scholarly journals How do adult twins experience and view their identity?

2021 ◽  
Vol 2 ◽  
pp. 16-30
Author(s):  
Madhuri Fichtmüller
Keyword(s):  
Identity Development ◽  
Identity Formation ◽  
Personal Experience ◽  
Ego Development ◽  
Research Literature ◽  
Intuitive Inquiry ◽  
Transpersonal Development ◽  
Adult Identity ◽  
Adult Twins ◽  
Participant Perspectives

Adult identity formation and individuation have been well documented in psychological and world spiritual literature. Identity and individuation differ for twins because of their physiological and psychological connection. Although the literature has to some extent explored twin identity at prepersonal and personal stages of ego development, little research literature exists which looks to unravel transpersonal phases of twins’ individuation. With a focus on transpersonal development, this research used intuitive inquiry to investigate “How adult twins experience and view their identity.” Individual twins derived from a single ovum (monozygotic) and from two separate ova (dizygotic), were interviewed to understand their personal experience of their identity development. The researcher’s own experience of twin identity was reported through embodied writing and poetry. Results allowed for the formation of an emerging model of Twin Identity Development, which outlined a possible trajectory for twin identity development, introducing the transpersonal as a connecting thread between the prepersonal and personal twin identity. Participant perspectives on identity development indicated the possibility for twins to embrace both an individual and a joint identity and in some cases, transcend both. Embracing all aspects of both identities created a sense of wholeness for twins. Further investigation into different twin identities and parenting of twins could validate the research.

scholarly journals Becoming Backpack: Towards a Counter-Inscription of Young Adult Collegian Identity Work

2020 ◽  
Vol 5 (1) ◽  
pp. 158-179
Author(s):  
Kelly Clark/Keefe
Keyword(s):  
Young Adult ◽  
Identity Development ◽  
Identity Formation ◽  
Student Identity ◽  
Development Models ◽  
Adult Identity ◽  
Prose Narratives ◽  
Poetic Prose ◽  
Participatory Arts ◽  
Opening Up

This article invites readers to encounter the author’s early attempts at engaging creatively with data produced during a research project called Life Lines: The Art of Being Alive to Young Adulthood. Launched in January 2019, the Life Lines project was conceived as a critical participatory arts-engaged research endeavor aimed at opening up conventional theoretical wisdom about the nature of young adult college student identity formation. In addition to providing details of the inquiry project’s design and aims, a series of visual and poetic prose narratives open and become threaded throughout the article. These multimodal expressive forms function as a type of creative counter-inscription device, working both to complicate identity development models that limit subjectivity to human consciousness and agency, and to illustrate a more expansive, somatically attuned, and materially-entangled set of practices and productions of young adult identity work’s work and its study.

What Happens to a Dream Deferred? Identity Formation and DACA

2020 ◽  
Vol 42 (3) ◽  
pp. 275-299
Author(s):  
Jessica Rosenberg ◽  
Sally Robles ◽  
Marlon O. Agustín-Méndez ◽  
Emma Cathell ◽  
Astrid Casasola
Keyword(s):  
Identity Development ◽  
Identity Formation ◽  
Lived Experience ◽  
Development Model ◽  
Transformative Experience ◽  
Qualitative Research Study ◽  
Adult Identity ◽  
Future Success ◽  
High Degree ◽  
Latinx Youth

This article reports on a qualitative research study that explored the lived experience of seven Latinx DACA recipients. Using narrative inquiry, the study tests the Undocumented Adult Identity Development Model (Robles, 2015), a five-stage identity development model of undocumented Latinx youth. The study gives voice to the hopes, dreams, and challenges these young adults face. Findings revealed that participants demonstrated a high degree of resiliency. Ultimately, participants were able to fashion their struggles into a transformative experience that gave them hope and a positive vison for their future. Success in school and in their career was a means of protesting against the limitations placed upon them. Meaning and purpose was achieved through creating community and by taking ownership of their immigration status, through fighting for their rights and for the rights of other immigrants.

scholarly journals Journalism Students Professional Identity in the Context of Extra Curricular Activity

2018 ◽  
Vol 7 (4) ◽  
pp. 691-703
Author(s):  
Natalia Avdonina ◽  
Elena Smyaglikova
Keyword(s):  
Identity Development ◽  
Professional Identity ◽  
Identity Formation ◽  
Information And Communication Technologies ◽  
Research Literature ◽  
Educational Process ◽  
Professional Identity Formation ◽  
Educational Approach ◽  
Extra Curricular Activities ◽  
Journalism Students

Special attention is paid to the problem of professional identity in general and journalism student professional identity in particular. The question of professional identity formation is important in the light of the existing changes in the journalism profession and information and communication technologies development. The aim of the research is to develop a draft of a program of extra curricular activities for journalism students aimed at their professional identity development. The research is based on general scholarly methods: analysis and modeling, studying and summarization of the research literature. The aim of the draft of the program of extra curricular activities for journalism students aimed at development of their professional identity is justified. The correlation of organizational and pedagogical conditions of professional identity formation is explained. The expediency of using the O4PO educational approach created on the basis of the CDIO approach is proved. Organizational and pedagogical conditions of professional identity formation as well as professional identity levels are explained. The authors conclude that it is necessary to develop professional identity of students not only in the educational process, but also in extra educational activities. Professional journalists can be involved in the educational process, which can be in general focused on the project techniques and practical activities. The program of extra curricula activity can be adopted by various higher education institutions, because the offered criteria and indicators of professional identity are universal.

