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Journal articles on the topic 'Identity (Psychology)'

Author: Grafiati

Published: 4 June 2021

Last updated: 29 July 2024

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1

Ricou, Miguel, Silvia Amado Cordeiro, Amanda Franco, and Cristina Costa Lobo. "The Identity of Psychology." Psychologist: Practice & Research Journal 1, no. 1 (June 18, 2018): 15. http://dx.doi.org/10.33525/pprj.v1i1.25.

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Background: Today, psychology benefits from widespread acknowledgement, being taken into account and used in a growing number of spheres of society. Nonetheless, not always does this profession follow such acknowledgment, which becomes a real employabilityproblem for psychologists who are looking for a job in Portugal. Moreover, in an ever more specialized and flexible world in what concerns professional identities and careers, the development of psychology as a profession demands the establishment of guidelinesand limits, besides an introspective attitude about the current psychological practice. Otherwise, psychology as a profession risks losing its identity, shrinking with the pressure that is imposed on it by its different specialties and areas of action.Goals: We characterized the perceptions of Portuguese psychologists about the exclusive goal of psychological intervention, the tasks that are exclusively performed by psychologists and, also, the tasks that are performed by psychologists but which may also be performedby other professionals who are not psychologists. This analysis aimed to reveal if psychologists share a common and clear standing on this matter.Methods: We used a three open-answer question questionnaire, which was specifically designed for this study. Data analysis was performed using thematic categorical content analysis.Results: Our results stress that psychologists lack agreement concerning the three questions under study, which created a significant number of subcategories. Furthermore, we found answers that are clearly incorrect regarding these three issues, as well as a lack ofresponse from a few participants.Discussion: We discuss the potential implications of the results for psychologists’ professional practice, as well as for the construction of a solid identity that may promote the general public’s trust in psychologists. Also, we reflect on the need to define a single andexclusive goal for psychological intervention, one that is able to integrate the diversity of interventions in the field of psychology.

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2

Osborne, R. E. "The Psychology of Identity." Choice Reviews Online 46, no. 09 (May 1, 2009): 1623–28. http://dx.doi.org/10.5860/choice.46.09.1623.

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3

Kon, Igor S. "Identity Crisis and Postcommunist Psychology." Symbolic Interaction 16, no. 4 (November 1993): 395–410. http://dx.doi.org/10.1525/si.1993.16.4.395.

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4

Nicholson, Ian. "Humanistic Psychology and Intellectual Identity." Journal of Humanistic Psychology 37, no. 3 (July 1997): 61–79. http://dx.doi.org/10.1177/00221678970373005.

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5

Chryssochoou, Xénia. "Studying identity in social psychology." Studying Identity: Theoretical and Methodological Challenges 2, no. 2 (November 18, 2003): 225–41. http://dx.doi.org/10.1075/jlp.2.2.03chr.

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The present paper discusses the concept of identity in social psychology. It is suggested that identity is a particular form of social representation that mediates the relationship between the individual and the social world. Identity makes the link between social regulations and psychological organizations (i.e. identifications/self-categories) and constitutes the organizing principle of symbolic relationships. Its functions are to inscribe the person in the social environment, to communicate peoples’ positions and to establish relationships with others (social recognition). Thus identity is a cyclical process constituted by three actions: knowing, claiming and recognizing. Social psychologists have started their investigations of identity by emphasizing different aspects of this process: self-knowledge, claims and recognition and have focused on processes of socialization, communication and social influence. Finally, it is argued that through their active participation in the social world (by knowing, recognizing and claiming), individuals construct a set of knowledge about the world and themselves: their identity. To protect from, provoke or respond to changes to this knowledge people act in the name of identity. Thus, identity constitutes the social psychological context within which worldviews are constructed, through which these worldviews are communicated and for which battles are fought.

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6

Gorb, Peter. "The psychology of corporate identity." European Management Journal 10, no. 3 (September 1992): 310–14. http://dx.doi.org/10.1016/0263-2373(92)90025-y.

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7

Agatti, Antonio P. R. "The Identity of Theoretical Psychology." Theory & Psychology 3, no. 3 (August 1993): 389–93. http://dx.doi.org/10.1177/0959354393033008.

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8

Martin, Raymond. "Locke's Psychology of Personal Identity." Journal of the History of Philosophy 38, no. 1 (2000): 41–61. http://dx.doi.org/10.1353/hph.2005.0097.

