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Tween girls in America today are growing up on social media, posting selfies and sharing “stories.” In Digital Girlhoods, Katherine Phelps emphasizes tween girls'agency on social media vis-à-vis identity formation, content creation, and community building. When a tween girl posts a video on YouTube asking the world, “Am I pretty or ugly?”, she is also asking, “Who am I?” This content makes visible the pitfalls and potentials of these tweens creating their own digital narratives—and it asks us to take them seriously. Featuring in-depth interviews with a cross section of tween girls, Phelps allows them to give meanings to their relationships with social media and their peers in their own words. As tween girls embody and negotiate the many contradictions of American girlhoods through social media participation (for example, the “Pretty or Ugly” YouTube trend), Phelps asks, how are tween girls living and experiencing girlhoods in the digital age? The processes of experiencing and enacting tweenhood and girlhood online are explicitly gendered. Digital Girlhoods thoughtfully considers what tween girlhoods look and feel like in America today.

This book is your roadmap to successfully navigating your child's middle school years!Marked by significant physical, cognitive, and emotional changes, this period poses unique challenges that can have a profound impact on middle-grade students'academic performance, social and emotional well-being, and overall development. This book provides the knowledge, resources, and strategies needed to successfully navigate these challenges while creating a nurturing and supportive environment. In addition to covering topics such as puberty, changing social dynamics, identity exploration, digital literacy, and self-advocacy, chapters also provide resources for further reading and reflection questions to inspire dynamic discussion between parent and child.Parents, caregivers, and educators of middle school students will find the support and guidance in this book invaluable as they help their student foster growth, resilience, and success while navigating this key period of change.

Essays on Music, Adolescence, and Identity: The Adolescentia Project explores music consumption, self-discovery, media culture, and memory through autoethnographic essays on albums we loved during adolescence covering three decades (1980-2010) as the music industry and socio-cultural identity landscapes in the United States significantly changed. The collection advances our understanding of music culture, identity, and adolescence in three ways. First, by expanding our knowledge of the shifting relationship between music and identity by using historical methods to examine changes in music culture and socio-cultural landscapes from 1980 to 2010. Second, by interrogating the role of musical memory and the act of cultural remembering by including autoethnographic reflective essays charting contributors'experiences of understanding and performing self through a particularly formative album of their adolescence. And third, by critiquing the act of music consumption in relation to identity construction and cultural remembering. By examining these influential albums, we can better understand the role of popular culture in identity construction and the long-term impact of these formative musical experiences.

Przedmiotem badań są doświadczenia osób z niepełnosprawnością intelektualną oraz członków ich rodzin dotyczące osiągania przez te osoby niezależności życiowej, a także przeszkód w realizacji tego celu. Autor skupił się na działaniach i codziennych praktykach młodych z niepełnosprawnością intelektualną i ich rodzin podejmowanych w różnych sytuacjach na drodze ku dorosłości. Przeanalizował procesualny charakter przemian w rodzinach generacyjnych związanych z dorastaniem dzieci z niepełnosprawnością intelektualną. Wyniki badania poszerzają wiedzę na temat wchodzenia w dorosłość osób z niepełnosprawnością intelektualną oraz procesu negocjowania autonomii w rodzinie z perspektywy młodych dorosłych i ich rodziców. Młodzi z niepełnosprawnością intelektualną nie tylko mają określone potrzeby, lecz także poglądy dotyczące relacji z rodzicami. Sformułowane przez autora wnioski pozwalają lepiej zrozumieć te osoby oraz ukazują, jak wspierać je w okresie dorastania. Ma to szczególne znaczenie zarówno dla rodziców, jak i instytucji oraz służb społecznych, które wspomagają ludzi z niepełnosprawnością intelektualną i ich rodziny.

