Ethnic-racial identity, gender identity, and well-being in Cherokee early adolescents.

Introduction: Early adolescence has been defined as a sensitive developmental period for psychological well-being. As children transition into early adolescence, they begin to regulate their emotions independently of their caregivers and they integrate cognitive processes into their emotion regulation. Brain maturation during early adolescence facilitates the emotion regulation strategy of cognitive reappraisal, whereby adolescents develop the ability to change how they think about an emotion-evoking stimulus to then change how they feel in any given moment. The development of cognitive reappraisal has been found to improve psychological well-being among adults. However, there has been a lack of empirical research identifying the relationship between cognitive reappraisal and psychological well-being among early adolescents. As such, there is a need to highlight gaps in knowledge and to identify and summarise the key findings that have examined cognitive reappraisal and psychological well-being during early adolescence.Methods: The current scoping review will adhere to the guidelines of Arksey and O’Malleys’ scoping review methodology (2005). Five research databases (PsychArticles, PsychINFO, EBSCO, ERIC and Education Source) and two unpublished/grey literature databases (NICE-UK and OpenGrey) will be used to identify relevant literature. Two independent reviewers will then screen the identified studies in accordance with pre-specified eligibility criteria and extract data based on evidence source characteristics, and details regarding the relationship between cognitive reappraisal and psychological well-being. The data will then be charted, organised into main findings and presented as a narrative summary.Discussion: The findings from the scoping review will give an overview of the relationship between cognitive reappraisal and psychological well-being among early adolescents and provide future directions to account for gaps in the research. The results will be disseminated through journals, conferences, blogs and podcasts related to adolescent development, adolescent health and emotion regulation.

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Health and Well-Being in Early Adolescents Using Rogers’ Science of Unitary Human Beings

Nursing Science Quarterly ◽

10.1177/0894318403260473 ◽

2004 ◽

Vol 17 (1) ◽

pp. 72-77 ◽

Cited By ~ 4

Author(s):

Adela Yarcheski ◽

Noreen E. Mahon ◽

Thomas J. Yarcheski

Keyword(s):

Early Adolescents ◽

Well Being ◽

Human Beings ◽

Health And Well Being

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“Use it or lose it”: How online activism moderates the protective properties of gender identity for well-being

Computers in Human Behavior ◽

10.1016/j.chb.2018.11.044 ◽

2019 ◽

Vol 96 ◽

pp. 163-173 ◽

Cited By ~ 3

Author(s):

Mindi D. Foster

Keyword(s):

Gender Identity ◽

Well Being ◽

Protective Properties ◽

Online Activism

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Self-Abdication and Otherness in Philip Roth’s The Human Stain (2000)

10.31235/osf.io/8vuq6 ◽

2019 ◽

Author(s):

Assia Mohdeb ◽

Sofiane Mammeri

Keyword(s):

Racial Identity ◽

Identity Formation ◽

Well Being ◽

The Novel ◽

Racial Passing ◽

The Core ◽

Class Discrimination ◽

The Subject ◽

American Society ◽

Definition Of

Identity, in one of its understanding, signifies a set of characteristics that make up a person’s ethical faithfulness to, identification with, and pride of one’s origin, tradition, and culture. Remaining true to one’s identity and being faithful to the core values of one’s culture is a complicated matter when it comes to a black living in white society like America, where color and racial identity are rudimentary prerequisites in self-definition and naming. Philip Roth’s novel entitled The Human Stain (2000) shows how some black figures undress their black identity to wear the prestigious white one to go onward with life as full selves, to have access to all the privileges the whites enjoy, and, above all, to live without the specter of race and the decisiveness of epidermal signs. The novel calls into question and revision such essentialist notions as other, class,andrace by describing the crises the subject or self undergoes in the light of racial prejudices, center-periphery relations, and class stereotypes. The present paper, then, addresses the act of self-abdication the protagonist, Silk Coleman, carries out to overstep the feeling of otherness and to dodge racial discrimination. The paper looks into the notions of selfhood and Otherness by negotiating the definition of the self and the distortion it undergoes in its encounter with the Other . The study aims at revealing, primarily, the effects of Black racial-passing, a common phenomenon in American society of the first half of the twentieth century, on familial relationships and cultural heritage. It also reveals the weight of gender and class discrimination in the individual’s identity formation and well-being.

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Moderating Roles of Perceived School Climate in the Relations between Social Withdrawal Subtypes and Subjective Well-being Among Early Adolescents

Korean Education Inquiry ◽

10.22327/kei.2021.39.3.001 ◽

2021 ◽

Vol 39 (3) ◽

pp. 1-26

Author(s):

Suhyeon Kang ◽

Donghyung Lee

Keyword(s):

School Climate ◽

Social Withdrawal ◽

Early Adolescents ◽

Well Being ◽

Subjective Well Being

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Ethnic-Racial Identity as a Source of Resilience and Resistance in the Context of Racism and Xenophobia

Review of General Psychology ◽

10.1177/10892680211056318 ◽

2021 ◽

pp. 108926802110563

Author(s):

Deborah Rivas-Drake ◽

Bernardette J. Pinetta ◽

Linda P. Juang ◽

Abunya Agi

Keyword(s):

Racial Identity ◽

Intergroup Relations ◽

Well Being ◽

Social Identities ◽

Childhood And Adolescence ◽

Marginalized Youth ◽

Racial Identities ◽

The Future ◽

The Face

How youth come to understand their social identities and their relation to others’ identities can have important implications for the future of our society. In this article, we focus on how ethnic-racial identities (ERI) can serve to promote (or hinder) collective well-being. We first describe the nature of change in ethnic-racial identities over the course of childhood and adolescence. We then delineate three pathways by which youths’ ERI can be a mechanism for productive intergroup relations and thereby collective well-being as a: (a) basis for understanding differences and finding commonalities across groups; (b) promotive and protective resource for marginalized youth; and (c) springboard for recognizing and disrupting marginalization. This article concludes with how youths’ ERI can be nurtured into a source of resilience and resistance in the face of racism and xenophobia. Moreover, we urge researchers to consider the role ERI plays in guiding youth to challenge and resist marginalization.

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