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9

Marzillier, John. "Identity crises and clinical psychology." Clinical Psychology Forum 1, no. 120 (October 1998): 9–13. http://dx.doi.org/10.53841/bpscpf.1998.1.120.9.

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10

Roth, Abraham Sesshu. "Hume's Psychology of Identity Ascriptions." Hume Studies 22, no. 2 (November 1996): 273–98. http://dx.doi.org/10.1353/hms.1996.a382948.

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11

Costanza, David P., and Jaclyn M. Jensen. "The Fifth Scenario: Identity Expansion in Organizational Psychology." Industrial and Organizational Psychology 3, no. 3 (September 2010): 281–85. http://dx.doi.org/10.1017/s175494260000242x.

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Ryan and Ford (2010) have argued that organizational psychology is at a tipping point in terms of its distinctiveness from other fields. Although the four scenarios they propose for organizational psychology's future cover a wide range of potential outcomes, we propose that there is another, more expansive, more optimistic scenario for our field: our identity needs to continue to evolve, expand, and extend itself to accommodate the evolving and expanding nature of the modern organizations we study. We suggest that the way forward for organizational psychology is to continue what we have done in the past: integrate theories from multiple disciplines, adopt multiple perspectives to the questions we face, and embrace the ambiguity inherent in the organizations we study. This additional scenario, which we term identity expansion, follows both from the history of the field and from research on professional identity. Below, we argue that both historically and theoretically such a future for our professional identity makes the most sense. Furthermore, we believe that organizational psychologists are in an excellent position to both shape and benefit from this expansion in identity.

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12

Janabaevna, Kokkozova Janar. "GENERAL PSYCHOLOGY AND PERSONALITY PSYCHOLOGY." International Journal of Advance Scientific Research 4, no. 3 (March 1, 2024): 156–59. http://dx.doi.org/10.37547/ijasr-04-03-28.

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Utilizing a mixed-methods approach, the study combines quantitative surveys with qualitative interviews from a diverse sample of 200 adolescents aged 13-18. The analysis focuses on patterns of social media use, self-perception, and peer influence. Findingsindicate that extensive use of social networks correlates with heightened self-awareness and social comparison, which in turn affect self-esteem and identity formation.

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13

윤광일. "Political Psychology on Korean National Identity." Culture and Politics 4, no. 4 (December 2017): 5–41. http://dx.doi.org/10.22539/culpol.2017.4.4.5.

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14

Bhatia, Sunil. "Decolonizing psychology: Power, citizenship and identity." Psychoanalysis, Self and Context 15, no. 3 (July 2, 2020): 257–66. http://dx.doi.org/10.1080/24720038.2020.1772266.

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15

Monahan, Terry. "Sport Psychology: A Crisis of Identity?" Physician and Sportsmedicine 15, no. 9 (September 1987): 202–12. http://dx.doi.org/10.1080/00913847.1987.11702090.

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16

Olson, Eric. "Is psychology relevant to personal identity?" Australasian Journal of Philosophy 72, no. 2 (June 1994): 173–86. http://dx.doi.org/10.1080/00048409412345991.

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17

Umar, Fitrawan, Haryo Winarso, and Iwan Kustiwan. "Urban identity and planning: a conceptual study on identity of urban, identity in urban, and identity for urban." Spatium, no. 00 (2024): 2. http://dx.doi.org/10.2298/spat230828002u.

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Urban identity is gaining increasing attention across different research disciplines. However, there is no consensus as to how this concept can be integrated into planning theory, because every discipline has diverse concepts of urban identity, which are often included in planning theory without clarity. For example, environmental psychology literature and the social sciences have defined urban identity as human or social identity, while architecture and urban design characterize it as the urban/city or architectural identity. Therefore, this paper provides a conceptual framework for applying urban identity in planning theory and practice. This paper used the literature review method by synthesizing several relevant and reliable sources, particularly in planning, architecture, environmental psychology, social science, and geography. The result is an explanation of three concepts of urban identity, which are the ?identity of urban,? ?identity in urban,? and ?identity for urban?. The identity of urban helps planners to design functional and characteristic cities. Meanwhile, identity in urban helps planners to achieve the humanist aspect of a city and social justice; and identity for urban helps planners to advance a city?s economy and attract investors and tourists. These concepts are interrelated and can be integrated to support the sustainability of cities and their citizens, by achieving harmony between the population's need for orientation and identification, the function and aesthetics of the city, and the city?s attractiveness to visitors.

