Dissertations / Theses: 'Identity (Psychology)'

1

Broun, A. D. "Personal identity and normative philosophical psychology." Thesis, Lancaster University, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.373806.

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Li, Cuiting. "Identity and young adult well-being a closer look at identity style and identity structure /." Auburn, Ala., 2006. http://repo.lib.auburn.edu/2005%20Summer/doctoral/LI_CUI_46.pdf.

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Shaw, Hannah. "Work, trauma and identity : a perspective from counselling psychology." Thesis, City University London, 2014. http://openaccess.city.ac.uk/3069/.

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Research exploring the psychological consequences of workplace bullying has demonstrated that exposure to bullying may have devastating effects on the health and well-being of those who experience it. However, the nature of this relationship remains virtually unknown and there is an increasing call for researchers to undertake a more interpretive and individualised orientation to the bullying phenomenon. There is little research into workplace bullying from a counselling psychology perspective and yet research developing therapeutic guidelines for models of intervention with targets of workplace bullying is essential given the impact of bullying upon psych~logical health. The current study therefore aims to consider the therapeutic needs' of targets of workplace bullying by exploring how targets make sense of and give meaning to their experiences. It is hoped that this will provide insights into the ways in which workplace bullying can have detrimental psychological effects and point to potential interventions that may be utilised when working therapeutically with targets of workplace bullying. Using interpretative phenomenological analysis, the current study explores in-depth the experiences of eight self-labelled targets of workplace bullying. Semi-stlUctured interviews were undertaken to explore: how participants have experienced workplace bullying, how they have made sense of their experience, how they perceive effects on their • psychological health, how they might explain such effects, and how they have coped with their experience. The fmdings comprise of four superordinate themes: 'Bullying as a Powerful Experience' , 'Psychologiqal Consequences of Workplace Bullying', 'Impact of Workplace Bullying on Identity' and 'Coping with the Experience of Being Bullied'. These support the conceptualisation of workplace bullying as a traumatic experience with devastating impacts upon targets ' sense of self. A rich description of the participants' experiences of psychological distress following being bullied at work is presented and discussed. Implications and applications for the clinical practice of counselling psychology are subsequently highlighted.

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Nolan, Lindsay. "Professional Identity Development in Blended Clinical Psychology Doctoral Students." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7708.

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As online graduate programs gain popularity, it has become more important to understand how students enrolled in these programs develop their professional identities. Researchers have demonstrated that there are both benefits and drawbacks to participation in blended learning programs (which incorporate in person and online instruction). It is not known how students enrolled in blended clinical psychology PhD programs experience the in-person portion of these programs and what their experiences mean for their professional identity development. This study examined the perceived impact of one part of an online clinical psychology doctoral program, the in-person classroom experiences, on the professional identity of clinical psychology trainees. Drawing from theories such as actor network theory and transactional distance theory, the current study explored how interactions between students and professors shaped professional identity. The study was qualitative phenomenological, using NVivo software to organize interview data from participants enrolled in blended doctoral programs. There were 6 participants total. A total of 8 themes were found in the data. These themes included fear, expertise, improved understanding, adjusting, growth, change, dissatisfaction, and finding support. Students valued the time spent with professors and perceived themselves to have grown after participating in in-person intensives. The themes found gleaned insight into the professional identity development of students enrolled in blended clinical psychology doctoral programs. This study has implications for how training programs for those in blended programs can be improved, thus improving the quality of patient care.

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Ben, Romdhane Hakim. "Impact du champ social et juridique sur les interrogations identitaires : une étude clinique interculturelle sur la situation psychologique des femmes de culture et d'origine arabo-musulmane en France et en Tunisie." Thesis, Paris 8, 2015. http://www.theses.fr/2015PA080056/document.

