Browsing by Subject "identity"

Now showing 1 - 8 of 8
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    Career Development and Exploration in Art Therapy
    (2022) Welker, Taylor; Misluk, Eileen; McCullough, Shannon
    This research explains and implements creating a proposal with art therapy and career counseling for high school systems while working with adolescents. Within the literature review, existing research has demonstrated that career counseling yields benefits in professional planning and satisfaction. The adolescence stage has many expected developmental tasks, including choosing a career about individual traits and strengths. Research also addresses influences relating to adolescent needs that may help or hinder career choices. To manage educational settings and conditions, the research discusses benefits and limitations. While research has provided understanding for career counseling, limited research combines both art therapy and career development. Art therapy research has highlighted many goals about self-awareness and empowering individuals to understand themselves. Comparisons of research on art therapy and career counseling provide evidence and information to create a program proposal for individual students. Career theories such as Holland’s Theory of Vocational Choice and Social Cognitive Career Theory go in-depth on clients' needs in this process. These theories also tie in three themes explored from existing art therapy literature, including identity, self-efficacy, and self-esteem.
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    Effect of Transracial Adoption on Racial Identity Development : A Phenomenological Arts-Based Self-Study
    (2024) O’Rear, Hannah; Misluk, Eileen; Neubaum, Brooke
    Current conceptualizations of the impacts of transracial adoption on racial identity development lack a centering of adoptees' perspectives and, furthermore, have yet to be explored through an arts-based approach. In this study, a phenomenological self-study approach was employed, utilizing art-based processes to explore the impacts of transracial adoption on racial development. The methodological structure included six weeks of self-study exploring relevant themes pulled from the literature review, including identity, adoption, cultural identity, and emerging adulthood. Weeks 1 to 4 explored each theme individually, while the last two weeks explored the intersection of all themes combined. Art making utilized 2D and 3D materials occurred twice a week for at least an hour and was analyzed to record sub-themes post-art making. This exploration found that this structure provided a place to artistically express complicated emotions surrounding the intersecting themes related to transracial adoption and facilitated the emergence of sub-themes to consider in further research. This designed self-study structure empowers the transracial adoptee's voice, providing an outlined method that other adoptees may utilize to deepen self-identity understanding. Moreover, this research informs the greater understanding of the impacts that transracial adoption has on adoptees.
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    The Hybrid and Dualistic Identity of Full-Time Non-Tenure-Track Faculty
    (SAGE, 2011-11-01) Levin, John S.; Shaker, Genevieve G.
    Colleges and universities rely on full-time non-tenure-track (FTNT) faculty to achieve their teaching, research, and service missions. These faculty are deemed both symptomatic of and partly responsible for academe’s shortcomings. The ascriptions, however, are made with little attention to the faculty themselves or to their consequences for FTNT faculty. Through analysis of interview data of university faculty, the authors present and explain FTNT faculty self-representations of professional and occupational identity. Assumptions drawn from institutional and professional theory contextualize the research, and narrative analysis infuses the application of the framework of cultural identity theory. These FTNT faculty are found to possess hybrid and dualistic identities. Their work and roles are a hybrid and contain some elements of a profession and some of a “job.” Their identity is dualistic because as teachers, they express satisfaction, whereas as members of the professoriate, they articulate restricted self-determination and self-esteem. This troubled and indistinct view of self-as-professional is problematic both for FTNT faculty as they go about their daily work and for their institutions, which are in no small part responsible for the uncertain conditions and identities of FTNT faculty.
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    Making “it” matter: developing African-American girls and young women’s mathematics and science identities through informal STEM learning
    (Springer, 2022-03) Morton, Crystal; Smith-Mutegi, Demetrice; School of Education
    This article describes a summer enrichment science, technology, engineering, and mathematics (STEM) camp for African-American girls and young women aimed at addressing mathematical and science self-efficacy and reinforcing the importance and usefulness of mathematics and science with a socially transformative curriculum. The research questions guiding this study are (1) How do African-American girl participants describe their experiences in Girls STEM Institute (GSI)? and (2) How does the STEM program experience affect their mathematics and science self-efficacy and valuing of mathematics and science? The data, which included journal entries and interviews, were collected and analyzed from four participants and indicated that participating in the Girls STEM Institute led to improved mathematics and science self-efficacy and increased perceptions of the value of science and math knowledge.