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18

Haslam, S. Alexander, and Stephen D. Reicher. "Rethinking the Psychology of Leadership: From Personal Identity to Social Identity." Daedalus 145, no. 3 (July 2016): 21–34. http://dx.doi.org/10.1162/daed_a_00394.

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Leadership is an influence process that centers on group members being motivated to reach collective goals. As such, it is ultimately proven by followership. Yet this is something that classical and contemporary approaches struggle to explain as a result of their focus on the qualities and characteristics of leaders as individuals in the abstract. To address this problem, we outline a social identity approach that explains leadership as a process grounded in an internalized sense of shared group membership that leaders create, represent, advance, and embed. This binds leaders and followers to each other and is a basis for mutual influence and focused effort. By producing qualitative transformation in the psychology of leaders and followers it also produces collective power that allows them to coproduce transformation in the world. The form that this takes then depends on the model and content of the identity around which the group is united.

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19

No authorship indicated. "Review of Tempo e Identita (Time and Identity)." Contemporary Psychology: A Journal of Reviews 34, no. 4 (April 1989): 410. http://dx.doi.org/10.1037/027963.

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20

Bhatia, Sunil. "Rethinking culture and identity in psychology: Towards a transnational cultural psychology." Journal of Theoretical and Philosophical Psychology 27-28, no. 2-1 (2007): 301–21. http://dx.doi.org/10.1037/h0091298.

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21

Attenborough, Frederick, and Elizabeth Stokoe. "Student Life; Student Identity; Student Experience: Ethnomethodological Methods for Pedagogical Matters." Psychology Learning & Teaching 11, no. 1 (January 1, 2012): 6–21. http://dx.doi.org/10.2304/plat.2012.11.1.6.

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Within psychology and, more broadly, the social sciences, the teaching of qualitative methods has become a common and required component of research methods training. Textbooks and journals that support such training are increasingly dominated by various forms of individual and (focus) group interviews as methods of data collection, whilst constructionist forms of discursive psychology, particularly those influenced by conversation analysis (CA) and ethnomethodology (EM), seem to be declining. This article aims to tilt the balance in qualitative methods teaching back towards these methods, showing that and how they are uniquely able to respecify and challenge some of traditional psychology's key assumptions about ‘experience’ and ‘identity’. To do so, EM/CA methods are shown in use. Drawing upon five separate data corpora, findings from previous and ongoing research into, broadly, student identity and the ‘student experience’ of university education are presented. Rather than attempting to recover ‘identity’ and ‘experience’ from interviewee talk, the article shows how it is possible to capture it as it emerges in and as the practice of ‘doing-being-a-student-amongst-other-students’. Reflecting on these findings, the conclusion suggests that EM/CA methods should (be encouraged to) figure far more prominently in the teaching of qualitative methods in psychology.

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22

Sytnik-Czetwertyński, Janusz. "Concept of Personal Identity." Journal of Education, Health and Sport 11, no. 10 (October 19, 2021): 102–15. http://dx.doi.org/10.12775/jehs.2021.11.10.009.

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Leibniz's concept of monads had of great importance for the development of the idealistic conception. Through Kant and his "Physical Monadology" she infiltrated into modern German philosophy. However, not only modern idealists referred to the concept of monads. Especially, that many scientific disciplines, which emanated from philosophy, related to the scope of idealistic notions, for example: psychology or sociology. German psychology and its creators have many often referred to monads theory. Freud, Fromm and Jung presented even their own point of views on this topic. Later theories, such as Lowe's theory, also refer to the concept of monads. These relations and the historical connections between monad theory and modern German psycho-philosophy are shown in this work.

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23

Rodrigues, Ana Beatriz Garcia Costa, Claus Dieter Stobäus, and Juan José Mouriño Mosquera. "Identity as Study Object of Positive Psychology." Creative Education 07, no. 08 (2016): 1119–25. http://dx.doi.org/10.4236/ce.2016.78116.

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24

Gecas, Viktor, Anita Jacobson-Widding, Joseph A. Kotarba, and Andrea Fontana. "Self and Identity Beyond Mainstream Social Psychology." Contemporary Sociology 14, no. 4 (July 1985): 432. http://dx.doi.org/10.2307/2069157.