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Ma recherche tente d’étudier l’impact des implications des normes sociales et des impératifs législatifs sur la construction et les interrogations identitaires chez les femmes de culture arabo-musulmane en France et en Tunisie. En fait, je m’interroge dans cette recherche de thèse sur les implications psychologiques possibles du dédoublement socioculturel sur la structuration du Moi. Je me pose aussi la question de savoir si la construction identitaire chez les femmes de culture arabo-musulmane est marquée par une certaine confusion référentielle ou si elle est tributaire d’une élaboration synthétique face à deux statuts sociaux antagonistes qui leur sont assignés.Sous l’emprise interculturelle, les identités culturelles contemporaines sont marquées par des remaniements permanents. Toute culture est encore une organisation interculturelle. Pour cela, j’ai émis l’hypothèse principale selon laquelle, face à l’emprise interculturelle qui marque notre époque historique, toute identité culturelle est façonnée par l’influence du contact des cultures et des interférences normatives pour devenir encore multiple et se transformer en « Identité interculturelle ». Dans le cas des femmes, il semble que cette catégorie sociale soit doublement atteinte du fait de l’ampleur du dédoublement socioculturel et de l’emprise interculturelle sur l’identité et l’image de leur corps.Sur le plan méthodologique, l’adoption d’une démarche multidisciplinaire centrée sur une approche clinique m’a conduit, d’une part à m’appuyer sur de multiples moyens d’investigation, et d’autre part à m’orienter vers des outils proprement liés à la pratique clinique. La confrontation des analyses cliniques aux résultats statistiques vise à révéler des données psychologiques approfondis susceptibles de proposer une réponse à la problématique. Une analyse de l’organisation psychodynamique individuelle peut offrir des enseignements cliniques pointus sur les caractéristiques psychologiques des membres du groupe. En effet, l’adoption d’une approche clinique vise à identifier les propriétés psychodynamiques des membres appartenant au groupe d’étude. Enfin, ce travail de recherche ambitionne d’inscrire ce projet dans le développement d’une psychologie clinique interculturelle
My research tends to study the impact of the implications of social norms and the legislative imperatives on the construction of the identity questions among women of Arab-Muslim culture in France and Tunisia. In fact, I wonder in this thesis research about the possible psychological implications of socio-cultural splitting in the construction of the identity. I also want to know whether the building of identity among women of arab-muslim culture is marked by certain referential confusion or it’s attributed to a synthetically elaboration of two clashing social statuses.Under the intercultural hold, the contemporary cultural identities are marked by permanent remnants. Every culture is again an intercultural organization. Thus, I’ve put forward the hypothesis stating that against the intercultural hold, every cultural identity is fashioned by the influence of the contact of cultures and the normative interferences to be multiple and be transformed into “an intercultural identity. In the case of women, it seems that social category is doubly attained by the effect of the ampleness of socio-cultural splitting and the intercultural hold on both the identity and the image of their bodies.Methodologically speaking, the adoption of a multidisciplinary procedure centered on a clinical approach led me on the one hand to focus on the multiple means of investigation, and on the other hand to seek other tools properly related to clinical practice. The confrontation of clinical analyses and the numerical results target revealing deep psychological lying itself to a response to the problematic. An analysis of the individual psychodynamic organization could offer clinical teachings focusing on psychological features of group members. In fact, the adoption of a clinical approach targets the identification of psychodynamic properties of members belonging to a study group. Finally, this work of research has the ambition to subscribe this project in the development of an intercultural clinical psychology

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Porfidio, Christina M. "Identity." Virtual Press, 2007. http://liblink.bsu.edu/uhtbin/catkey/1365523.

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Our everyday lives can be complex and fast paced. Places, people, sounds and memories all make lasting impressions. "Identity" is the title and basis for my creative project. My identity has been created though a series of memories or impressions. Songs, stories, the media, location and other people have had a great impact on my personal development.I have taken all these influences into account while creating my thesis works. I questioned myself in different ways. "Whom do I relate to? What songs describe me? Through these question, I found icons and images that formed my personal identity. The difference between what is and what appears to be.Is identity created or do we create identity? The question may seem philosophical, but I do not consider myself a philosopher. My series "Identity", documents my investigation of self, a deconstruction of society that has and has not formed my artistic identity.
Department of Art

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Glover, Jenna A. "Identity Development, Identity Disclosure, and Identity Exploration Among Adolescent Sexual Minorities." DigitalCommons@USU, 2006. https://digitalcommons.usu.edu/etd/6244.

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This study investigated the utility of applying the social constructionist perspective to adolescent sexual minority identity development, disclosure, and identity explorations. Differences between middle and late adolescents and male and females were examined. No differences were found between middle and late adolescents on measures of identity development and identity exploration; however, differences in identity disclosure were found regarding history of accidental discovery of sexual orientation. Biological sex differences were found for identity development, disclosure, and exploration. Relationships between same- and opposite-sex attractions, behaviors, romantic experiences, and self-labels are presented. Trends in intentional disclosure patterns and unintentional discovery identify predicted reaction as a primary motivator in disclosure. Finally, different relationship styles in which sexual minorities engage are presented. Outcomes of relationship styles show better psychosocial outcomes for those engaging in different relationship styles compared to those who do not participate in relationships.

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Sharp, Christine Elizabeth. "Lesbian identity narratives telling tales of a stigmatised identity /." Connect to this title online, 2002. http://handle.uws.edu.au:8081/1959.7/560.

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Louden, Linda L. "Identity development across the lifespan." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4857/.

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In an extension of Louden's work, this study investigated identity development across the lifespan by applying Erickson's and Marcia's identity constructs to two developmental models, the selective optimization and compensation model and a holistic wellness model. Data was gathered from traditionally aged college freshmen and adults older than 60 years of age. Uncommitted identity statuses and work and leisure wellness domains were endorsed across both groups, suggesting that identity for these groups is in a state of fluctuation yet entailing participation as a productive member of society. Emerging adult findings imply that identity diffused and moratorium identity styles are more similar in terms of cognitive, behavioral, and emotional functioning than past literature suggests for this age group. Findings also indicate that identity development is not a process completed by older adulthood, but is an ongoing, lifelong process perhaps driven by contextual factors such as health changes, unpredictable life events, social support group changes, and others. Coping method utilization and overall wellness varied between the two age groups. Conceptually, the SOC model can be viewed as embedded within each of the wellness domains such that selection, optimization, and compensation activities may be carried out within each of the various domains and serve to enhance existing functioning within each domain rather than simply compensating for lost functioning. Possible explanations of the results as well as implications for clinical practice, higher education, and future research are provided.