“I am who I decide to be.” Teens strongly believe in a world where self-expression, uniqueness, and differences are welcome. Dig deep into Gen Z's identity formation by uncovering false beliefs and steering them toward a healthy sense of self. Features:Lies culture tells you about identity formationBiblical truths about finding your real identityPractical ways to live out your true selfSelf-reflection questions for parentsEngaging discussion questions for teens

Co-published with This book advocates an approach the authors call Identity Interconnections as a way of moving considerations of identity differences and commonalities from theory to socially just action in student affairs practice.Through pursuing complex commonalities expansive enough to hold both similarities and differences, student affairs educators can ethically consider identity interconnections in such a way that does not diminish difference, but instead recognizes points of difference as opportunities for social justice action. By pursuing radical interconnectivity, student affairs educators can advance an interdependent understanding of inherited systems of power; recognizing the ways in which all systems (and thus all oppression, and all liberation) are interconnected. This interconnected insight can enable student affairs educators to extend beyond binary and oppositional thinking, and in turn, give rise to the formation of new coalitions. Finally, by listening with raw openness (allowing themselves, and encouraging their students, to be changed by others'experiences), student affairs educators can facilitate identity development and social justice action as interrelated endeavors.The editors have heard comments like, “This is all great in theory, but how can student affairs practitioners actually apply this?” This book answers that question by providing a theoretical framework and multiple practical examples for employing identity interconnections as expansive approaches to identity development and social justice action in student affairs.

In de adolescentie stellen jongeren vragen als ‘Wie ben ik?', ‘Wat kan ik?'en ‘Wat wil ik?'Door de vele invloeden waar jongeren vandaag de dag mee te maken krijgen, zijn het vinden van de antwoorden op deze vragen en daarmee het actief vormgeven van een eigen identiteit van groot belang. Om adolescenten hierin te kunnen begeleiden, is het nodig dat professionals die met hen werken goed inzicht hebben in dit proces. Identiteitsontwikkeling en leerlingbegeleiding beschrijft de ontwikkeling van adolescenten en de manier waarop die bijdraagt aan hun identiteitsvorming. Na de algemene inleiding gaat hoofdstuk 2 in op de invloed van de omgeving op de identiteit. Hoofdstuk 3 geeft inzicht in hoe identiteit in de persoon van de adolescent nader vorm krijgt. De ontwikkeling van het denken en de ontwikkeling van de seksualiteit spelen daarbij een belangrijke rol, in de hoofdstukken 4 en 5 worden deze nader uitgewerkt. In hoofdstuk 6 staat de leerlingbegeleiding vanuit beleidsmatig en organisatorisch perspectief centraal. In hoofdstuk 7 komen praktische vaardigheden aan bod, zoals gespreksvoering, signaleren en vaststellen van onderwijsbehoeften en de hulp die daarbij kan worden geboden. Identiteitsontwikkeling en leerlingbegeleiding is bedoeld voor leraren in opleiding en voor elke professional die met jongeren werkt. Het boek is geschikt voor onderwijsdoeleinden en voor zelfstudie.

During the last few decades, the process of identity development among young people has become delayed and the content of it has also changed, due to changes in society in general and in family dynamics. A strong urge to explore in many areas and less commitment to educational, occupational and partnership concerns have become typical. The body is the focus of attention for both boys and girls, although with widely differing evaluations; sexual identity and partner preferences have become highly variable. This volume describes the process of identity development and ways in which it is threatened in an age of increased narcissism, extreme changes in parenting styles and increasing cultural diversity.

Bekroonde skrywer Carla van der Spuy gesels met geharde én gerehabiliteerde gangsters,'n lady gangster,'n ma wie se kind koelbloedig vermoor is en pastore wat probeer help. So hoor ons van die nommers, die Franse, die vierde kamp, Sabela en die Airforce. Gangster wys in mense se eie woorde hoekom gangs steeds groei, wat dit is wat kinders so jonk as twaalf na gangs lok, en hoe sommiges tog daarin slaag om te ontsnap. Want mense se lewens kán omkeer, en Gangster is ook vol stories van hoop.

This book is based on the idea that increasing juvenile risk behaviours – like substance abuse, nonsuicidal self-injury, and antisocial or suicidal behaviour – allow adolescents to fulfill developmental tasks like identity-formation and regulation of self-worth. Narcissistic self-exploitation, mobility tasks, flexibility and the challenges of new media exert social pressure on parental figures, distracting and putting strain on their mental resources, which in turn changes and even destroys the emotional dialogue with their offspring. If children themselves experience neglect and lack of emotional bonding - resulting in a lack of self-regulating capacities – risk behaviours are the consequence. The book combines different views in the psychological, social and metatheoretical domains. It consists of three parts: developmental problems of young people, diagnosis of risk behaviours in the nosological framework, and presentation of new morbidity with an increase in symptom prevalence. The book also discusses the threat of the acceleration of social processes and the risks of postmodern society.

