YPWCs and Parents Speak About Developmental Stages of Coping with CFIDS
David S. Bell, Mary Robinson, Jean Pollard, Thomas A Robinson, Bonnie Floyd in A Parents' Guide to CFIDS, 1999
The next aspect of identity formation is developing a continuous sense of self that links the past, present, and future. One common disclosure from YPWCs is that their memory of events when they first became ill is vague or even nonexistent. This can contribute to a deep sense of loss and also lead to gaps in general knowledge, as well as gaps in the kind of maturity that comes from experiencing the world. It is difficult to gain a solid sense of yourself when your life has been disrupted by an illness such as CFIDS. When others discuss past activities such as family or school festivities, YPWCs may feel sadness, anger, or resentment because they have little or no memory of such events. Here are practical ways that some YPWCs have compensated for these losses: My photo album has become one of my greatest treasures. It helped me keep connected to the past and the present and makes me feel I have a future. There are pictures of me when I was very active, pictures of me getting my CFIDS "chubbies," and pictures of me at the computer chatting with my new CFIDS pen pals. It's a mixed bag, but hey, this is my life; it's real, and it's connected. (Cassandra-age 17) As I was beginning to recover, my Mom helped me put together a resume so I could apply for a volunteer job two hours a week. Just doing that made me see my life coming together. There was a gap in extracurricular activities in the ninth grade when I was too ill to do much, but seeing all my clubs and activities before that, and my prizes for poetry since then, made me feel like I really did have a meaningful life, after all. (Andrea-age 19)
Narrative ideas: a rationale
Viv Martin, Karen Forbes in Developing a Narrative Approach to Healthcare Research, 2018
As Bruner44 expresses it, agency ‘implies the conduct of action under the sway of intentional states’ (p. 9). Identity formation involves interplay between personal agency, significant others and cultural reference points. In Bruner’s45 words, ‘narrative acts of self-making are usually guided by unspoken, implicit cultural models of what selfhood should be, might be—and, of course, shouldn’t be’ (p. 65). The imagery used or encountered in illness is an example of the way in which such ‘implicit cultural models’ influence selfhood in illness (see Chapter Six.) In illness, narrative is a resource for negotiating disruption and major change, a means of making sense of the world and our lives in it. As agents, we act, and we do so for reasons—therefore we look for causal relationship between events.
Conceptual pathways to HIV risk in Eastern and Southern Africa
Kaymarlin Govender, Nana K. Poku in Preventing HIV Among Young People in Southern and Eastern Africa, 2020
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.
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).
‘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).
A qualitative investigation of sense of self and continuity in younger adults with stroke
Published in Neuropsychological Rehabilitation, 2019
Lauren Hutton, Tamara Ownsworth
An individual’s sense of self and identity emerges throughout the lifespan, coinciding with the development of physical, cognitive, social and emotional competencies (Ownsworth, 2014). Adolescence and young adulthood are key periods for identity formation in which individuals often experiment with different identities before a more consistent and unified sense of self forms (Damon & Hart, 1982; Erikson, 1963). In later adolescence and throughout young adulthood, experiences such as establishing one’s career and independence, and forming and maintaining personal relationships, significantly shape identity development and the formation of broader goals and values (Erikson, 1963). Middle adulthood is a period of generativity during which there is typically a shift from a self-oriented focus to others’ welfare in the context of family, work and society (Ownsworth, 2014).
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