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Hewer, C. J. "Identity and the dream." Thesis, University of Surrey, 2001. http://eprints.kingston.ac.uk/5496/.

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Eryigit, Suna Kerpelman Jennifer L. "Identity formation in context." Auburn, Ala., 2009. http://hdl.handle.net/10415/1971.

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Majavu, Mandisi. "Questioning 'colourdness,: Tracing the identity development of people who chose to reject 'coloured identity'." Master's thesis, University of Cape Town, 2009. http://hdl.handle.net/11427/8262.

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This research project explores the identity development of thirteen people, all of whom reside in Cape Town, and all of whom rejected 'coloured' identity. It investigates ways in which the participants used different ideologies to repudiate their 'legal identity' - 'coloured identity'. The thesis utilised the Nigrescence model to locate and to describe the identity development process that the participants went through. It argues that racist incidents experienced by participants while they were growing up, laid the foundation for future questioning of their identities. This study shows that it was not a single factor that led participants to question their identities. Some participants questioned 'colouredness' due to family influence, and in certain cases because of influence at school. The political climate of the 1980s and 1990s gave participants the courage to reject 'coloured' identity. This study shows that in the 1980s the Black Consciousness Movement encouraged most of the participants to embrace a black identity as a form of political resistance. Furthermore, this study argues that in post-apartheid South Africa, most of the participants do not see the need to use racial identities, and therefore do not racially label themselves. Thus, this research project concludes that the black identity that the participants embraced in the 1980s served as a mechanism to protect the participants from negative psychological stress generated by the apartheid regime. It further gave participants a sense of purpose. The findings of this qualitative research study contribute to the understanding of identity development. Keywords: Race, Non-racialism, 'Coloured' identity, postcolonial subjectivities, identity development, apartheid.

13

Spears, Stephanie. "The paradox of feminist identification : role-identity and the reluctance to assume a feminist identity /." Connect to resource, 1995. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1243605243.

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Sonnenberg, Stefanie. "Money and 'self' : towards a social psychology of money and its usage." Thesis, University of St Andrews, 2003. http://hdl.handle.net/10023/14192.

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This thesis contends that the subjective meanings and value attached to money may, in part, be a function of identity-related norms and values. This proposed relationship between identity issues and monetary attitudes/behaviour is explored across a series of methodologically diverse studies. It is argued that psychological approaches to money, despite their efforts to the contrary, frequently concur with traditional economic models of human behaviour in so far as they rest on similarly static, de-contextualised notions of the self. The research described here aims to substitute these implicit assumptions about the nature of selfhood with a social psychological account of the 'self and thus with an explicit focus on subjective identification processes, ha doing so, the present approach draws on the Social Identity tradition. First, findings from an exploratory interview study illustrate a) that identity concerns are central for people's understandings of money, b) that the relationship between money and selfhood is dilemmatic, and c) that money meanings and usage relate to identity across different levels of abstractions (i.e. personal, social, human). Second, a series of experimental studies (based on predictions derived from the Social Identity model of the self) shows that attitudes towards money can vary as a function of both social identity salience and the comparative context in which a given identity is salient. The association between social identification, specific identity contents and monetary attitudes is also addressed. Finally, an exploration of the relationship between identity concerns and decision-making processes within a Prisoner's Dilemma-type setting indicates that identity and the social knowledge derived from it play a crucial role, not only with regard to how people attempt to meet their goals in this context but also in terms of how these goals are defined. The broader implication of these findings with regard to 'rational choice' models of human agency are discussed.

15

Chan, Wai-ki Kenneth. "Divorce and children identity : how the process of divorce affects children's identity /." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22331669.

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Elsey, Vicki. "The career of an occupational psychology graduate : employment, employability and identity." Thesis, Northumbria University, 2016. http://nrl.northumbria.ac.uk/27296/.

