The Big Five Personality as A Predictor of Involvement in Violence among Students in Secondary Schools in Nyando Sub-County, Kenya

Involvement in violence among students is a common menace not only in Nyando Sub-county, Kenya but also in the whole world. Predicting involvement in violence based on the big five personalities could be useful in developing various personality-based interventions to involvement in violence. This prompted the present study to investigate both qualitative and quantitative Predictiveness of the big five personalities to involvement in violence. The convergent parallel mixed-method research design was used. Multistage random sampling was used to generate a sampling size of 418 students. Apart from the students, 26 teacher counselors and 26 deputy headteachers were also interviewed in order to triangulate the sources of information. Both self-report questionnaires and interview schedules were used to collect data. The results indicated that the big five personalities were significantly predictive of involvement in violence at 23.4% (F (5, 391) = 26.886 p < 0.05 and R2 = 0.23). Hence other factors (apart from the big five personalities) predictive of involvement in violence which was qualitatively explored included: environmental factors, social factors, economic factors, familial factors, political factors, cultural factors, the psychosocial stages of development, exposure levels of a person, temperamental issues, modernism, and post-modernism. These other factors were assumed to predict involvement in violence at 76.6%. Therefore to minimize involvement in violence, more personality-based interventional measures should be applied.

Emerging Adulthood : Pengembangan Teori Erikson Mengenai Teori Psikososial Pada Abad 21

: Erik Erikson, a neo-psychoanalyst, developed the psychosocial stages of humans that became the reference for human development. One of the psychosocial stages is early adulthood which has the task of forming intimacy. Erikson does not explain the transition from adolescence to young adulthood which is full of conflicts between self-expectations and the demands of the times. Erikson's theory was further developed by Arnett (2000) because there were changes in the times which resulted in the task demands in young adulthood changing. Arnett proposed a new developmental stage, namely emerging adulthood, an extended adolescent transitional phase, ranging from 18-29 years of age.Arnett's theory is further expanded by Robbins and Wilner (2001) to find the phenomenon of quarter life crisis, a phenomenon of anxiety about the future by 20-year-old adolescents who form independence both financially and in romantic relationships. This article contains a review of the views of adulthood that emerged in the 20th century and the life of the quarter-life crisis that is currently being discussed. The research method used is literacy studies by looking for the last 10 years of research on emerging adulthood. The results of the literacy study report that changes in social norms and technological advances have changed the structure of society so as to produce a new stage, namely emerging adulthood. Emerging adulthood has various crisis conditions that occur when individuals complete their education. Keywords: Psychosocial Stage, Quarter Life Crisis, Emerging Adulthood Abstrak :Erik Erikson, seorang neo-psikoanalis, mengembangkan tahap psikososial manusia yang menjadi acuan bagi perkembangan manusia. Salah satu tahapan psikososial adalah masa dewasa awal yang memiliki tugas membentuk keintiman. Erikson tidak menjelaskan transisi masa remaja ke masa dewasa muda yang penuh dengan konflik antara ekspektasi diri dan tuntutan zaman. Teori Erikson dikembangkan lagi oleh Arnett (2000) karena ada perubahan zaman yang mengakibatkan tugas tuntutan di masa dewasa muda berubah. Arnett mengajukan tahapan perkembangan baru yaitu emerging adulthood, fase transisi remaja yang diperpanjang, berkisar antara usia 18-29 tahun. Teori Arnett diperluas lagi oleh Robbins dan Wilner (2001) menemukan fenomena quarter life crisis, fenomena kecemasan tentang masa depan oleh remaja berusia 20 tahun yang membentuk kemandirian baik secara finansial maupun dalam hubungan romantis. Artikel ini berisi menijau kembali pandangan masa dewasa yang muncul abad 20 serta kehidupan krisis seperempat kehidupan yang sedang marak diperbincangkan. Metode penelitian yang dilakukan menggunakan kajian literasi dengan mencari penelitian 10 tahun terakhir mengenai emerging adulthood. Hasil kajian literasi melaporkan perubahan norma sosial dan kemajuan teknologi telah mengubah struktur masyarakat sehingga menghasilkan satu tahapan baru yaitu emerging adulthood. Masa emerging adulthood memiliki berbagai kondisi krisis terjadi ketika individu menyelesaikan pendidikannya. Kata Kunci : Tahapan Psikososial, Krisis Kehidupanm Masa Dewasa

Overview of Child and Youth Development

The chapter gives an overview of the development of youth in two periods: middle childhood (6–11 years of age) and adolescence (12–18 years of age). During these two stages, major changes occur within the youth’s physical, social, and cognitive dimensions, with each stage having its own primary developmental task. For middle childhood, the main task is to acquire new physical, social, and cognitive skills. On the other hand, adolescents are tasked with sexuality and identity exploration. Within each stage, developmental aspects are discussed and understood in combination with Piaget’s theory of cognitive development and psychodynamic theories such as Freud’s psychosexual stages of development and Erickson’s psychosocial stages. It is important for social workers to learn about brain research, to understand brain functions and what the child experiences biologically and how they might affect the child’s development and mental health problems. Recommendations are given for the best intervention orientation in working with youth: relationship-oriented, empowerment-oriented, and collaboration-oriented practices.

The (re)construction of identity: Representation of migrant Ecuadorians in La utopía de Madrid (‘The utopia of Madrid’)

This article analyses the representation of Ecuadorians in Spain during the first decade of the twenty-first century as reflected in the novel La utopía de Madrid (‘The utopia of Madrid’) by Carlos Carrión. Following the theories developed by Erik Erikson about identity and the psychosocial stages, and Stuart Hall and Paul Du Gay about the construction of identities, this work explores the representation of Ecuadorians using the voice of Lucy, the main character of the novel. Her experience, based on a true story, exposes a troubled reality that highlights the several cases of discrimination against this population in which they were (and still are) verbally and physically attacked1 based on their ethnicity. Additionally, it shows how the Ecuadorian identity changes and evolves, congruent with Erikson’s stages of development.