This is a book about boys'bodies, masculinities, and the ways in which boys navigate their lives from early childhood through to the beginning of adolescence. Drummond focuses on sport, health and physical activity, and adds context to the history of male bodies, the social construction of masculinity and the role of sport as a potential rite of passage for young males. Using rich descriptive interview data with 33 boys from the ages of 5 to 13, collected over an 8- year period, Boys'Bodies identifies important issues including the significance of muscularity and strength as signifiers of masculinity and the need for boys to be involved in “blood sports” as well as “beat girls” in sporting competitions. The meaning of health and the perception of boys'changing bodies over time are central to the discussion. The book will appeal to researchers, teachers, practitioners, policy makers and parents.

This fully revised fourth edition of Identity in Adolescence: The Balance Between Self and Other presents four theoretical perspectives on identity development during adolescence and young adulthood and their practical implications for intervention. Ferrer-Wreder and Kroger consider adolescent identity development as the unique intersection of social and cultural forces in combination with individual factors that each theoretical model stresses in attempting to understand the identity formation process for contemporary adolescents.Identity in Adolescence addresses the complex question of how adolescent identity forms and develops during adolescence and young adulthood and serves as the foundation for entering adult life. The book is unique in its presentation of four selected models that address this process, along with cutting-edge research and the implications that each of these models hold for practical interventions. This new edition has been comprehensively revised, with five completely new chapters and three that have been extensively updated. New special topics are also addressed, including ethnic, sexual, and gender identity development, the role of technology in adolescent identity development, and ongoing identity development beyond adolescence. The book is essential reading for advanced undergraduate and graduate students studying adolescent development, self and social identity within developmental psychology, social psychology and clinical psychology, as well as practitioners in the fields of child welfare and mental health services, social work, youth and community work and counselling.

Youth Empowerment for Black Teen Girls from Famous Black Women“It's time for us Black girls and Black women to be empowered, and I'm glad we have Fievre to show us the way.”―Monique Jones, author of The Book of Awesome Black Americans#1 Best Seller in Teen & Young Adult Nonfiction on PrejudiceEven strong, fearless, and badass Black teen girls and Black women need empowering words of affirmation.Now more than ever, we must give our minds and bodies the TLC they deserve because Black women empowerment begins with the youth empowerment of Black teen girls. Author of Badass Black Girl, M.J Fievre brings you inspirational words of wisdom through famous Black women who have changed the world, including Audre Lorde, Lupita Nyong'o and Angela Davis.Take a deep breath. We don't always have to be strong. It's essential for Black women and Black teen girls to understand that taking a break to focus on our mental health is bravery. We, too, need reminders and empowering words of affirmation that we are incredible and enough.Empowered Black Girl teaches you to:Master using daily words of affirmationExperience a life filled with love, Black joy, fulfillment, and satisfactionTake control of your destiny and direct your futureStrengthen your self-esteem and youth empowermentIf you enjoyed empowering books like Badass Black Girl, Badass Affirmations, Well-Read Black Girl, or Brave: A Teen Girl's Guide to Beating Worry and Anxiety, then you'll love Empowered Black Girl: Joyful Affirmations and Words of Resilience.

This book explores the complex ways in which belonging, identity and time are entangled in shaping young people engagement with the middle years of school. The authors argue that these ‘entanglements'need to be understood in ways that move beyond a focus on why individual young people engage with the middle years. Instead, there should be a focus on the socio-ecologies of particular places, and the ways in which these ecologies shape the possibilities of young people engaging productively in the middle years. Drawing on extensive qualitative data from an outer-urban metropolitan context, this book will appeal to scholars of sociology, education and policy studies.