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This thesis explored the factors contributing to the employability and identity development of occupational psychology graduates at various career stages. A mixed methods approach was taken to achieve three broad aims of the professional doctorate: 1) raising awareness of employability within the occupational psychology (OP) profession; 2) improving theoretical understanding of employability applied to a domain specific occupational sample; and finally 3) enhancing the professional practice of the thesis author. A qualitative study using focus group methodology (N=6) and thematic analysis identified barriers and facilitators to OP employability culminating in six core themes of ‘identity, ‘continuing professional development’, ‘making a difference’, ‘adaptability’, ‘evidence-based practice’ and ‘external environment’ (study 1). These themes were translated into an Occupational Psychologists Facilitators to Employability Scale (OPFES) which was assessed for its psychometric properties (N=88) using exploratory factor analysis. This study also detailed the development of a Subjective Career Satisfaction Scale (SCSS) (study 2). A revised version of the OPFES and measures of employability antecedents (Competence and Psychological Capital) and career success were distributed to the OP community (N=185). An analysis of the demographic data detailed the variety of OP careers. This study emphasised the potential challenges in creating a strong professional identity (study 3). Structural Equation Modelling determined the relationship between employability and career success (objective and subjective) where final models suggested different relationships between employability antecedents and objective and subjective career success (study 4). Finally, a narrative thematic analysis of OP stories (N=20) concluded the thesis (study 5). This study revealed the presence of five identity types: ‘learners’, ‘networkers’, ‘compromisers’, ‘achievers’ and ‘career builders. Each type was present in the career stories adding further support for the concept of ‘career identity complexity’. Overall, findings indicated that the career of an OP graduate was varied, that multiple employability antecedents could enhance career success and that a diversity of strategies were utilised in identity formation. Support was provided for Career Construction Theory and the influence of human capital and personal resources in employability. Reflections on how the research outcomes have impacted on the thesis author’s professional development are discussed throughout. The research programme contributes an evidence base for interventions that can inform MSc curriculum and the ongoing career and professional development of OccPsychs.

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McElhinney, Rowena. "Professional identity development : a grounded theory study of clinical psychology trainees." Thesis, University of Edinburgh, 2008. http://hdl.handle.net/1842/3299.

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This is a constructivist grounded theory study of the impact of the clinical psychology flexible training scheme on the development of professional identity. Professional identity development involves the acquisition of new role behaviours and new views of the self. Research into professional identity development amongst clinical psychology trainees is scarce. Studies involving clinical psychology trainees have mainly focused on their psychological adaptation to the challenges of training. A longitudinal study of the 2003 cohort of the University of Edinburgh Clinical Psychology Training Programme was conducted to identify factors that facilitate and impede professional identity development. A combination of focus groups and individual interviews were used to explore flexible trainees’ experiences during their 4th and 5th years of training and the experiences of 4-year flexible and 3-year trainees in their first-year post-qualification. All interviews were transcribed and coded line-by-line in order to facilitate the development of analytic categories. Six main categories were identified: Perceived Competence, Formal Status, Comparisons of Self with Others, Expectations of Others, Role Conflict and Role Ambiguity. The results suggest that professional identity development involves attaining equilibrium between the formal status of the role and the individual’s perceived competence in that role. Role conflict, role ambiguity, comparisons of self with others and the expectations of others can all create a sense of disequilibrium and impede the individual’s ability to identify with the professional role. It would appear that flexible trainees are better able to identify with the professional role on qualification as they have greater opportunities to develop a sense of competence during their training in comparison with their 3-year peers. However, they also appear to experience greater conflict and ambiguity in their roles as flexible trainees, which has implications for their identity development during training.

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Cairns, Mari. "Identity and its relationship with borderline symptoms : the development of an identity questionnaire." Thesis, University of Oxford, 2008. http://ora.ox.ac.uk/objects/uuid:b9a4f78e-dbf1-4586-af90-4a5e57d82e55.

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Clinical and theoretical literature suggests that some people who present with psychological problems have a poorly developed sense of their own identity. It has also been suggested that cognitive theory and therapy does not always adequately identify, conceptualise, and address these identity problems. The current study aims to develop a self-report questionnaire measure to assess these identity problems. It also tests some specific hypotheses about the relationship between identity problems and other psychological constructs, including borderline personality disorder symptomatology. anxiety and depression.

19

Johnston, R. A. "Accessing information about individual identity." Thesis, University of Nottingham, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.291889.

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Wootton, Lynne Joyce. "Social identity processes in nursing." Thesis, University of Kent, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.292699.

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Spender, Barbara Anne. "Autobiography, biography and personal identity." Thesis, University of Southampton, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.266894.

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Rankoe, Matsheliso Xoliswa. "Exile identity : a discourse analysis." Master's thesis, University of Cape Town, 1999. http://hdl.handle.net/11427/13494.

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Bibliography: leaves 54-58.
This study focuses on the discourses of exile identity and the subjectivity of an individual born in exile. The study also focuses on the methodology used whereby, unlike traditional research where the researcher interviews subjects; in this case the subjects interview the researcher. 6 individuals from different backgrounds, who will be referred to as participants, were chosen, 2 male and 4 females, to interview the subject (1, the researcher). The participants interviewed the subject, exploring her exile identity. The resulting taped discussions were analyzed. A discourse analysis methodology is used to analyze the conversations. Four main discourses are outlined, which have sub-discourses within them. The main discourses are the political, territorial, patriarchy and language. These discourses were identified by their repeated occurrence in the research material. These four discourses appear to be pervasive and are indicative of exile identity as it emerges in the subjectivity of the subject. These discourses can not be generalized to exiles in general. Although discourses were similar across the texts, there were contradictory discourses that emerged. These seem to be as a result of the inter-subjective field, and the differences between the individuals that were conducting the interviews. Due to the fact that it was a different interviewer each time, this created differences, as different issues were highlighted in the stories that were told by the subject, due to a different interaction with the participant.

