ◽  
Vicarious Experience ◽  
Self Identity ◽  
Major Stage ◽  
Media Characters ◽  
Media Research

Identification is a construct rooted in psychoanalysis, where it was originally thought of as a defense mechanism (Freud, 1940/1949, p. 98). In more recent literature, identification (specifically, identifying with another person) is considered a process that requires both external (i.e., behavioral imitation) and internal (i.e., vicarious experience, imagination) mechanisms (Wollheim, 1974). Previous research has examined how humans come to know things about themselves over the lifespan, thus forming their own views about themselves; in other words, forming a self-identity. When examining the research on identity development, identifying with other people, and identifying with media characters, the development of own identity seems to parallel how humans relate to media characters at each stage of life. The purpose of this review is to: (1) examine identity as a construct; (2) examine identity development at each major stage of life; (3) bring attention to the problems media research tends to have when operationalizing the ways in which people can relate and react to media characters; and (4) examine how identifying and relating to media characters changes over the lifespan.

The Internet and Adolescent Sexual Identity

2011 ◽  
pp. 2466-2480
Author(s):  
Bryant Paul ◽  
Lelia Samson
Keyword(s):  
Identity Development ◽  
Sexual Identity ◽  
Communication Technologies ◽  
Future Research ◽  
The Internet ◽  
Sexual Socialization ◽  
Internet Communication ◽  
Self Identity ◽  
Unique Nature

This chapter considers the potential role of the Internet in the process of adolescent sexual identity construction. It starts by providing evidence of the ever-increasing role the Internet is playing in the lives of adolescents and by considering the potential impact such a technology is likely to have given the transitional nature of the adolescent brain. A consideration of theoretical approaches for understanding the role the Internet is likely to play in individuals’ sexual self-identity development is then undertaken. A review of the specific role Internet communication technologies have come to play in the process of adolescent sexual socialization is then carried out. In doing so the authors argue that future research addressing the role of the Internet in the process of adolescent sexual socialization and identity development must consider both the specific structure of the adolescent brain and the unique nature of the Internet as a source of information and an opportunity for social networking.

The Temporal Focus of Mind-Wandering and Chinese Adolescents’ Well-Being

2021 ◽  
pp. 003329412110571
Author(s):  
Tong Jiang ◽  
Jingling Tian ◽  
Yuzhuo Zhang ◽  
Xuhai Chen ◽  
Yangmei Luo
Keyword(s):  
Identity Development ◽  
Well Being ◽  
Mind Wandering ◽  
Chinese Adolescents ◽  
Self Identity ◽  
Large Sample ◽  
Self Reflection ◽  
Mediating Role ◽  
Temporal Focus

The relationships between the temporal focus of mind-wandering (i.e., past-oriented and future-oriented mind-wandering) and well-being are important issues for adolescents, which may have significant implications on their well-being and self-identity development. However, few studies tested the temporal focus of mind-wandering and its emotional consequences in adolescents. In the present study, we conducted two studies using self-reported questionnaires from large sample sets to examine the relationships between the temporal focus of mind-wandering and hedonic (pleasure attainment) and eudaimonic (meaning pursuing) well-being among Chinese adolescents. Study 1 preliminarily tested the relationships between the temporal focus of mind-wandering and hedonic well-being among adolescents ( n = 1273) suggesting that both past-oriented mind-wandering (PMW) and future-oriented mind-wandering (FMW) were positively correlated with hedonic well-being. Study 2 used a new sample ( n = 986) and included another aspect of well-being (i.e., eudaimonic well-being), showing that PMW and FMW were both positively correlated with hedonic and eudaimonic well-being. Moreover, self-reflection mediated the relationships between FMW and hedonic/eudaimonic well-being, whereas self-reflection did not act as a mediator in the relationships between PMW and well-being. The present findings indicated that both PMW and FMW are beneficial for Chinese adolescents’ well-being, and emphasized the mediating role of self-reflection in the relationships between FMW and well-being.

Making Sense of White Identity Development: The Implications for Teacher Education

2015 ◽  
Vol 10 (2) ◽  
pp. 211-230 ◽  
Author(s):  
Alicja Rieger
Keyword(s):  
Teacher Education ◽  
Racial Identity ◽  
Theoretical Model ◽  
Identity Development ◽  
Teacher Candidates ◽  
Life Experiences ◽  
White Identity ◽  
Multicultural Awareness ◽  
Individual Life ◽  
Making Sense

AbstractThis article discusses an individualized narrative on a contribution that a White educator can add to the field of teacher education, in particular multicultural teacher education. Through sharing my individual life experiences with a process of moving from an invisible Whiteness (Clark & O’Donnell, 1999; Giroux, 1997; Helms, 1992) toward more advanced levels of multiracial and multicultural awareness, followed by a review of a theoretical model of Helms’ (1992) White Racial Identity Theory, I provide a space and a structured forum for engaging in a dialogue on the complex issues of race and Whiteness among teacher candidates.

scholarly journals More Than Meets the Eye: How Black and Minority Ethnic Care-Leavers Construct and Make Sense of Their Identity

Adolescents ◽  
2021 ◽  
Vol 1 (1) ◽  
pp. 36-53
Author(s):  
Isabelle Lensvelt ◽  
Alexander Hassett ◽  
Alicia Colbridge
Keyword(s):  
Identity Development ◽  
Identity Formation ◽  
Interpretative Phenomenological Analysis ◽  
Structured Interviews ◽  
Self Identity ◽  
Looked After Children ◽  
Care Leavers ◽  
Care Leaver ◽  
Development Discourses ◽  
Minority Ethnic

Looked-after children are exposed to significant developmental trauma which may impact their identity development. Discourses of vulnerability and maladaptation often surround this group, while care-leavers often self-identify as survivors. The role of culture in identity formation is also well documented, and cultural socialisation is linked to psychological adjustment and wellbeing. Despite this, little research has explored identity development in black and minority ethnic (BAME) care-leavers. Interpretative Phenomenological Analysis is used to analyse eight semi-structured interviews with BAME care-leavers about their experience of identity development. Three superordinate themes were developed: My journey—how I became me; Identity as a process—the processes that support identity development; and who am I—how I see myself now. Participants’ identity development was adaptive in the context of surviving significant disruption and trauma. Findings are discussed with reference to previous research and limitations are considered. Clinical implications include the need to address additional barriers to positive self-identity faced by BAME care leavers, the importance of acknowledging care-leaver identity as adaptive and embodying a trauma-informed approach to working with this group. Further research into how care-leavers experience their cultural identity is needed.

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