Praca ma charakter interdyscyplinarny, a zamieszczone rozważania stanowią wieloaspektową narrację w obszarze nauk pedagogicznych wokół: socjalizacji, wychowania, edukacji, rozwoju człowieka oraz pomocy psychologiczno- pedagogicznej. Problem główny dotyczy obszaru zachowań ryzykownych współczesnej młodzieży, a podjęte w książce analizy naukowe odnoszą się do różnych aspektów funkcjonowania współczesnych nastolatków, znajdujących się w okresie przejścia, charakteryzującym się z jednej strony dużym potencjałem kreacyjnym w obrębie własnej tożsamości oraz relacji z innymi i światem, lecz z drugiej niepewnością i ryzykiem, co może być dodatkowo wzmacniane przez świat zewnętrzny, będący „cywilizacyjnie przypisany do ryzyka”.

A guide to the latest research on how young people can develop positive ethnic-racial identities and strong interracial relationsToday's young people are growing up in an increasingly ethnically and racially diverse society. How do we help them navigate this world productively, given some of the seemingly intractable conflicts we constantly hear about? In Below the Surface, Deborah Rivas-Drake and Adriana Umaña-Taylor explore the latest research in ethnic and racial identity and interracial relations among diverse youth in the United States. Drawing from multiple disciplines, including developmental psychology, social psychology, education, and sociology, the authors demonstrate that young people can have a strong ethnic-racial identity and still view other groups positively, and that in fact, possessing a solid ethnic-racial identity makes it possible to have a more genuine understanding of other groups.During adolescence, teens reexamine, redefine, and consolidate their ethnic-racial identities in the context of family, schools, peers, communities, and the media. The authors explore each of these areas and the ways that ideas of ethnicity and race are implicitly and explicitly taught. They provide convincing evidence that all young people—ethnic majority and minority alike—benefit from engaging in meaningful dialogues about race and ethnicity with caring adults in their lives, which help them build a better perspective about their identity and a foundation for engaging in positive relationships with those who are different from them.Timely and accessible, Below the Surface is an ideal resource for parents, teachers, educators, school administrators, clergy, and all who want to help young people navigate their growth and development successfully.

Using visual ethnography, this book explores the many forms of pleasures that boys derive in and through the spaces and their bodies in physical education. Employing the works of Michel Foucault and Judith Butler, Gerdin examines how pleasure is connected to identity, schooling, and power relations, and demonstrates how discourses of sport, fitness, health and masculinity work together to produce a variety of pleasurable experiences. At the same time, the book provides a critique of such pleasurable experiences within physical education by illustrating how these pleasures can still, for some boys, quickly turn into displeasures and can be associated with exclusion, humiliation, bullying and homophobia. Boys, Bodies, and Physical Education argues that pleasure can both be seen as an educational and productive practice in physical education but also a constraint that both engenders and privileges some boys over others as well as (re)producing narrow and limited conceptions of masculinity and pleasures for all boys. This book works to problematize these pleasures and their articulations with gender, bodies, and spaces.

This book explores the concept of school belonging in adolescents from a socio-ecological perspective, acknowledging that young people are uniquely connected to a broad network of groups and systems within a school system. Using a socio-ecological framework, it positions belonging as an essential aspect of psychological functioning for which schools offer unique opportunities to improve. It also offers insights into the factors that influence school belonging at the student level during adolescence in educational settings. Taking a socio-ecological perspective and drawing from innovative research methods, the book encourages researchers interested in school leadership to foster students'sense of belonging by developing their qualities and by changing school systems and processes

Instagram, Snapchat, YouTube, TikTok. By the time you read this, there will be new ways to engage with others on social media. It's fun to be connected, but it's also a lot of pressure isn't it? Social media constantly reminds you what others are doing, how they look, and who they are with. As you check your accounts (all the time!) it can be easy to think you aren't measuring up. What if you don't measure up? Do you cover it up with risky behavior, pack your calendar with more and more activities, crash diet, explore your sexuality, or experiment with cutting? It seems like other girls solve the problem in these ways, but they are still anxious, sad, and unsure of who they really are. Is there a better way to get comfortable in your own skin? Face Time helps teen girls deal honestly and wisely with issues like body image, sex, dating, substance abuse, materialism, perfectionism, and comparison. Author Kristen Hatton, a trustworthy guide for teens, wants girls to have the deep security, value, worth, love, and acceptance they crave. But she points them in a different direction than they might expect. Instead of looking within, Hatton helps them to look up—to the one who made them and cares for them through all the ups and downs of their lives. In this easy-to-read guide, Kristen Hatton takes girls on a step-by-step, hope-filled journey toward understanding who they are, who loves them, and how to live out of that love every day. Face Time is fun-to-read and engaging, using fictional but true-to-life narratives and clear biblical teaching to help girls learn to recognize lies and counter those with truth.

