Estados de identidade de adolescentes em situação de acolhimento institucional / Identity status of adolescents living in institutional shelters

INTRODUCTION: The development of adolescents living outside the environment of their families and residing in institutional shelters presents peculiar characteristics in the interactions established in their daily lives and the constitution of their identities. Erikson's psychosocial theory studies identity formation, observing exploration and commitment. Identity status can be classified as identity diffusion, foreclosure, moratorium, and identity achievement. OBJECTIVE: To evaluate identity status of adolescents living in institutional shelters. METHODS: Eighty-seven adolescents living in institutional shelters (age 12-17) individually responded to the Extended Objective Measure of the Ego Identity Status II (EOMEIS II). The data were analysed using descriptive and inferential statistics which included the following variables: gender, age range, schooling, and time of sheltering. RESULTS: There was a prevalence of the identity diffusion status in both genders, regardless of the length of schooling and despite the time of sheltering. There were differences in the results considering age range (p = 0,033). CONCLUSION: Older adolescents showed greater losses in identity development, with more negative and immature states of identity, indicative of poor preparation for leaving the institution (at age 18)

INTRODUÇÃO: O desenvolvimento de adolescentes que vivem fora do convívio familiar, por situação de acolhimento institucional, tem características peculiares nas interações estabelecidas em suas vidas cotidianas e na constituição de suas identidades. A teoria psicossocial de Erikson estuda o desenvolvimento da identidade observando a exploração e o compromisso. Os estados de identidade podem ser classificados em difusão, pré-fechamento, moratória e identidade estabelecida. OBJETIVO: Avaliar os estados de identidade de adolescentes que vivem em situação de acolhimento institucional. MÉTODO: Participaram 87 adolescentes (de 12 a 17 anos) em situação de acolhimento, que responderam ao Extended Objective Measure of the Ego Identity Status II (EOMEIS II), em aplicações individuais. Dados foram tratados de forma descritiva e inferencial pelas variáveis: sexo, faixa etária, escolaridade, e tempo de acolhimento RESULTADOS: Houve prevalência do estado de difusão de identidade, em ambos os sexos, independentemente do tempo de escolarização, e a despeito do tempo de acolhimento. Houve diferença nos resultados considerando faixa etária (p=0,033). CONCLUSÃO: Os adolescentes mais velhos sinalizaram maiores prejuízos no desenvolvimento da identidade, com prevalência de estados mais negativos e imaturos de identidade, indicativos de despreparo para saída da instituição (aos 18 anos).

Reflexões sobre o acesso empírico da teoria de identidade de Erik Erikson / Reflections about the empirical access of Erik Erikson's theory of identity

O texto apresenta uma tentativa de apropriação da teoria de Erikson para as pesquisas sobre identidade, caras no campo educacional e na psicologia. Para tornar a teoria de desenvolvimento psicossocial de Erikson acessível empiricamente, James E. Marcia desenvolveu a Identity StatusInterview (ISI), que procura nos campos profissão, relacionamento/família e valores/ideologia indicadores para as variáveis compromisso e exploração/crise. O resultado é o estado da identidade da pessoa. O tema deste texto é a própria reflexão e continuação do desenvolvimento daISI. Teoricamente, pergunta-se como a concepção dos estados da identidade deixa-se deduzir da teoria de Erikson. Em relação ao método questiona-se se a concepção do estado de identidade é apropriada para a investigação da identidade e se a ISI é um instrumento adequado para investigar oestado de identidade. As construções do pesquisador serão baseadas nas construções dos entrevistados? Como a perspectiva do entrevistado deixa-se integrar no processo de pesquisa? Apreocupação com essas questões nos direciona para uma inovação do método de ISI, agora denominado Identity Status Interview Modificado (MISI), e para o desenvolvimento de um modelo de processo da crise de identidade.

The text presents an attempt towards the appropriation of Erikson's theory for identity development,important in the s of education and psychology. In order to make Erikson's theory of psychosocial development empirically accessible, James E. Marcia developed the Identity Interview Status (ISI), that searches within the topics of profession, relationship/family and values/ideology forthe variable commitment and exploration crises with the final output being the identity status ofthe individual. This paper presents a reflection and further development of the ISI. How is the concept of identity status theoretically deduced based on Erikon's theory in the ISI? Regarding methodology, it is questioned if identity status is appropriate for the inquiry of identity and if the ISI is an adequate instrument to investigate this. Are the constructions of the researcher based on the constructions of the person interviewed?. How is the perspective of the individual interview edintegrated in the research process? The concerns raised by these questions directed us to find an improvement to the ISI, called the Modified Identity Status Interview? (MISI) and for thedevelopment of a process model of the identity crisis.

The Impact of Application Motives on Medical School Adjustment / 한국의학교육

PURPOSE: This study was aimed to identify application motives and to explore the impact of motives on school adjustment in medical school students. METHODS: Fifty-one third-year medical students were individually interviewed by two independent interviewers to evaluate application motives and school adjustment. Fisher's exact test and two-way analysis of variance were used to examine group differences in school adjustment and academic performance according to application motives and personal characteristics. RESULTS: On the basis of Marcia's identity status model, four types of application motives were identified including "objective orientation", "achievement orientation", "heteronomy" and "objective diffusion." Students who were classified into either objective orientation or achievement orientation did not have any adjustment problem. However, half the students classified into either heteronomy or objective diffusion had academic or social problems. The students in the first two classifications achieved higher grades in basic science courses than those of the later two. Conclusions: These results suggest that application motives tend to impact school adjustment and academic performance. Motive-based admission policies and student guidance should be considered as alternative measure for improving school adjustment and academic performance in medical school students.

On the Two Issues in the Teaching Process of Nursing Ethics / 中国医学伦理学

In the teaching process of nursing ethics,there are two issues arousing teachers' attention and worth discussing.The first issue is to lead the students to discuss the identity status of nurse,define a proper orientation of this specific occupation in order to help the nursing students themselves to have a comprehensive knowledge and cognition of the profession they are going to engage in.The second one is to emphasize understanding of the definition of "respect".