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25

Krueger, Joachim I. "Gonzalo Guerrero and the Psychology of Identity." Current Research Journal of Social Sciences and Humanities 4, no. 2 (December 30, 2021): 122–32. http://dx.doi.org/10.12944/crjssh.4.2.02.

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Historiographic analysis is underused in academic psychology. In this expository essay, I intend to show that historical events or persons can be described with reference to theory and research provided by empirical psychology. Besides providing evidence-based grounds for a more penetrating historical account, the conclusions drawn from a historiographic analysis may feedback into psychological theory by generating new testable hypotheses. Whereas standard empirical research is focused on statistical associations among quantitative variables obtained in random samples, historiographic analysis is most informative with the use of extreme cases, that is, by asking and showing the limits of what is possible. This essay focuses on the story of Gonzalo Guerrero to explore psychological processes involved in identity transformation.

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26

Hage, Sally M. "Reaffirming the Unique Identity of Counseling Psychology:." Counseling Psychologist 31, no. 5 (September 2003): 555–63. http://dx.doi.org/10.1177/0011000003256434.

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27

Oderberg, David S., and Jonathan Glover. "The Philosophy and Psychology of Personal Identity." Noûs 26, no. 3 (September 1992): 360. http://dx.doi.org/10.2307/2215959.

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28

Sánchez, Lucía Gómez, and Ana Belén Martín-Sevillano. "VIII. Feminism and Identity in Political Psychology." Feminism & Psychology 16, no. 1 (February 2006): 65–72. http://dx.doi.org/10.1177/0959-353506060822.

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29

Benson, Peter L. "Psychology of Religion: Searching for an Identity." Contemporary Psychology: A Journal of Reviews 31, no. 9 (September 1986): 661–62. http://dx.doi.org/10.1037/025019.

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30

Hammack, Phillip L. "Narrative and the Cultural Psychology of Identity." Personality and Social Psychology Review 12, no. 3 (August 2008): 222–47. http://dx.doi.org/10.1177/1088868308316892.

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31

Comas-Díaz, Lillian. "Ethnic minority psychology: Identity, empowerment, and transformation." Cultural Diversity and Mental Health 4, no. 3 (1998): 151–52. http://dx.doi.org/10.1037/1099-9809.4.3.151.

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32

Sergeyeva, Alla. "Transformational Changes Psychology of an Integrated Identity." Psychological Prospects Journal 27 (2016): 236–46. http://dx.doi.org/10.29038/2227-1376-2016-27-236-246.

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33

Trull, Timothy J. "Clinical Psychology: A Case of Identity Disturbance?" Contemporary Psychology: A Journal of Reviews 38, no. 6 (June 1993): 588. http://dx.doi.org/10.1037/033395.

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34

Stone, Jim, and Eric T. Olson. "The Human Animal: Personal Identity without Psychology." Philosophy and Phenomenological Research 60, no. 2 (March 2000): 495. http://dx.doi.org/10.2307/2653504.

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35

Pols, Hans. "Methodology and the Social Identity of Psychology." Theory & Psychology 9, no. 6 (December 1999): 852–54. http://dx.doi.org/10.1177/0959354399096010.

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36

Johnston, Ron. "Psychology and Politics: A Social Identity Perspective." Representation 50, no. 3 (July 3, 2014): 419–20. http://dx.doi.org/10.1080/00344893.2014.953806.

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37

Lopez Calvo de Feijoo, Ana María, and Myriam Moreira Protasio. "Identity and difference: from Philosophy to Psychology." Psicología desde el Caribe 31, no. 3 (September 1, 2014): 531–56. http://dx.doi.org/10.14482/psdc.31.3.6162.

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38

Waterman, Alan S. "Identity in the context of adolescent psychology." New Directions for Child and Adolescent Development 1985, no. 30 (December 1985): 5–24. http://dx.doi.org/10.1002/cd.23219853003.

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39

Howells, Karen. "Questions of Identity in Sport Psychology Scholar–Practitioners." Sports 11, no. 9 (September 13, 2023): 182. http://dx.doi.org/10.3390/sports11090182.