Jongeren ontwikkelen in de adolescentie een eigen identiteit. Ze stellen vragen als ‘Wie ben ik?', ‘Wat kan ik?'en ‘Wat wil ik?'De toenemende individualisering daagt jongeren nog meer uit zélf op zoek te gaan naar antwoorden op deze vragen en zo actief vorm te geven aan hun eigen identiteit. Voor iedereen die met jongeren werkt, is inzicht krijgen in de manier waarop identiteit gestalte krijgt erg nuttig. Identiteitsontwikkeling en leerlingbegeleiding beschrijft de ontwikkeling van adolescenten en de manier waarop die bijdraagt aan hun identiteitsvorming. Na de algemene inleiding gaat hoofdstuk hoofdstuk 2 in op de belangrijkste ontwikkeling die jongeren doormaken, namelijk het verwerven van een eigen identiteit in interactie met hun omgeving. De ontwikkeling van het denken en de ontwikkeling van de seksualiteit die daarbij een belangrijke rol spelen, worden uitgewerkt in hoofdstuk 3 en 4. In hoofdstuk 5 staat leerlingbegeleiding vanuit beleidsmatig en organisatorisch perspectief centraal. In hoofdstuk 6 komen de praktische vaardigheden aan bod, zoals gespreksvoering, signaleren en diagnosticeren van probleemgedrag en hulp bieden via individuele en groepshandelingsplannen. Naast de verwerkingsmogelijkheden in het boek biedt ook de uitgebreide website ondersteuning bij de verwerking en verdieping van de inhoud in vorm van opdrachten, casussen en artikelen.In deze vijfde, herziene druk staat de identiteit van de adolescent van vandaag de dag centraal. De opzet van het boek is intact gelaten, maar de inhoud is geactualiseerd op basis van nieuwe inzichten, onderzoek naar adolescenten en gebruikerservaringen. Ook de voorbeelden, fragmenten en casuïstiek zijn, waar nodig, geactualiseerd. De structuur is hier en daar vereenvoudigd en het taalgebruik is meer van deze tijd gemaakt. De leerdoelen bij ieder hoofdstuk zijn overzichtelijker weergegeven met hoofd- en subdoelen en waar nodig aangepast. De overzichtsschema's zijn duidelijker gemaakt waardoor ook vanuit deze schema's het bestuderen van de tekst toegankelijker is geworden. Leerlingbegeleiding is gesplitst in twee nieuwe hoofdstukken: hoofdstuk 5 waar leerlingbegeleiding in school en klas centraal staan en hoofdstuk 6 waar het de relatie leerlingbegeleiding en leerling betreft. Hierdoor is het onderwerp leerlingbegeleiding overzichtelijker geworden. Nieuw is de uitgebreide webondersteuning die verbreding en verdieping biedt bij alle hoofdstukken. Op de website zijn tal van opdrachten, casussen, toetsen en schema's te vinden die de student kunnen helpen om de besproken stof te verwerken. Voor de docent zijn er toetsen met antwoordprotocollen.

Cape Town is two cities. One is beautiful beyond imagining, known since its beginning as the'fairest cape'in the world. Here tourists come to lounge on beaches, scale misty peaks and dine in fine restaurants. The other is one of the most dangerous cities in the world, where police need bullet-proof vests and sometimes army backup. Here gangs of young men rule the night with heavy calibre handguns, dispensing heroin, cocaine, crystal meth and fear. This is the story of the second city… In Gang Town, investigative journalist and criminologist Don Pinnock draws on more than thirty years of research to provide a nuanced and definitive portrait of youngsters caught up in violent crime.

