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Sexual Orientation
Published in Cathy Laver-Bradbury, Margaret J.J. Thompson, Christopher Gale, Christine M. Hooper, Child and Adolescent Mental Health, 2021
It is well known that adolescence can be a turbulent period of identity formation. Part of this involves developing sexual identity and the consequent awareness of sexuality. It appears that young people are experiencing this at younger ages. Research has shown that the average age for ‘coming out’, i.e. when a person discloses their sexuality, is 15 years (Stonewall, 2010). This is a pertinent issue for CAMHS as evidence shows that those young people who are questioning their sexuality, or see themselves as not part of the ‘expected’ heterosexual group, have difficulties maintaining their mental health.
Conceptual pathways to HIV risk in Eastern and Southern Africa
Published in Kaymarlin Govender, Nana K. Poku, Preventing HIV Among Young People in Southern and Eastern Africa, 2020
Richard G. Cowden, Leigh A. Tucker, Kaymarlin Govender
Similarly, macro-level environmental factors can influence identity formation processes that are central to development. Young people living in socially repressive contexts have more constraints on their agency to explore, expand, and diversify their social selves. Identity formation processes may be foreclosed or restricted by prevailing norms and policies. For example, many socially conservative countries in ESA have legislative restrictions (e.g. criminalisation of same-sex relations) that reinforce stigma and prejudice against members of key populations. Due to the constraints and prejudices that relevant regulations and policies impose on members of key populations, narrowly defined codes of conduct can have negative effects on the psychological adjustment (e.g. diminished sense of self-worth, feelings of social isolation) of members of young key populations as they transition to adulthood (Govender et al., in press). Young people may also be reluctant to seek sexual and reproductive healthcare services due to concerns about discrimination and potential legal ramifications that may be linked to the behaviours they participate in (Baggaley et al., 2015), which could ultimately lead to unfavourable health outcomes.
Psychometric measurement of professional identity through values in nursing and medicine
Published in Roger Ellis, Elaine Hogard, Professional Identity in the Caring Professions, 2020
Erikson (1963, 1968) focuses on the lifespan development of identity from a predominantly psychodynamic viewpoint but conceptualised within a cultural context. Erikson's definition of identity spans one's past sense of self, current self as determined by self and significant others and one's expectations for the future. Erikson's sophisticated and influential conceptualisation of identity emphasises that identity formation is a process that begins with partial identifications in childhood and proceeds through more complex identifications in adulthood that may be integrated into a coherent identity or may involve crises with identity conflicts.
A mapping review of adolescent identity after TBI: what clinicians need to know
Published in Neuropsychological Rehabilitation, 2022
Lisa Kakonge, Victoria P. Charron, Janelle Vedder, Kendra Wormald, Lyn S. Turkstra
As shown in Figure 1, adolescent identity development has been conceived of in a variety of ways. In the first diagram in Figure 1, the stages of adolescent identity development are depicted linearly (Spano, 2004). Children move from peer relationships to self-awareness during early development; from peer relationships to parental autonomy during middle development; and towards solidifying identity and independence during late development. The second diagram depicts non-linear stages of development and establishes a bi-directional relationship between stages of exploration, and necessary but uncomfortable identity confusion, culminating in the commitment to one's identity (Sumner, n.d.). The third diagram displays four statuses of identity development, with identity diffusion leading to both identity foreclosure and identity moratorium, and the latter two statuses leading to identity achievement (Marcia, 1966). In this latter model, identity formation is associated with exploration and individual experiences.
Creative recovery: Narrative creativity mitigates identity distress among young adults with cancer
Published in Journal of Psychosocial Oncology, 2022
Baptiste Barbot, Kristen Piering, Dylan Horcher, Lara Baudoux
Late adolescence and emerging adulthood is a critical period in which individuals—i.e., adolescents and young adults (AYA)—strive to establish their identity;1 a developmental task significantly hindered by the experience of cancer in several ways.2–4 First, illness and treatment directly interfere with AYAs' psychosocial development, due to their impact on autonomy, employment, schooling, and social relationships.5,6 Further, cancer is associated with a reconsideration of self-identity, triggered by the need to cope with illness and treatment,4 including stigma-related identity threat.7–9 Together, these challenges can exacerbate an already taxing identity formation process and further impact other related psychosocial and mental health outcomes, such as anxiety, depression and satisfaction with life (SwL).10–12 These multilayered consequences are not surprising given the numerous detrimental correlates of identity-related distress13,14—i.e., uncertainties about the self and who one wants to be.15
Professional identity formation of medical teachers in a non-Western setting
Published in Medical Teacher, 2021
Mardiastuti H. Wahid, Ardi Findyartini, Diantha Soemantri, Rita Mustika, Estivana Felaza, Yvonne Steinert, Dujeepa D. Samarasekera, Nadia Greviana, Rachmadya Nur Hidayah, Umatul Khoiriyah, Daniel Ardian Soeselo
Identity formation involves understanding oneself in relation to others and the world at large (Beauchamp and Thomas 2009). Healthcare professionals’ identities as teachers have been studied in several contexts. Van Lankveld et al. (2017) found that early-career faculty members teaching in undergraduate medical education perceived their roles as teachers in relation to their other roles (e.g. researcher and/or medical doctor), and they used dynamic narratives to integrate their roles. Steinert and MacDonald (2015), examining professional identity among physicians serving as clinical teachers, suggested that motivations for teaching are influenced by personal, moral, and social factors, and that clinicians’ identities as teachers can be integrated into their physician identities. Other studies reported that clinical teachers experience a consistent ‘negotiation’ between identity as a self-concept and a relational concept, and that patient care and research are often perceived as higher priorities than teaching (Cantillon et al. 2019).