“It’s not just a diet, it’s a lifestyle”: An Exploratory Study into Community Preferences of Vegan Definitions

2019 ◽  
Author(s):  
Madelon North ◽  
Emily Jane Kothe ◽  
Anna Klas ◽  
Mathew Ling
Keyword(s):  
Exploratory Study ◽  
Personal Experience ◽  
Research Literature ◽  
Advocacy Groups ◽  
Convenience Sample ◽  
Future Studies ◽  
Ranking Order ◽  
The Uk ◽  
Community Preferences ◽  
Positivist Approach

Veganism is an increasingly popular lifestyle within Western societies, including Australia. However, there appears to be a positivist approach to defining veganism in the literature. This has implications for measurement and coherence of the research literature. This exploratory study assessed preference rankings for definitions of veganism used by vegan advocacy groups across an Australian convenience sample of three dietary groups (vegan = 230, omnivore = 117, vegetarian = 43). Participants were also asked to explain their ranking order in an open-ended question. Most vegans selected the UK definition as their first preference, omnivores underwent five rounds of preference reallocation before the Irish definition was selected, and vegetarians underwent four rounds before the UK definition was selected. A reflexive thematic analysis of participant explanations for their rankings identified four themes: (1) Diet vs. lifestyle, (2) Absolutism, (3) Social justice, and (4) Animal justice. These four themes represent how participants had differing perceptions of veganism according to their personal experience and understanding of the term. It appears participants took less of an absolutist approach to the definition and how individuals conceptualise veganism may be more dynamic than first expected. This will be important when researchers are considering how we are defining veganism in future studies to maintain consistency in the field.

Out in Time

2019 ◽  
Author(s):  
Perry N. Halkitis
Keyword(s):  
Identity Development ◽  
Identity Formation ◽  
Sexual Identity ◽  
Gay Men ◽  
Coming Out ◽  
Generational Differences ◽  
Life Experiences ◽  
Sexual Identity Development ◽  
Three Generations ◽  
American Society

The life experiences and sexual identity development of three generations of gay men, the Stonewall, AIDS, and Queer generations, are explored. While there are generational differences in the lived experiences of young gay men shaped by the sociopolitical contexts of the historical epoch in which they emerged into adulthood, and a crisis that has come to define each generation, there also are consistencies across generations and across time in the psychological process of coming out that defines identity formation of gay men, as these individuals transition from a period of sexual identity awareness to sexual identity integration. The life experiences are also shaped by conceptions of hypermasculinity, racism and discrimination, substance use, and adventurous sexuality. Despite the many challenges that have defined the lives of gay men across time and that are informed by the homophobia of American society, the vast majority of the population also has demonstrated resilience and fortitude in achieving both pride and dignity. These ideas are explored through the life narratives of fifteen diverse gay men, across the three generations.

scholarly journals A Scoping Review of Professional Identity Formation in Undergraduate Medical Education

2021 ◽  
Author(s):  
Shiva Sarraf-Yazdi ◽  
Yao Neng Teo ◽  
Ashley Ern Hui How ◽  
Yao Hao Teo ◽  
Sherill Goh ◽  
...  
Keyword(s):  
Medical Students ◽  
Identity Development ◽  
Medical School ◽  
Professional Identity ◽  
Identity Formation ◽  
Scoping Review ◽  
Medical Schools ◽  
Professional Identity Formation ◽  
Enabling Factors ◽  
Content Analyses

Abstract Background Professional identity formation (PIF) in medical students is a multifactorial phenomenon, shaped by ways that clinical and non-clinical experiences, expectations and environmental factors merge with individual values, beliefs and obligations. The relationship between students’ evolving professional identity and self-identity or personhood remains ill-defined, making it challenging for medical schools to support PIF systematically and strategically. Primarily, to capture prevailing literature on PIF in medical school education, and secondarily, to ascertain how PIF influences on medical students may be viewed through the lens of the ring theory of personhood (RToP) and to identify ways that medical schools support PIF. Methods A systematic scoping review was conducted using the systematic evidence-based approach. Articles published between 1 January 2000 and 1 July 2020 related to PIF in medical students were searched using PubMed, Embase, PsycINFO, ERIC and Scopus. Articles of all study designs (quantitative and qualitative), published or translated into English, were included. Concurrent thematic and directed content analyses were used to evaluate the data. Results A total of 10443 abstracts were identified, 272 full-text articles evaluated, and 76 articles included. Thematic and directed content analyses revealed similar themes and categories as follows: characteristics of PIF in relation to professionalism, role of socialization in PIF, PIF enablers and barriers, and medical school approaches to supporting PIF. Discussion PIF involves iterative construction, deconstruction and inculcation of professional beliefs, values and behaviours into a pre-existent identity. Through the lens of RToP, factors were elucidated that promote or hinder students’ identity development on individual, relational or societal levels. If inadequately or inappropriately supported, enabling factors become barriers to PIF. Medical schools employ an all-encompassing approach to support PIF, illuminating the need for distinct and deliberate longitudinal monitoring and mentoring to foster students’ balanced integration of personal and professional identities over time.