Adolescent Identity Treatment: An Integrative Approach for Personality Pathology is a ground breaking title that provides general and specific clinical strategies to help adolescents who lack an integrated identity. The authors have developed a treatment based on the integration of object relations theory, family systems, attachment, developmental neurobiology and cognitive behavioral approaches that focuses on clearing blockages to normal identity development and adaptive functioning. While most adolescents build satisfying interpersonal relationships, are successful in school and work and begin romantic relationships, there is a minority of adolescents who do not succeed in this and are at a high risk of developing problems in school, work and relationships, problems with affect regulation as well as engaging in a wide range of self-destructive behaviors. In addition to a description of the disorder and assessment, this manual offers extensive clinical examples and concrete interventions, with phase-specific treatment components, including a clear treatment frame, psychoeducation, environmental interventions (with a'Home Plan'that addresses self-care behaviors, responsibilities and improved boundaries that fosters the development of better relationships between the adolescent and family) and parenting strategies, all in the service of creating a space for the individual work with the adolescent.

Das Buch schildert auf der Basis einer qualitativen Studie die Chancen und Risiken der Identitätsarbeit von Jugendlichen unter dem Einfluß der gesellschaftlichen Modernisierung. Identität ist ein Thema, das an Aktualität gewonnen hat. Die Ursache dafür wird in den ambivalenten Modernisierungsprozessen gesehen, die eine neue Reflexion der Identitätsbildungsprozesse erfordern. In dieser Studie werden anhand von Interviews miteinheimisch-deutschen Jugendlichen und italienischen und türkischen Migrantenjugendlichen Forschungsergebnisse vorgestellt, die einen differenzierten Beitrag zur Identitätsarbeit von Jugendlichen heute leisten. Die Autorin wertet u.a. die Aspekte Aktionismus, Sinn des Lebens und Familienorientiertung aus.

High school and the difficult terrain of sexuality and gender identity are brilliantly explored in this smart, incisive ethnography. Based on eighteen months of fieldwork in a racially diverse working-class high school, Dude, You're a Fag sheds new light on masculinity both as a field of meaning and as a set of social practices. C. J. Pascoe's unorthodox approach analyzes masculinity as not only a gendered process but also a sexual one. She demonstrates how the'specter of the fag'becomes a disciplinary mechanism for regulating heterosexual as well as homosexual boys and how the'fag discourse'is as much tied to gender as it is to sexuality.

Dear Teen Me includes advice from over 70 YA authors (including Lauren Oliver, Ellen Hopkins, and Nancy Holder, to name a few) to their teenage selves. The letters cover a wide range of topics, including physical abuse, body issues, bullying, friendship, love, and enough insecurities to fill an auditorium. So pick a page, and find out which of your favorite authors had a really bad first kiss! Who found true love at 18? Who wishes he'd had more fun in high school instead of studying so hard? Some authors write diary entries, some write letters, and a few graphic novelists turn their stories into visual art. And whether you hang out with the theater kids, the band geeks, the bad boys, the loners, the class presidents, the delinquents, the jocks, or the nerds, you'll find friends—and a lot of familiar faces—in these pages.

Examine the structure and context of identity development in a number of different countries: Belgium, the Netherlands, Germany, Sweden, Italy, China, and Japan. While some identity development proceeds in much the same way across national contexts, this issue suggests that there are important nuances in the ways in which identity unfolds in each country. Macrocultural forces, such as permissiveness in Sweden, collective guilt in Germany, and filial piety in China, direct the identity development process in important ways. Expectations regarding obligations and ties to family also direct the identity development process differently in many of the countries included in this volume—such as extended co-residence with parents in Italy, lifelong obligations to follow parents'wishes in China, and democratic independence in Sweden. The various countries are compared and contrasted against the United States, where much of the early identity research was conducted. The volume also reviews specific identity challenges facing immigrant and ethnic-minority individuals in countries that receive large numbers of immigrants—Germany, Sweden, Belgium, the Netherlands, and Italy—and suggests many future directions for identity research in various parts of the world. This is the 138th volume in this series. Its mission is to provide scientific and scholarly presentations on cutting edge issues and concepts in child and adolescent development. Each volume focuses on a specific new direction or research topic and is edited by experts on that topic.