An exploration of the Adaptation and Development after Persecution (ADAPT) model with young adult Hazaras from refugee backgrounds in Australia

Despite the fact that Australia has an emerging population of young adult Hazaras who arrived on humanitarian visas or who hail from a refugee background, few studies have documented their settlement experiences and psychosocial development. This study explored the resettlement experiences and adaptation of young Hazaras from refugee backgrounds. Eighteen Hazaras of refugee background, 9 males and 9 females aged 18 to 30 years ( M = 22.39, SD = 3.35) who had been living in Australia for 7.17 years on average ( range = 1 to 16 years), participated in a semi-structured interview based on the ADAPT model. Results demonstrated the usefulness of the ADAPT model for understanding these young people’s settlement experiences in a high-income urban environment. Family, friend, and teacher attachments were important for their adaptation, highlighting the importance of promoting positive social networks for these young people. Results were also interpreted using Erikson’s psychosocial stages for adolescence and young adulthood. Findings suggested that, while the young people were more focused on their future than on their past, until the psychosocial stage for adolescence is achieved, unresolved issues may continue into young adulthood. Analyses also revealed gender differences in adaptive systems and psychosocial development. Future research recommendations are made to enable the development of individualised approaches that better foster positive adaptation and psychosocial development.

Psychosocial Developmental Factors Associated With Teenage Maasai of Transmara in Kenya

The study describes the psychosocial developmental factors associated with the teenage Maasai of Transmara in Kenya. The study was ex-post facto in approach and utilised a descriptive survey research design. This research was carried out among the three clans of the Maasai people living in Trans Mara in Narok County, namely; the Ilmoitanik, Isiria and Ilwuasinkishu. The population was 176,360. The sample was drawn from the Rrampau, Iseuri and Ilnyankusi age sets. The accessible population constituted of 919 respondents that comprised 455 males and 464 females. The sample was selected through stratified technique sampling by age sets, and by gender. The sample that was drawn from the above accessible population was 260 respondents whose distribution was 160 females and 100 males. The instrument for data collection was Focused Group Discussions that yielded valuable information from the targeted participants. The statistical analysis was done using the latest Statistical Package for Social Sciences (SPSS) version 22.0 for windows. The study found that there exist some distinct developmental stages that have a lot of comparisons with Erik Erikson's psychosocial stages whose combination will help in the formation of future generations and make psychological interventions more productive. The research found out that there are a lot of similarities between the two approaches in terms of structures that is, timing, qualities of the facilitators, content and evaluation procedures. The study recommends minimising the influence of the psychosocial environment that hinders proper development from ensuring the continuity of the Maasai developmental stages.

Social Representations in Studying Information, Knowledge, and Mediations: A Critical Review

This text addresses the concept of social representations, as well as its uses and epistemological limits in the processes of production, distribution, and appropriation of information and knowledge. From a critical and systematic documentary–bibliographical analysis, this paper aims at shedding light on the conditions of emergency and functioning of social representations and their role in building up shared meanings. The article connects objectification and anchoring mechanisms from the formation processes of social representations with strategies of meaning construction, and therefore, of knowledge acquisition, in relation to information exchange in different psychosocial stages. Finally, we aim at trying to reflect on the socio-cultural aspects that shape information and communication phenomena, and the significance of the mediations paradigm in this regard.

The Coming Out Experience of Individuals Who Identify as Lesbian, Gay, Bisexual, or Transgender

This literature review will explore the relationships of individuals who identify as lesbian, gay, bisexual, and transgender and their fears of how their relationships will be affected after coming out of the closet. This chapter will review the stages in Erik Erikson's Psychosocial Stages of Development that most pertain to the coming out years; stages associated with the fourteen to seventeen year age range. Erikson's Stage 5 (Identity versus Role Confusion) and Stage 6 (Intimacy versus Isolation) are most relevant to the aforementioned developmental time frame. This review will illuminate how each individual's life is unique and how he or she can be part of different societies, cultures, and communities that alter his or her coming out experience. This chapter will explore a variety of factors that differ from person to person such as family support, ethnic background, peer groups, and even work environments.

Person of the Month: Erik Erikson (1902-1994)

Erik Homburger Erikson was a German-born American developmental psychologist and psychoanalyst who pioneered in the world of child psychology by giving his development theory with his ‘eight psychosocial stages’. He was born in Frankfurt in unusual circumstances in which his mother did not conceive him through her husband but he never got to know who his biological father was. It is said that the history of his birth is something that triggered the need in him to pursue the concept of identity and it is how he gave the world the psychological term ‘identity crisis’, a major contribution to the world of psychology and psychoanalysis. He grew up in Germany and came in contact with the world of psychoanalysis when he met Sigmund Freud’s daughter Anna Freud. He studied psychoanalysis at the Vienna Psychoanalytic Institute but Nazi invasion of Germany led to his emigration to America. In America, Erikson found a wide scope to practice psychoanalysis on children in Boston and worked at various medical institutes, including the Harvard University and California University. He studied the psychology of children from various social structures, environments, emotional and psychological issues and compiled his observations in the most prominent book of his career, ‘Childhood and Society’. Erikson is also credited with being one of the originators of Ego psychology, which stressed the role of the ego as being more than a servant of the id. According to Erikson, the environment in which a child lived was crucial to providing growth, adjustment, a source of self-awareness and identity. Erikson won a Pulitzer Prize and a U.S. National Book Award in category Philosophy and Religion for Gandhi’s Truth (1969), which focused more on his theory as applied to later phases in the life cycle.