scholarly journals In search of a personal pedagogy: A Self-Study narrative on the use of Inquiry Based Learning by an early career lecturer

2020 ◽  
Vol 8 (1) ◽  
pp. 85-93
Author(s):  
Alexandra Louise Sewell
Keyword(s):  
Identity Formation ◽  
Teaching Practice ◽  
Teaching Method ◽  
Academic Identity ◽  
Research Literature ◽  
Early Career ◽  
First Year ◽  
Teaching Excellence ◽  
Inquiry Based Learning ◽  
Self Study

This paper presents a Self-Study of my quest for a personal pedagogy as a HE lecturer in my first year of teaching. I experimented with the application of Inquiry Based Learning as a teaching method of active learning pedagogy. The influence of the experiences of choice and implementation of Inquiry Based Learning on the development of my academic identity are explored. The paper is theoretically grounded in accounts of academic identity formation put forth by Jenkins (1996), Danielewicz and Yem (2014) and King et al. (2014). Themes of identity, arising from experiences of pedagogical choice and teaching practice, were a need for conformity versus a desire for individualism, theoretical knowledge and paradigm adherence, pragmatic constraints and student – lecturer relationship and confidence. These themes are discussed in relation to existing Inquiry Based Learning research literature. With the publication of the first Teaching Excellence Framework (TEF) published in 2017, the paper makes a timely addition to the discourse of new lecturer’s experiences and the often-challenging process of initial academic identity formation. It also offers research into the effects of Inquiry Based Learning for the lecturer, whereas the outcomes for students have been mostly examined by previous literature.   

scholarly journals Tożsamościowe wyzwania kobiet sprawujących opiekę nad dzieckiem w związkach jednopłciowych w świetle koncepcji Vivienne Cass

2018 ◽  
Vol 45 ◽  
pp. 217-244
Author(s):  
Jowita Wycisk Jowita Wycisk
Keyword(s):  
Sexual Orientation ◽  
Identity Development ◽  
Identity Formation ◽  
Industrial Society ◽  
Same Sex ◽  
Extensive Discussion ◽  
Sexual Orientation Identity ◽  
Parental Identity ◽  
And Bisexual ◽  
Bisexual Identity

Development of the contemporary post-industrial society entails the increasing diversity of family life models. People, making individual choices in this field, face new challenges related to identity formation. In the text presented this issue is discussed on the example of women bringing up children in same-sex relationships. The article presents basic information on the same-sex parenting, underlines the importance of the idea of identity integration in psychology and stresses the lack of contiguity between theories of parental identity development and these ones of homosexual and bisexual identity development. An extensive discussion of the Vivienne Cass’s theory of sexual orientation identity development is the basis for the approximation of potential discrepancies in the identity system of non-heterosexual women taking parental roles. Two main factors relevant to the processes of identity formation were distinguished: the order of the development of the sexual orientation identity and parental identity (the planned and reconstructed families differ in this regard) and the way of establishing and maintaining the relationship with the child (other challenges are faced by biological and social mothers). In the summary, questions requiring future empirical exploration were notified.

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 Community Engagement Leads to Professional Identity Formation of Nursing Students

2020 ◽  
Vol 5 (3) ◽  
pp. 181-184
Author(s):  
Edna R. Magpantay-Monroe ◽  
Ofa-Helotu Koka ◽  
Kamaile Aipa
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Professional Identity ◽  
Identity Formation ◽  
Community Engagement ◽  
Research Literature ◽  
Self Awareness ◽  
Clinical Learning ◽  
Professional Identity Formation ◽  
Nursing Leaders

Professional identity formation is essential to nursing education. Knowledge, skills, attitudes, and values help form nursing students’ identity. Professional identity is a process of becoming independent and having self-awareness of one’s educational journey (All Answers Ltd., 2018). Maranon and Pera (2015) described that the contrast between didactic and clinical learning may play a role in the ambiguity that initiates nursing students about professional identity. There is a gap in the current research literature and has been underexplored with no intentional plan to address new areas (Godfrey, 2020; Haghighat, Borhani, & Ranjbar, 2020). The goal of professional identity formation is to develop well-rounded students with moral competencies who will blossom into future nursing leaders (Haghighat et al., 2020). The benefit to the community of producing well-rounded nursing students is safety and quality in their actions. This descriptive paper will address examples of how professional identity may be achieved by nursing students’ participation in community engagement such as attendance to professional conferences and intentional mentoring.

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