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    Preserving the Principle of One Object to a Place: A Novel Account of the Relations Among Objects, Sorts, Sortals, and Persistence Conditions
    (1994) Burke, Michael B.
    The article provides a novel, conservative account of material constitution, one that employs sortal essentialism and a theory of dominant sortals. It avoids coinciding objects, temporal parts, relativizations of identity, mereological essentialism, anti-essentialism, denials of the reality of the objects of our ordinary ontology, and other radical departures from the metaphysic implicit in ordinary ways of thinking. Defenses of the account against important objections are found in Burke 1997, 2003, and 2004, as well as in the often neglected six paragraphs that conclude section V of this article.
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    Social Work Practice with LGBTQ+ Populations
    (Oxford, 2022) Brandon-Friedman, Richard A.; School of Social Work
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    "Somebody's Spinster": Roles, Intimate Relationships, and Identity of Julia Graydon Sharpe
    (2020-06) Mahon, Leeah Nicole; Robertson, Nancy M.; Badertscher, Katherine; Morgan, Anita
    Single women living in nineteenth- and twentieth-century America faced ever-changing, but constant, analyses of their lives. It seemed privacy was revoked when a woman chose to remain single in the nineteenth and twentieth centuries, leaving them to be hyperaware and conscious of all other choices that they made in their lives. Not only was their business not theirs alone, but single women were often also defined by their lack of spouse, regardless of their accomplishments or fulfilled lives. Despite the full life that she led and ways in which her singleness allowed her to contribute to her family, friendships, and community, Julia Graydon Sharpe, a white, elite woman from Indianapolis, Indiana, was one of the many women whose legacy has been defined by her marital status. Sharpe was many things in her life: an artist and clubwoman being two of the most visible. However, it was her role as a sister, aunt, daughter, and friend that were the most fulfilling and important to her in her life as a single woman. An examination of what Sharpe saw as her defining roles within her immediate family and close friendships, as well as what coming from elite family afforded her, helps reveal the life she was able to lead and how she chose to present herself. The exploration of her many intimate roles also put into context how indispensable Sharpe’s commitment and contributions, albeit not monetary, were to her family and friends. Understanding these roles challenges the way we view the “spinsters” of the late-nineteenth to early-twentieth century.
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    Stigma resistance at the personal, peer, and public levels: A new conceptual model.
    (APA, 2017) Firmin, Ruth L.; Luther, Lauren; Lysaker, Paul H.; Minor, Kyle S.; McGrew, John H.; Cornwell, Madison N.; Salyers, Michelle P.; Psychiatry, School of Medicine
    Stigma resistance is consistently linked with key recovery outcomes, yet theoretical work is limited. This study explored stigma resistance from the perspective of individuals with serious mental illness (SMI). Twenty-four individuals with SMI who were either peer-service providers (those with lived experience providing services; N = 14) or consumers of mental health services (N = 10) engaged in semistructured interviews regarding experiences with stigma, self-stigma, and stigma resistance, including key elements of this process and examples of situations in which they resisted stigma. Stigma resistance is an ongoing, active process that involves using one’s experiences, knowledge, and sets of skills at the (1) personal, (2) peer, and (3) public levels. Stigma resistance at the personal level involves (a) not believing stigma or catching and challenging stigmatizing thoughts, (b) empowering oneself by learning about mental health and recovery, (c) maintaining one’s recovery and proving stigma wrong, and (d) developing a meaningful identity apart from mental illness. Stigma resistance at the peer level involves using one’s experiences to help others fight stigma and at the public level, resistance involved (a) education, (b) challenging stigma, (c) disclosing one’s lived experience, and (d) advocacy work. Findings present a more nuanced conceptualization of resisting stigma, grounded in the experiences of people with SMI. Stigma resistance is an ongoing, active process of using one’s experiences, skills, and knowledge to develop a positive identity. Interventions should consider focusing on personal stigma resistance early on and increasing the incorporation of peers into services.