scholarly journals Community Identity Development and Interpersonal Development in Tertiary Education in Trinidad and Tobago

2020 ◽  
Vol 61 (4) ◽  
pp. 492-509
Author(s):  
Elizabeth Niehaus ◽  
Letitia Williams ◽  
Adam Fullerton
Keyword(s):  
Identity Development ◽  
Trinidad And Tobago ◽  
Tertiary Education ◽  
Community Identity ◽  
Interpersonal Development

scholarly journals YouTube Usage in the University Classroom: An Argument for its Pedagogical Benefits

2019 ◽  
Vol 14 (09) ◽  
pp. 157 ◽  
Author(s):  
W. Marc Jackman
Keyword(s):  
Trinidad And Tobago ◽  
Educational Psychology ◽  
Tertiary Education ◽  
Tertiary Level ◽  
Course Content ◽  
Laboratory Experimentation ◽  
Domain Specific ◽  
Potential Benefits ◽  
Youtube Videos ◽  
The University

The demands of teaching at the tertiary level are increasing all the time. YouTube is one of the new e-resources that can be used in contemporary tertiary education pedagogy. This paper is an account of YouTube usage in three psychology classes (adolescent, developmental, and educational psychology) at the University of Trinidad and Tobago. This paper reports on the usage of YouTube videos as means of summarising course content, clarifying complex concepts, concretising abstract ideas, modelling appropriate interventions, reinforcing domain-specific jargon, exploring vicarious laboratory experimentation, and capturing first-hand musings and expositions of historical and contemporary theorists in the field of psychology. A rationale for each particular use was also given as well as the real and potential benefits to modern students.

A Strengths-Based Approach to Autism: Neurodiversity and Partnering With the Autism Community

2017 ◽  
Vol 2 (1) ◽  
pp. 56-68 ◽  
Author(s):  
Amy L. Donaldson ◽  
Karen Krejcha ◽  
Andy McMillin
Keyword(s):  
Broad Spectrum ◽  
First Language ◽  
Family Members ◽  
Community Identity ◽  
Speech Language Pathologists

The autism community represents a broad spectrum of individuals, including those experiencing autism, their parents and/or caregivers, friends and family members, professionals serving these individuals, and other allies and advocates. Beliefs, experiences, and values across the community can be quite varied. As such, it is important for the professionals serving the autism community to be well-informed about current discussions occurring within the community related to neurodiversity, a strengths-based approach to partnering with autism community, identity-first language, and concepts such as presumed competence. Given the frequency with which speech-language pathologists (SLPs) serve the autism community, the aim of this article is to introduce and briefly discuss these topics.

Identity Exploration and Commitment of Albanian Youth as a Function of Social Opportunity Structure

2006 ◽  
Vol 11 (4) ◽  
pp. 268-276 ◽  
Author(s):  
Aida Orgocka ◽  
Jasna Jovanovic
Keyword(s):  
High School ◽  
High School Students ◽  
Identity Development ◽  
Youth Development ◽  
Female Students ◽  
Male Students ◽  
Opportunity Structure ◽  
School Students ◽  
Identity Exploration

This study examined how social opportunity structure influences identity exploration and commitment of Albanian high school students. A total of 258 students completed a questionnaire that gauged their identity exploration and commitment in three domains: education, occupation, and family. ANOVA results indicated that, overall, students scored highest in exploration in the domain of education and in commitment in the domain of family. Students' exploration and commitment were linked to gender. Albanian female students scored higher than male students in exploration and commitment regarding education and family. Perceived work opportunities in Albania or abroad also significantly moderated participants' exploration in the domain of education and were associated with commitment in education and occupation. As one of the first studies to explore Albanian youth's identity development in relation to social opportunity structure, findings are discussed in light of furthering the field of Albanian adolescent and youth development.

I Want to Be Like You

2012 ◽  
Vol 43 (3) ◽  
pp. 115-126 ◽  
Author(s):  
Christina Matschke ◽  
Kai Sassenberg
Keyword(s):  
Social Identity ◽  
Identity Development ◽  
Self Regulation ◽  
Active Role ◽  
Social Identification ◽  
Social Self ◽  
Approach And Avoidance ◽  
Internal Motivation ◽  
Avoidance Strategies ◽  
Social Identity Development

Entering a new group provides the potential of forming a new social identity. Starting from self-regulation models, we propose that goals (e.g., internal motivation to enter the group), strategies (e.g., approach and avoidance strategies), and events (e.g., the group’s response) affect the development of the social self. In two studies we manipulated the group’s response (acceptance vs. rejection) and assessed internal motivation as well as approach and avoidance strategies. It was expected, and we found, that when newcomers are accepted, their use of approach strategies (but not avoidance strategies) facilitates social identification. In line with self-completion theory, for highly internally motivated individuals approach strategies facilitated social identification even upon rejection. The results underline the active role of newcomers in their social identity development.

Identity development in early adulthood.

2020 ◽  
Vol 56 (10) ◽  
pp. 1968-1983
Author(s):  
Py Liv Eriksson ◽  
Maria Wängqvist ◽  
Johanna Carlsson ◽  
Ann Frisén
Keyword(s):  
Identity Development ◽  
Early Adulthood
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