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Jackman-Wheitner, Leah Renee. "Vocational Identity and Psychological Health." The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392387506.

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Davis, Claytie. "Identity in context : the relationship between Black racial identity & stereotype threat /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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Kline, Alexander C. "PTSD Treatment, Race, and Cultural Identity." Case Western Reserve University School of Graduate Studies / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=case1433417920.

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Munir, Shaheen Sikander. "Identity and anxiety among female adults /." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487597424135029.

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Paulk, Amber Lynn Pittman Joe F. "Sex role orientation as a predictor of women's identity statuses, identity styles, priorities, and time use." Auburn, Ala., 2006. http://repo.lib.auburn.edu/2006%20Summer/Theses/PAULK_AMBER_31.pdf.

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Birkett, Holly. "Identity transitions : towards a critical realist theory of identity." Thesis, University of Warwick, 2011. http://wrap.warwick.ac.uk/44047/.

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This thesis explores the relationship between paid employment and individual identity. It aims to understand how paid employment impacts identity. In order to do so, the thesis focuses on work transitions; times when people relinquish one working identity and potentially acquire other forms of identity. As such, these transitions are also viewed as identity transitions. The thesis is split into two major sections. First, there is a review of the current Organization Studies literature on individual identity, which provides a critique of the current dominant perspectives on identity: Social Identity Theory, which focuses on group membership and role identification; narrative approaches to identity, which focus on reflexive processes and the agency involved in developing a coherent story of self during times of change; and, finally, discursive theories of identity which focus on the dominant discourses in society and their role in creating individual identity. Each of these approaches is discussed, their strengths are highlighted and their weaknesses explained. This critical review of the literature leads me to conclude that the current literature on identity has a tendency to under-theorize and under-explain the role of social structure, and capital resources in particular, on identity over time. This is a problem as it means that the current explanations we have for working identity and identity transitions exaggerate agency, the role of group membership or cultural discourses and, therefore, only offer a partial explanation of identity transitions. This research aims to demonstrate the crucial role of capital resources (Bourdieu: 1986) in identity transitions, thus highlighting the role of social structures. Secondly, the research examines the relationship between structure, agency and discourse in identity transitions by exploring the interaction between capital resources, narratives and reflexivity and discourse during two different identity transitions. The thesis therefore makes a number of contributions to knowledge. Firstly, it clearly critiques the current literature on identity and identity transition. Secondly, it identifies and examines the missing link in the current literature in terms of a systematic conceptualization of the role of social structure, using Bourdieu‘s concept of capital resources. Thirdly, the thesis begins to develop a new approach to identity which incorporates social structure and theorizes the relationship between social structure, agency and discourse in identity development. This approach is informed by Margaret Archer‘s morphogenetic approach (1995) and Bourdieu‘s (1986) concept of capital resources. The final substantive contribution this thesis offers is an empirical one. The thesis presents rich empirical data about two very different work transitions, retirement and downshifting, which see the respondents undergoing different forms of identity transition. This empirical data particularly adds to the literature in the downshifting case by exploring an under-researched transition. The thesis is also novel in that it explores career transitions from an identity perspective and offers extensive qualitative data on individual work and identity transitions. Finally, the empirical chapters of this thesis allow me to examine the utility of the approach to identity transitions, which I develop in this thesis, which explicitly recognizes the role of social structures. Thus, the empirical data helps to refine this approach for use in future research on identity transitions.

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Berman, Steven L. "Making life choices : facilitating identity formation in young adults." FIU Digital Commons, 1996. http://digitalcommons.fiu.edu/etd/1766.

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This dissertation makes a contribution to the growing literature on identity formation by formulating, implementing, and testing the effectiveness of a psychosocial intervention, the Making Life Choices (MLC) Workshops, designed to facilitate the process of identity formation. More specifically, the MLC Workshops were designed to foster the development and use of critical cognitive and communicative skills and competencies in choosing and fulfilling life goals and values. The MLC Workshops consist of a psychosocial group intervention that includes both didactic and group experiential exercises. The primary research question for this study concerned the effectiveness of the MLC Workshop relative to a control condition. Effectiveness was evaluated on two levels: skills development and reduction of distress. First, the effectiveness of MLC in fostering the development of critical competencies was evaluated relative to a control condition, and no statistically significant differences were found. Second, the effectiveness of MLC in decreasing life distress was also evaluated relative to the control condition. While participants in the MLC workshop had no significant decrease in distress, they did have statistically significant improvement in life satisfaction in the Personal Domain.

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Moran, Christy Denise. "Weaving the web of identity: Contextual influences on multidimensional identity development during college." Diss., The University of Arizona, 2001. http://hdl.handle.net/10150/280564.