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As with other academic disciplines, sport psychology academics working in higher education (HE) in the United Kingdom (UK) in lecturer and senior lecturer positions are typically required to hold a PhD in sport psychology or a related discipline. To work in applied practice with athletes, coaches, National Governing Bodies (NGBs), and sporting organisations, practitioners are required to acquire a qualification that affords registration with the Health and Care Professions Council (HCPC) through either the British Psychology Society (BPS) or the British Association of Sport and Exercise Sciences (BASES). Accordingly, scholar–practitioners, who have “a foot in both worlds” (Tenkasi and Hay, 2008), are required to have two related but distinct qualifications, each of which requires considerable resources (i.e., time, finances, and commitment) to achieve. This paper addresses some of the dilemmas and conflicts that these individuals may encounter in their primary workplace, which typically does not provide for applied practice (either in time or financial incentives). Specifically, issues around the knowledge-transfer gap will be addressed. Real-world examples will be in the form of reflections from the author’s own experiences. I am a senior lecturer in sport and exercise psychology at Cardiff Metropolitan University and the programme director of the MSc Sport Psychology. The role requires me to be HCPC registered, as well as have a PhD in sport psychology. I am also an HCPC Practitioner Psychologist, registered following completion of the BPS Qualification in Sport and Exercise Psychology (QSEP). My practice is limited to minimal private work and the supervision of trainee sport psychologists (BPS). At the end of the paper, I leave the reader with three questions to prompt reflection on what being a sport psychologist means and what contributions scholar–practitioners may offer to academic institutions and the clients we work with.

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40

Davis, Jenny L., Tony P. Love, and Phoenicia Fares. "Collective Social Identity: Synthesizing Identity Theory and Social Identity Theory Using Digital Data." Social Psychology Quarterly 82, no. 3 (June 26, 2019): 254–73. http://dx.doi.org/10.1177/0190272519851025.

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Identity theory (IT) and social identity theory (SIT) are eminent research programs from sociology and psychology, respectively. We test collective identity as a point of convergence between the two programs. Collective identity is a subtheory of SIT that pertains to activist identification. Collective identity maps closely onto identity theory’s group/social identity, which refers to identification with socially situated identity categories. We propose conceptualizing collective identity as a type of group/social identity, integrating activist collectives into the identity theory model. We test this conceptualization by applying identity theory hypotheses to the “vegan” identity, which is both a social category and part of an active social movement. Data come from comments on two viral YouTube videos about veganism. One video negates prevailing meanings of the vegan identity. A response video brings shared vegan identity meanings back into focus. Identity theory predicts that nonverifying identity feedback elicits negative emotion and active behavioral response, while identity verification elicits positive emotion and an attenuated behavioral response. We test these tenets using sentiment analysis and word counts for comments across the two videos. Results show support for identity theory hypotheses as applied to a collective social identity. We supplement results with qualitative analysis of video comments. The findings position collective identity as a bridge between IT and SIT, demonstrate innovative digital methods, and provide theoretical scaffolding for mobilization research in light of emergent technologies and diverse modes of activist participation.

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41

Gayton, Anita. "Identity." Clinical Psychology Forum 1, no. 318 (June 2019): 15. http://dx.doi.org/10.53841/bpscpf.2019.1.318.15.

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42

Bögre, Zsuzsanna. "Narrative identity as a bridge between two historical models of identity: a sociologist’s perspective." Sociologie Romaneasca 19, no. 1 (May 31, 2021): 55–69. http://dx.doi.org/10.33788/sr.19.1.2.

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The current concepts of identity widespread throughout social sciences are basically linked to two historical models. One is connected to psychology, while the other is related to sociology. In psychology, the concept of identity is traditionally considered to come from the work of Erik Erikson, who considers that identity is to be found in the deep structure of personality. Erikson studies the development of identity. He attributes central importance to the question of man’s inner unity. In sociology, the concept of identity is usually linked to George Herbert Mead, who traces identity back to interaction between the individual and society. According to this, identity is shaped by social conventions, which can be conveyed by a profession, a role or a social situation. As those constantly undergo change, the individual’s identity is continuously changing as well. Erikson’s is regarded as an essentialist approach, whereas Mead’s is called a constructivist one. The problem is not that there are differences between these two historical models, but that their adherents never or hardly ever reflect upon each other’s views. A solution to this problem could be offered through the concept of narrative identity, to which the author of this study attributes a bridging role, due to the recent appearance of several new theories which consciously undertake to “reconcile” the two historical models (“the double track”). The present study starts by describing the development and deepening of the current chasm between the two historical models. Next, it outlines several theories of narrative identity which are becoming increasingly popular both in sociology and in psychology. While the influence of the two historical models can also be detected in the theories of narrative identity, they make a perceivable effort to play a bridging role. If sociology wants to use narratives as sources in the research of identity, it should take into account the fact that the individual is striving to reach a kind of inner identity and stability even in late modern circumstances. Likewise, if narratives are to be used for research in psychology, it must be acknowledged that social circumstances in our modern world are extremely changeable, which hinders the formation of a stable, inner identity core. I suggest that that narrative identity started to be seen as bridge. In sociology, no reflection upon this process has begun yet. The aim of this study is to articulate the problem and to promote further reflection in sociology and psychology as well.

