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We explore two aspects to identity: identity development and self-esteem.
The official site of the National Association for Self-Esteem provides a variety of options for a researcher, including an online discussion forum for both nonmembers and members of the organization, as well as related links and an extensive list of references on the topic of self-esteem.
A particularly adolescent-related one is the abstract of an article entitled "Self-Esteem and it's Relationship to Alcohol and Substance Abuse Prevention in Adolescents" that can be accessed through the organization's newsletter link.
The website seems to be targeted to both the average person looking for information on self-esteem, as well as to members of the organization. Options range from Parenting Pages which gives "support for raising personally and socially responsible kids" to the Masters Coalition, a "site featuring the leading 'thinkers' in the area of self-esteem and human potential."
Ethnic identity and adolescence
This site consists of a paper by Dr. Carmen Guanipa-Ho, Ph.D., Assistant Professor in the Department of Counseling and School Psychology at San Diego State University and Jose E. Guanipa, M.D., entitled "Ethnic Identity and Adolescence."
The essay discusses the search for and development of a personal identity as an ethnic adolescent. It includes a discussion of barriers to the development of identity, as well as the authors' conclusions and recommendations for encouraging the development of ethnic teenagers' identities.
There is a link to Dr. Guanipa-Ho's SDSU profile, which describes her qualifications and additional research and invites the researcher to contact her personally, though the "Ethnic Identity in Adolescence" article itself does not include a references list.
The article is aimed toward intelligent readers, is very relevant to the topic of adolescent identity, and is written by a researcher who seems significantly qualified.
This web address takes the researcher to an article included in the online version of the April 1999 volume of the APA Monitor. The article, written by B. Murray entitled "Positive academic stereotypes fuel student performance," provides a brief overview of a study which measured mathematic performance when different aspects of the subjects' identities were emphasized, all of whom were Asian female students.
The fact that this article is included a publication produced by the American Psychological Association suggests that the information contained in it is valid. It includes the author's name and one reference-- the location of the study's full findings. The subject matter is pertinent to the study of adolescent identity formation/manifestation, and is written for intelligent readers.
This address takes you to an interesting online book called "The Psychology
of Cyberspace", written by Dr. John Suler, Ph.D. from Rider University's
psychology department. The pertinent chapter is entitled "Adolescents in
Cyberspace, The Good, the Bad, and the Ugly," which discusses some interesting
ideas concerning adolescent identity formation via anonymous internet interaction,
in a section subtitled "Exploring Social Skills and Personal Identity."
Also discussed in the adolescent chapter are subjects like intimacy, family,
leisure and several other aspects of adolescents online. Each chapter includes
links to related informational sites.
The author's credentials, accessibility (he has contact information on the site, as well as links to Rider University and its Psychology Department), and the fact that I found this site through the APA website suggest that the information presented in his book is valid. The subject matter seems to be directed toward an intelligent audience, and is pertinent to the study of adolescent identity in light of the extensive internet use of teenagers.
This site is a paper by Tasha Elsbach entitled "'Mirrors and Windows': An Adolescent Identity Formation Curriculum for Eighth Graders in an Urban Independent School," a resource that can be linked to from the homepage of The Klingenstein Center, part of the Teachers College at Columbia University.
The site describes an alternate curriculum which is designed to promote multicultural understanding and identity development amongst eighth graders. According to the site, "'Mirrors and Windows' is a curriculum designed for eighth graders that provides both 'mirrors', reflections of the diverse identities of students in the classroom, and 'windows', the opportunity to look out on and learn about cultures other than their own...This course seeks to aid eighth graders, generally in the earlier stages of adolescence, with their personal journeys to define their identities."
The text includes an extensive list of references and is broken up in to race, gender, and sexual orientation segments, each with its own list of helpful multimedia resources on the topic. The paper is intended for an intelligent audience.
Adolescent
Autonomy; an ordinary phase for youths
author: Simpson Greg
This site gives a general overview of emotional and behavioral autonomy. It
describes the transition of autonomy and provides some advice for adults.
author: Rodgers K.
An in depth discussion of adolescents’ need for autonomy. It gives good
advice on how parents can adapt without being too pushy or loose. Rodgers descriptions
are in layman’s terms and get right to the point.
Family Abstract of the week: Cutting the Apron Strings
This article is a summary of a study done by Kathleen Boykin McElhaney and
Joseph P. Allen named “Autonomy and Adolescent Social Functioning : The
Moderating Effect of Risk.” It discusses the differences in the development
of autonomy between low and high risk environments that adolescents must endure.
Autonomy and the doctor-adolescent relationship
author: Doucet H; Wilkins J.
This site deepens the discussion on adolescent autonomy by rooting it into
the context if medicine. It explains the pro’s and con’s of two models
regarding this issue and lays out a third.
This site was produced by students taking HDFS 433: The Transition to Adulthood and HDFS 239: Adolescent Development at the Pennsylvania State University. Feedback can be sent to the individual authors or to Nancy Darling (darling@bard.edu).
Last updated 5/08/02.