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The purpose of this exploratory study was to provide insight into the contextual influences (events, experiences, and relationships) that impact multidimensional identity development during college. Specifically, the types of influences that shape identity development and the processes by which this development occurs were of interest. The sources of data for this study included the stories told by college alumni as well as the concepts found within commonly used student development inventories and assessment tools. Two methods were used to gather data from the respondents: lifelines and semi-structured interviews. The lifeline was used to encourage reflective thought among the alumni; whereas, the interviews were used to gather information about their experiences during college. A document analysis was conducted on the student development inventories and assessment tools in order to determine the conceptualization of identity found therein. In interpreting the data, a conceptual framework that drew on two bodies of literature (the research that concerns student identity development and the research that focuses on life events and experiences) was used. The results of the current study not only provide insight into the contextual influences that shape multidimensional identity development but also suggest the importance of embracing a constructivist framework and holistic conceptualization when studying identity development. Moreover, the results suggest new ways of thinking about the influence that faculty and administrators have over the environment in terms of shaping identity. Future research should continue to investigate the underlying process of multidimensional identity development.

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Gordon, Lisa Lande 1961. "Identity development and personal expressiveness." Thesis, The University of Arizona, 1989. http://hdl.handle.net/10150/277201.

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A third defining dimension of identity has been proposed in addition to those of exploration and commitment. This study set out to demonstrate a relationship between identity scores as measured by the Extended Objective Measure of Ego-Identity Status and the third defining dimension, personal expressiveness, as measured by the Personal Expressiveness Activities Questionnaire. Results demonstrated a strong relationship between identity scores and expressiveness with a significant positive correlation between the achievement subscores and expressiveness, and significant negative correlations between the moratorium, foreclosure, and the diffusion subscores. The results appear to validate that expressiveness is indeed a third defining dimension of identity, however recommendations are made based on this study's findings regarding the adequacy of Waterman's Seven-Category Paradigm. Limitations and implications of the study are discussed.

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Rubio, Armida. "Adolescent Identity and Loneliness: The Role of Attachment." W&M ScholarWorks, 1994. https://scholarworks.wm.edu/etd/1539625931.

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Marshall, Harriette. "Gender identity and speech." Thesis, University of Edinburgh, 1986. http://hdl.handle.net/1842/19104.

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Job, Sarah. "Identity-Specific Positive Psychology Intervention for Sexual Minorities: A Randomized Control Trial." Digital Commons @ East Tennessee State University, 2021. https://dc.etsu.edu/etd/3891.

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Sexual minorities experience mental and physical health disparities in comparison to heterosexual individuals due to minority stress (Branstrom et al., 2016; Kerridge et al., 2017; Meyer, 2003). Positive psychology interventions have improved mental and physical health (Antoine et al., 2018; Lambert D'raven et al., 2015), and therefore these interventions have potential to address health disparities. The current study tested an identity-specific intervention (n = 30) to a general positive psychology intervention (n = 30) and a control group (n = 30) among sexual minorities. This built on a recent pilot study which tested the efficacy of an identity-specific intervention designed for sexual minorities and showed significant improvements in depressive and anxiety symptoms. Thus, I hypothesized that individuals in intervention conditions would have better mental health, physical health, and substance use outcomes than the control group. Additionally, outcomes of the identity-specific condition were compared to those of the general positive psychology intervention. Participants included 91 sexual minority adults that completed three surveys (baseline, one week after the intervention, one month follow-up) including outcomes measures (depressive symptoms, anxiety symptoms, problematic drinking, problems associated with drug use, well-being, and self-rated health), potential covariates (anticipated stigma, internalized stigma, concealment) and manipulation checks (self-compassion, forgiveness, optimism, coping using humor, social support seeking). Fifty-three participants completed interventions featuring five intervention tasks eliciting self-compassion, optimism, forgiveness, humor, and social support seeking. Analyses included descriptive statistics, bivariate correlations, and multilevel modeling. Compared to the control condition, results showed significantly greater improvements in well-being (b = .40, p = .013), self-rated health (b = -.42, p = .006), and problems associated with drug use (b = -.97, p = .004) among participants in the intervention conditions. No significant differences emerged for depressive symptoms, anxiety symptoms, or problematic drinking. Limitations include lack of power for analyses examining extended follow-up and comparing intervention types, as well as a number of history effects. Despite these limitations, the current study has potential to improve health outcomes and aid clinical practices. More research on positive psychology interventions with sexual minorities is needed.

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Roberts, Jennifer Sinclair. "Social identity in young British Jews." Thesis, University of Westminster, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.251580.

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Louw-Potgieter, J. "The social identity of dissident Afrikaners." Thesis, University of Bristol, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.373829.

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Savastano, Lisa A. "Coercive Behavior's Effects on Identity Formation." W&M ScholarWorks, 1992. https://scholarworks.wm.edu/etd/1539625775.

