The socialisation of student midwives
Caroline Squire in The Social Context of Birth, 2017
Every midwifery student arrives at the doorway into the profession with an individual, lay conceptualisation of what midwifery is, a story they have co-created with others through the consumption of narratives portrayed by the media and the midwives that they have seen in multiple contexts. Beyond the acquisition of clinical skills and competence lies the process of socialisation into the values, beliefs, ideologies and communicative norms of midwifery. This process of learning is a form of identity development. This process of becoming, which can be linked to explicit and implicit behaviours and expectations which mould and socialise midwives into their professional role, requires interrogation. It is essential to identify how socialisation can support the perpetuation and maintenance of midwifery as an autonomous profession whose prime aim is the promotion of normal birth and female personal and bodily autonomy.
The Importance of Identity in Sexual Health
Naomi M. Hall in Sexual Health and Black College Students, 2022
As progress has been made in the identity and identity development fields, an expansion to include various aspects of identity have been pursued by researchers. Each person has various identities that can be used to describe them, but some will be more salient than others based on the socially generated norms of the society in which they live and function. At times, individuals are asked, even expected to prioritize one identity over another. Some identities are going to be more prominent in certain environments based on whether it is seen as privileged or oppressed. For example, identifying as Black at an HBCU may be seen as privileged because most students enrolled also identify that way. However, identifying as same-gender-loving may be interpreted as an oppressed identity as only a minority of students will also describe themselves that way. If a student is not secure in their sexual orientation identity (or any salient identity) it creates a situation where they will be less likely to successfully navigate the stages of development and more likely to experience the negative consequences.
Failure and resilience at boundaries
Etienne Wenger-Trayner, Mark Fenton-O’Creevy, Steven Hutchinson, Chris Kubiak, Beverly Wenger-Trayner in Learning in Landscapes of Practice, 2014
Thus developing identity in a new community involves the difficult process of negotiating the extent to which aspects of identity formed elsewhere are expressible within the new context. Can previous competencies be translated productively into a different setting with a different regime of competence? Does the meaning I make of my practice translate into this setting? Can I make sense of what is going on around me? Do my habitual ways of relating to other people work here? Such transitions also involve choices about the stance taken in relation to identity development. Do I see myself as a novice adopting fairly uncritically the images of myself offered in this new setting? Do I adopt a resistant stance, rejecting others’ judgements about competence or appropriate behaviour? Do I see myself as on a journey to the heart of the community or as a visitor, a sojourner whose identity is primarily anchored elsewhere?
Love across the life span in cultural and transcultural perspectives
Published in International Review of Psychiatry, 2023
Claude-Hèléne Mayer, Elisabeth Vanderheiden
In this special issue, the authors explore love across the life span in various contexts. Thereby, identity development is a dynamic process in which individuals develop a complex understanding and unique view about themselves (Erikson, 1950). The development of one’s identity is influenced by various factors, such as by personality traits, values, up-bringing, relationships, but also socio-cultural group membership or environmental factors (Mayer & Barnard, 2015). This special issue studies love in different phases and areas of life as well as fields of action. The editors and authors aim at providing new insights into love from diverse cultural, psychological, psychiatric, and pedagogical perspectives. This special issue includes empirical, theoretical, and conceptual articles on love from theoretical and applied prospects, and thereby adds to expand the discourses on love in the context of meaning-making and identity development in cultural and transcultural perspectives. In the following, an overview on the articles published in this special issue are given.
‘Challenges in experiential learning during transition to clinical practice: A comparative analysis of reflective writing assignments during general practice, paediatrics and psychiatry clerkships’
Published in Medical Teacher, 2020
Ellen Stuart, Daire O’Leary, Roberta Rowntree, Cornelia Carey, Linda O’Rourke, Emer O’Brien, Aisling Walsh, Vincent Russell
The medical career path has been viewed as a series of transitions through challenging, diverse and often complex educational and clinical work contexts. The adjustment for medical students from a predominantly preclinical classroom experience to a clinical practice learning environment represents the first major transition and has been frequently described as a struggle (Prince et al. 2005; Greenberg and Blatt 2010; Teunissen and Westerman 2011). Studies which have looked at reflective writing during clerkships at this time suggest that uncertainty often prevails and many students find it hard to control their emotions (Dyrbye et al. 2007; Nevalainen et al. 2010). Other studies have shown that medical students’ ability to engage in social practice varies as does the level of participation afforded by different workplace environments (Helmich et al. 2012). Identity formation and development is an emotional, cognitive and social experience and occurs at the level of the individual and social environment (Monrouxe 2010).
Understanding the Unique Effects of Identity in Adjustment Among Veterans
Published in Military Behavioral Health, 2021
Alan Meca, Kelsie K. Allison, Kenneth L. Ayers, Kyla Carr, Sean Cox, Adrian J. Bravo, Rachel Davies, Michelle L. Kelley
Similar to personal identity development, U.S. identity development represents a normative developmental task (Rodriguez et al., 2010). However, given that the military is founded on patriotism, national unity, and pride (Bryan et al., 2012), U.S. identity is expected to represent a key domain for veterans (Meca, Park, et al., 2020). Like other group identities, a U.S. identity represents a multidimensional construct that reflects individuals’ beliefs and attitudes about their national group membership and the process by which these beliefs and attitudes develop over time (Meca, Gonzales-Backen, et al., 2020). Research on U.S. identity has largely drawn on Phinney’s (1989) ethnic identity model, which merged Marcia’s identity status paradigm and SIT perspectives. Within this model, exploration and commitment are viewed as two processes underlying U.S. identity development (Schwartz et al., 2012). Drawing on SIT, U.S. affirmation, or a sense of pride with one’s U.S. identification, represents a key component of one’s U.S. identity (Meca, Gonzales-Backen, et al., 2020). However, centrality, or the importance that a person assigns to a specific identity domain, has been increasingly highlighted in the identity literature (Wang et al., 2017). Whereas U.S. exploration and commitment reflect the developmental process underlying U.S. identity development, U.S. affirmation and centrality speak to the significance and meaning of one’s U.S. identity.
Related Knowledge Centers
- Self-Concept
- Personality Development
- Individuation
- Personal Identity
- Childhood Trauma
- Erikson'S Stages of Psychosocial Development
- Self-Consciousness
- Psychology
- Self-Image
- Self-Esteem