SUNY series, Studying the Self – serie

Addresses adolescent identity issues and suggests practical approaches to facilitate development and adjustment.What are the major self and identity concerns for early adolescents? What are the applications and interventions that can address those concerns, helping to ease the transition into later adolescence and adulthood? Providing a broad and interdisciplinary approach to studying the self, the contributors emphasize the practical implications of their work for understanding early adolescent self and identity and for designing interventions that facilitate development and adjustment. The book consists of four major sections, in which contributors address conceptual issues, school transitions, peer and behavioral problems, and intervention programs.

What are the characteristics and dimensions of the self? Is there a "best" way to measure the self? How does the researcher's definition of the self affect the choice of research measure and methods? These are the questions addressed by this book.Unlike previous books on the self, this one provides a systematic analysis of the theoretical and methodological issues involved. It offers a description of several alternative methods for studying the self, and discussions of the advantages and disadvantages of these different approaches. Emphasized here are the phenomenological and experiential nature of the self, its multidimensionality and hierarchical structure, and the relationship between defining and measuring the self. Among the methodological issues addressed are the impact of significant others on the self, the factors that affect the process of reporting about the self, between-group comparison of self-structure, the structure of the self in relationship to others, and the effects of differing cultural contexts.

When and how is the self acquired and what characterizes its development and change over the life span? What are the implications of using different methodologies to study the self with different age groups? This book addresses these and related questions.The authors offer research on early and middle childhood, late childhood and adolescence, and adulthood and old age. Among the issues considered are the relationship between cognitive complexity and self-evaluation in childhood, the pivotal socio-emotional tasks that confront the adolescent, and effects of situational and structural factors on the self-esteem of adolescents and adults, and age and gender differences in the ideal and undesired selves of young and older adults. These contributions illustrate the different theoretical and methodological issues that are associated with differing stages of the life span and provide a summary of the current knowledge base of the self across the life span.Unlike previous books on study of the self, this one provides a systematic analysis of the theoretical and methodological issues and a selection of several alternative methodologies for studying the self across the life span.

With the problems of the inner-cities reaching catastrophic proportions, Americans must ask themselves whether any young people in these environments can succeed at all. In our high schools, the good news is that some do; the bad news is that most do not. Here the author offers a provocative and probing picture of the lives of the young people who learn and who graduate from comprehensive high schools in an environment that includes drugs, violence, and declining economic conditions.Data for the book were collected by young people in neighborhood schools who taped unstructured dialogue with successful students. Vignettes, told in the words of the young people themselves, address issues of schools and their relation to students' careers, the roles of teachers and parents, the support of community and religious agencies, as well as the influence of peers regarding drugs, violence, and sexuality.Farrell offers a theory of adolescence based on young people who are in the process of finding out who they are and where they fit in. In the final chapter, the author describes existing schools which create environments that make this possible.

This book examines the varieties of self-exchange and factors that can influence it. It takes a much-needed step toward linking the concerns of the academic self-researcher and the consumer of research pertaining to changing the self. Throughout the book, understanding and accounting for change in the self emerges as a vitally important concern across a wide range of human experience.

Reflects some of the major transition points in becoming a teacher and focuses explicitly on how issues of self and identity bear on these different points.The Role of Self in Teacher Development explores some of the major transition points in becoming a teacher and focuses explicitly on how issues of self and identity bear on these different points. The contributors examine not only pre-service teachers, but also the first years of teaching, the characteristics of the master teacher, and the processes of reexamining and affirming one's identity as a teacher. A recurrent theme throughout the book is the importance of balancing the personal development of teachers with their professional development.By recognizing and addressing the instrumental role of "self" in teacher development, this book provides a set of excellent road signs and maps for the journey to becoming a teacher who facilitates the growth, development, and education of his or her students.[Contributors include Karen J. Agne, Gary D. Borich, Thomas M. Brinthaupt, Don Hamachek, Richard P. Lipka, S. Vianne McLean, Paul G. Schempp, Andrew C. Sparkes, Thomas J. Templin, Les Tickle, Linda F. Tusin, Stanley J. Zehm.]

Reflects some of the major transition points in becoming a teacher and focuses explicitly on how issues of self and identity bear on these different points.The Role of Self in Teacher Development explores some of the major transition points in becoming a teacher and focuses explicitly on how issues of self and identity bear on these different points. The contributors examine not only pre-service teachers, but also the first years of teaching, the characteristics of the master teacher, and the processes of reexamining and affirming one's identity as a teacher. A recurrent theme throughout the book is the importance of balancing the personal development of teachers with their professional development.By recognizing and addressing the instrumental role of "self" in teacher development, this book provides a set of excellent road signs and maps for the journey to becoming a teacher who facilitates the growth, development, and education of his or her students.[Contributors include Karen J. Agne, Gary D. Borich, Thomas M. Brinthaupt, Don Hamachek, Richard P. Lipka, S. Vianne McLean, Paul G. Schempp, Andrew C. Sparkes, Thomas J. Templin, Les Tickle, Linda F. Tusin, Stanley J. Zehm.]