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Jones, Kelly M. "Self -efficacy, memory, and identity processes in older adults." Amherst, Mass. : University of Massachusetts Amherst, 2009. http://scholarworks.umass.edu/dissertations/AAI3379972/.

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Prinsloo, Rachel C. "Apartheid and identity redefinition : a conflictual analysis." Master's thesis, University of Cape Town, 1990. http://hdl.handle.net/11427/13541.

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Abstract:

Includes bibliography.
This study has attempted to examine how the imposition of Apartheid identity constructs has adversely impacted upon the processes of and to describe the extent to which the participants have allowed the present hegemony to influence the structuring of their consciousness. The structural inequalities inherent in the system of Apartheid have required the conceptualization of identity construction as a process mediating important choices, rather than - the uncritical acceptance of the existing structural arrangements. The conflictual perspecive adopted facilitated a more complex and differentiated picture of social representation , on the assumption that individuals and groups be understood in terms of being constituted through the social domain and actively engaging with and challenging the restrictive aspects embodied in it. The qualitative phase sought to examine the extent to which two levels of consciousness, the personal or systemic causal attribution of their circumstances , had influenced their agendas. A self-administered interview schedule, consisting of open-ended questions, provided the basic demographic information with regard to age, sex and organisational affiliation. The major issues which were perceived to cause both personal difficulty and which presented problems for their cohort were also elicited. An analysis of the reasons which induced both pessimism and optimism about the present condition of society provided an account of the trepidations with which oppressed youth view adult society. The descriptive categorisations of the three societal components, I, We, and They, as South Africans now , were intended to further clarify how the sample perceived the sociopolitical arrangements of our polarised and estranged society.

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Mayhall, Christine Ann. "Adult children of alcoholics : intimacy and identity." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1240657467.

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Miller, Kevin Peter. "Social identity complexity: new methods and directions." The Ohio State University, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=osu1407404783.

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Wilson, Jennifer L. "Using Identity Processing Styles to Better Understand a Comprehensive Status Model of Identity Development." University of Akron / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=akron1306164903.

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Knight, Craig. "The psychology of space : determinants of social identity, well-being and productivity." Thesis, University of Exeter, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.507440.

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Radburn, Matthew Stephen. "Crowd policing, police legitimacy and identity : the social psychology of procedural justice." Thesis, University of Leeds, 2017. http://etheses.whiterose.ac.uk/19118/.

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This PhD was motivated to explore the applicability and explanatory power of procedural justice theory (PJT) in the context of the policing of crowd events. It has been suggested that “questions of social identity lie at the heart of the theory” (Bradford 2016, p. 3). Yet PJT researchers have largely overlooked the insights of the ‘second stage’ of theorising that constitutes the social identity approach – self-categorisation theory (SCT) – and the subsequent application of SCT to collective action within crowds and public order policing. Because of this it is argued that there are certain conceptual and methodological limitations that relate to how PJT can ‘make sense’ of or otherwise explain police–public interactions within the domain of public order policing. Despite PJT being rooted in “in efforts to understand and explain riots and rebellion” (Tyler and Blader 2003, p. 351), there has been a paucity of research focussing specifically on the police’s management of crowds (Stott et al. 2011). This thesis used a mixed methods approach involving online experiments, semi-structured interviews and an online survey. The final empirical chapter then drew on a longitudinal secondary data analysis of a series of ‘real-time’ police-‘public’ interactions across multiple crowd events. The thesis suggests that it is essential that both PJT and its associated research are process and context orientated. A true process model of procedural justice is required to explore the interactive and bi-directional nature of the relationship between social context, identity, police legitimacy and action. It is argued that the current social psychological understandings of procedural justice do not adequately articulate this dynamism. Yet developing the process model of procedural justice is essential to avoid unintentionally ‘desocialising’ people’s experiences of policing and to therefore reaffirm the need to study the social psychological processes of PJT in context.

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Olyedemi, Michael. "Towards a psychology of mixed-race identity development in the United Kingdom." Thesis, Brunel University, 2013. http://bura.brunel.ac.uk/handle/2438/7728.

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Racial identity can be defined as the personal understanding, both explicitly and implicitly, that one is similar to some people and different from others, according to concepts based around the idea of race. In the US, there has been a lot of research, including on the identity of persons having parents from different races. However, in the UK, there is the view that race is a taboo topic, and this is particularly true in psychology; hence strikingly little such research has been conducted. This situation seems most evident particularly regarding how mixed-race persons develop their racial identity. This thesis begins to redress the imbalance. A literature review on "race (Chapter 1)", is followed by a literature review on "mixed-race (Chapter 2)", with many ideas forwarded in these two chapters then tested in five further qualitative and/or quantitative research chapters. In order, these investigate the salience of race at the explicit level (Chapter 3), then at the implicit level (Chapter 4, regarding black and white persons). Chapters then investigate the mixed-race identity qualitatively first in adults (Chapter 5), and then qualitatively/quantitatively alongside self-esteem measures in adolescents (Chapter 6); before a fifth empirical chapter considers the implicit level again but this time specifically regarding attitudes by and towards mixed-race persons (Chapter 7). Taken together, the five empirical chapters find that the parental races tend to see "race" differently to each other. Regarding specifically mixed-race, we find that mixed-race persons shift in identity first from childhood (a more black identity) to adolescence (white identity), and then back again from adolescence to young adulthood (black identity). We additionally find that mixed-race persons tend to have a less definite sense of identity than their parental races, and that this view of mixed-race is also held by one of the parental groups (the white group). It is hoped that further research will now begin to build on these findings. The final chapter (Chapter 8) offers a start at this, outlining a new theoretical account of the development of a mixed-race identity.

