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Crisis in teacher identity
Published in Roger Ellis, Elaine Hogard, Professional Identity in the Caring Professions, 2020
Graham Passmore, Julie Prescott
Identity crises can be short-term affairs involving a teacher in the work of locating and coming to grips with a new set of values and beliefs. Alternately, crises can come to represent long-term issues where the teacher cannot on their own resolve the issues to hand. In the case of short and long-term crises, ISA-guided mentorship may prove valuable in locating a path forward.
Distinct Identities: South Asian Youth in Britain
Published in J.-C. Lasry, J. Adair, K. Dion, Latest Contributions to Cross-Cultural Psychology, 2020
When a spread of partial identifications with other role models and groups are experienced, this results in a degree of identity diffusion. ISA conceptualises identity diffusion as the degree of difficulty in resynthesising childhood and later identifications, that is a difficulty in incorporating new identifications and resolving conflicts-in-identification which are dispersed over a number of significant others (Weinreich, Bond, & Luk, 1996). In some circumstances, high identity diffusion may be accompanied by very low self-evaluation and the individuals concerned may be in states of identity crisis. However in other circumstances, individuals may exhibit identity diffusion as a result of having identification conflicts and yet have moderately favourable self-evaluation. Identity diffusion, as a lack of a completely coherent sense of cultural grounding, may be detrimental to one’s sense of well being but may alternatively be the impetus for redefinition of self and thereby maintenance in updated form of one’s ethnic identity (Weinreich, Bond, & Luk, 1996). Identification conflicts or the absence of identification conflicts with significant others is the focus of the three research studies presented below.
Family medicine
Published in Raymond Downing, Suffering and Healing in America, 2018
We at the end of this first generation of family medicine are having an identity crisis. That is a normal part of growing up. We are under no obligation to follow all the dreams of our leaders in the 1960s and 1970s. However, as we change, it is important that we have reasons for what we are becoming, that we are in control of the metaphors that we are following. It is important that we know we are having an identity crisis, so we can choose what we will become.
Understanding the dimensions of a strong-professional identity: a study of faculty developers in medical education
Published in Medical Education Online, 2020
Rosa Nelly Cavazos Montemayorr, Jose A Elizondo-Leal, Yoel Adbel Ramírez Flores, Ximena Cors Cepeda, Mildred Lopez
Identity crises are important moments or milestones, usually associated with negative experiences that influence the professional to feel less qualified or even have less interest in their role [9]. They may begin as complaints about students, colleagues, or educational system [25] and eventually scale into a change of goals or even profession. Participants mentioned this theme as moments where they questioned their status, perceived a low self-image, and job satisfaction was low. Only two participants considered not teaching anymore. These participants were the youngest of the sample: They may be paying [lots of money] but they don’t have the right to treat the teacher like that. For me, it was like: No, I don’t want to go back to teaching! There or anywhere. It was the truth, at that moment (participant 4).
Becoming a self through occupation: Occupation as a source of self-continuity in identity formation
Published in Journal of Occupational Science, 2021
Across identity literature in general, from today’s narrative psychology and personality psychology (Baumeister, 1999, 2011; Breakwell, 1986; Bruner, 1990; Jørgensen, 2009) back to William James (1890)—from whom the notion presumably stems (Löckenhoff & Rutt, 2017)—it is widely accepted that ‘self-continuity’ is a process that constitutes identity. That is, it is the very foundation of being and the development of a core self (Stern, 2000). Self-continuity, defined as “the ability to perceive oneself as an entity that extends temporally backward into the past and forward into the future” (Chandler, 1994, p. 56), refers to a sense of continuing being-in-existence, or in Winnicott’s (1958) words, ‘going on being’. It entails conscious awareness of coherence and meaningful cohesiveness between the present ‘now’, the recalled past, and what is anticipated to unfold in the future (Jørgensen, 2009). It is the feeling of being the same person as I was in my childhood, before I went to bed last night, or even just a few seconds ago. Shusterman (2011) argued that self-continuity is essentially a bodily feeling tied to the implicit memory as an awareness of having or being the same body. Self-continuity is vital to how people interpret and respond to the social world and how they plan and organize their time (Sadeh & Karniol, 2012). Disruption of self-continuity can propel a person into identity crises, characteristic of certain severe psychiatric identity disorders defined by a sense of emptiness, meaninglessness, and fragmented perceptions of self and others (Jørgensen, 2009; Sadeh & Karniol, 2012; World Health Organization, 1992).
The Assessment of Identity Development in Adolescence (AIDA) Questionnaire: First Psychometric Evaluation in Two North American Samples of Young People
Published in Journal of Personality Assessment, 2023
Carla Sharp, Veronica McLaren, Alessandro Musetti, Salome Vanwoerden, Jessica Hernandez Ortiz, Klaus Schmeck, Marc Birkhoelzer, Kirstin Goth
Scholars from diverse theoretical backgrounds converge on the notion that a well-functioning identity enables one to experience feelings of personal meaning and wellbeing and to find satisfying and fulfilling engagement in one’s social context (Berzonsky, 2011; Erikson, 1968; Marcia, 1966; McAdams, 2008; Whitbourne et al., 2002). These scholars also converge on the idea that adolescence confers a critical window for the formation of a healthy identity (Kroger et al., 2010). Substantial developmental research has been conducted to document progressive movement through Erikson’s (1963, 1968) identity formation process, from an identity based on identifications (foreclosure status), through an exploration (moratorium) process, to a new configuration, based on, but different from, the sum of its identificatory elements (achievement) (Kroger et al., 2010; Marcia, 1980). This developmental progression is typically not fully completed by age 18, and continues through adulthood, demonstrating significant variability when individuals achieve identity consolidation (e.g., Fadjukoff et al., 2016). Even so, adolescence and young adulthood are viewed as developmental periods during which a considerable amount of identity change and development occurs, leading some theorists to describe adolescence and young adulthood as a period in which individuals are faced with an identity crisis (Erikson, 1963, 1968). In some individuals, if the identity crisis is not resolved, the result is a diffused or disturbed identity—which has long been suggested to be a hallmark feature of personality pathology (Erikson, 1956; Kernberg, 2005). Consistent with this notion, maladaptive identity function (or identity diffusion), has been a prominent feature of Borderline Personality Disorder (BPD) since the inclusion of this disorder in the DSM-III.