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43

Omoge, Michael. "Imagination, Thought Experiments, and Personal Identity." Croatian journal of philosophy 23, no. 67 (May 6, 2023): 69–88. http://dx.doi.org/10.52685/cjp.23.67.4.

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Should we descry the nature of the self from thought experiments? Shaun Nichols says ‘maybe,’ but only if we use thought experiments that do not recruit the indexical “I” (non-I-recruiting). His reason is that the psychology of “I” perforce mandates that imagination responds to thought experiments that recruit it (I-recruiting) peculiarly. Here, I consider whether he is correct about non-I-recruiting personal identity thought experiments. I argue positively using the same framework, i.e., considering the underlying psychology.

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44

Перченко, Е. Л., and О. А. Апуневич. "Development of professional identity among university students." Cherepovets State University Bulletin, no. 3(114) (June 15, 2023): 261–76. http://dx.doi.org/10.23859/1994-0637-2023-3-114-21.

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В статье рассматриваются вопросы разработки и апробации учебного курса «Тренинг профессиональной идентичности» в рамках реализации траектории «Профессионализм и карьера». Обоснована методология цикла тренинговых занятий как педагогической технологии. Тренинговые занятия направленны на развитие структурных компонентов профессиональной идентичности студентов-психологов первого курса. Проведен констатирующий эксперимент для проверки гипотезы о динамических изменениях структурных компонентов профессиональной идентичности. Реализован формирующий эксперимент и представлена оценка эффективности проведенной работы по формированию профессиональной идентичности. Сформулированы психолого-педагогические условия, способствующие развитию профессиональной идентичности. The article deals with the development and testing of the training course "Professional identity training" within the implementation of the trajectory "Professionalism and career". The authors substantiate the methodology of training sessions aimed at developing the structural components of the first-year psychology students’ professional identity as a pedagogical technology. An ascertaining experiment was conducted to test the hypothesis of dynamic changes in the structural components of professional identity in psychology students. A formative experiment is implemented and an assessment of the work effectiveness carried out to form the psychology students’ professional identity is presented. The authors define the psychological and pedagogical conditions contributing to the psychology students’ professional identity development.

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45

Filatova, Olga, Vitaliy Filatov, and Alena Semenova. "Psychology Students’ Professional Identity Forming at the University." Edukacja – Technika – Informatyka 19, no. 1 (2017): 114–17. http://dx.doi.org/10.15584/eti.2017.1.14.

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46

COSTANZA, DAVID P., and JACLYN M. JENSEN. "The Fifth Scenario: Identity Expansion in Organizational Psychology." Industrial and Organizational Psychology 3, no. 3 (August 18, 2010): 281–85. http://dx.doi.org/10.1111/j.1754-9434.2010.01240.x.

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47

Dana, Richard H. "Training for professional psychology: Science, practice, and identity." Professional Psychology: Research and Practice 18, no. 1 (February 1987): 9–16. http://dx.doi.org/10.1037/0735-7028.18.1.9.

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48

Maxwell, Bruce. "Personality, identity, and character: explorations in moral psychology." Journal of Moral Education 40, no. 1 (March 2011): 136–38. http://dx.doi.org/10.1080/03057240.2011.541998.

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49

Hopkins, Nick, and John Dixon. "Space, Place, and Identity: Issues for Political Psychology." Political Psychology 27, no. 2 (April 2006): 173–85. http://dx.doi.org/10.1111/j.1467-9221.2006.00001.x.

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Fincham, Frank D., and Arvin Bhana. "Social Psychology: Searching for a South African Identity." Contemporary Psychology: A Journal of Reviews 37, no. 5 (May 1992): 453–54. http://dx.doi.org/10.1037/032115.

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