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Donnelly, Stephen Kevin. "Ethnic identity redefinition during acquisition of one's ancestral language (Irish) : an approach based on identity structure analysis." Thesis, University of Ulster, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.259582.

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Razavi, Minoo. "Navigating new national identity online| On immigrant children, identity & the internet." Thesis, Georgetown University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1536645.

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Increased immigration finds children in a quandary to develop an identity consolidating their multiple locales and cultures. Additionally, the internet is highly integrated into children's lives and plays a consequential role in their identity formation processes. "Local culture," as referred to by scholars (e.g. Elias & Lemish 2008, 2009; De Block & Buckingham 2007), is a major influence on diaspora children's identity formation. Unfortunately, "local culture" is not clearly defined in literature thus far; it can refer to any combination of at-home and outside-the-home cultures with which children in a new country interact. This paper delineates parts of local culture in a way prior literature has not and introduces the notion of "new national identity" (NNID) as a component of local culture that immigrant children acquire. NNID is derived from new national culture. It is the culture of the immigrant-receiving nation as commonly available to all immigrants regardless of their ethnic background. The case studies presented here examine NNID acquired through internet usage specifically by Iranian-American and Iranian-Canadian youth. The case studies bring to light the importance of birthplace in how children of the diaspora perceive new national identity. Their perceptions and conceptions of this development can be mitigated by many factors including, but not exclusive to, place of birth, age at which emigration occurs, parental familiarity with new national culture, local social demographics, and local co-ethnic support, to name a few.

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Bloink, Steven. "Identity structures." PDF viewer required Home page for entire collection, 2008. http://archives.udmercy.edu:8080/dspace/handle/10429/9.

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Reder, Miriam Asya. "Gender Identity, Ethnic Identity, and Self-Esteem in Latino Adolescent Males." DigitalCommons@CalPoly, 2014. https://digitalcommons.calpoly.edu/theses/1159.

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The relationship between gender identity and psychological adjustment has long been investigated, but it is only in the 21st century that gender identity has been examined as a multi-faceted construct. According to Egan and Perry (2001), there are five dimensions comprising a person’s gender identity and they have demonstrated a significant relationship between these dimensions and youth’s psychological adjustment. Three of their gender identity constructs are pertinent to this study: gender typicality, gender contentedness, and felt pressure. While subsequent studies have had similar significant results (Carver, Yunger, & Perry, 2003; Yunger, Carver, & Perry, 2004), one study found that felt pressure was not negatively correlated with adjustment in minority youth, including Latinos, as it was with majority White samples from the previous studies (Corby, Hodges, & Perry, 2007). Minority youth face more pressure to conform to gender stereotypes (Corby et al., 2007) and Latinos in particular face more rigid gender stereotypes than European American cultures (Corona, Gonzalez, Cohen, Edwards, & Edmonds, 2009). While having a strong ethnic identity has been significantly correlated with self-esteem in Latinos (Umaña-Taylor, 2004), the relationship between ethnic identity, gender identity, and self-esteem in Latino youth have been underrepresented in the literature (Mora, 2012). Since Latino male youth in particular are at-risk for low-self esteem (Twenge & Crocker, 2000) and self-esteem is a protective factor in adolescents (Hosogi, Okada, Fujii, Noguchi, & Watanabe, 2012), it is important to pinpoint variables that are related to high self-esteem. The purpose of this study is to explore the relationship between ethnic identity, gender identity, and self-esteem in an understudied population in the literature. The sample consisted of 55 males, aged 10-14, who are members of a school-based intervention program for boys at-risk of gang membership. The majority of boys were of Latino heritage. It was hypothesized that gender typicality and gender contentedness would be significantly correlated with self-esteem, and that ethnic identity would mediate the relationship between felt pressure and self-esteem. Statistical analysis yielded partial support for the hypothesis. Implications and future directions are discussed.

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Rose, Timothy Richard. "PLACE, SPACE, AND THE RELIGIOUS IDENTITY: THE PHYSICAL WORLD AS SOCIAL STRUCTURE IN SOCIOLOGICAL SOCIAL PSYCHOLOGY." Kent State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1574194915213381.

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Dissertations / Theses on the topic 'Identity (Psychology)'

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