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Research Paper

The document discusses adolescent identity development and how it relates to family relationships and context. It used qualitative focus group discussions to understand how Filipino adolescents perceive themselves and their identity in the context of their families. The analysis found that Filipino adolescents form a positive identity based on connection, support, autonomy within their families, balancing family integration and individuality.

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Loreen Tonett
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38 views

Research Paper

The document discusses adolescent identity development and how it relates to family relationships and context. It used qualitative focus group discussions to understand how Filipino adolescents perceive themselves and their identity in the context of their families. The analysis found that Filipino adolescents form a positive identity based on connection, support, autonomy within their families, balancing family integration and individuality.

Uploaded by

Loreen Tonett
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Title:

Problem:

Adolescent identity development is traditionally studied and understood in terms of the process of resolving
an identity crisis and achieving identity commitments to specific goals, values, and beliefs (Erikson,
1968;Marcia,1980). However, it is also important to identify and understand the influences and the contexts of the
adolescent’s identity formation. Family relationships and processes have been studied in relation to
the identity exploration of adolescents (e.g., Grotevant & Cooper, 1986). An emerging theme in the study of
adolescent identity development is person-context interactions, with an acknowledgement that parents
continue to be a major source of socialization for adolescents (Beyers & Cok, 2008; Schachter
&Ventura, 2008). This paper seeks to investigate the identity of Filipino adolescents in relation to the
family.

Research Method:

A qualitative approach was used to describe the perceptions, experiences, and self-definition of adolescents in the
context of their families. The focus group discussions (FGDs) conducted with adolescent participants allowed for
in-depth sharing of information, thoughts and feelings about their families and themselves. Procedure Prior to the
start of the discussion, participants were informed about the purpose and scope of the study, confidentiality
procedures, and their SDRC30th Anniversary Working Paper Series 2009 No.7 5 rights as volunteers and
respondents. All discussions, which lasted approximately an hour, were audio-taped, with the
participants' knowledge and permission.

Data Analysis:

Qualitative content analysis was used to analyze the FGD data. Codes and categories were generated from
the transcribed discussions, which were then used to identify larger sets of recurring themes and key points.
EachFGD session was transcribed verbatim, with segments checked randomly for accuracy of the
transcription. Coding was independently done by each member of the research team; after which the
coding was checked, refined and operationally defined by the whole group. Codes were then grouped into
categories, which were then finalized into overarching themes. Validity was established through an auditing
process, which involved checking data-gathering and analytical procedures, conducted by the senior
faculty researchers.

Findings:

Conclusion:

Filipino adolescents form a positive identity in the family context based on connection, support, and autonomy.
This family- embedded identity involves a synthesis of their redefinition of family and their family's definition of
them through supporting roles in the family, parental expectations of fulfilling family goals at present
and in the future, and guiding values. It allows the adolescents to balance family integration and
individuality, and access resources and capacities to deal adaptively with adolescent developmental concerns
and family difficulties in the midst of challenging societal concerns. The continuing process of developing a
positive sense of self in different contexts will prepare the adolescents to engage in a widening
circle of demands and opportunities for growth in adulthood
Title: Peer Acceptance in Early Childhood: Links to Socio-Economic Status and Social Competence

Introduction:

Social development underlies the process through which the child learns to interact with others, and as such, it
implies gaining experience in social relations and learning to adapt to the surrounding environment. From an early
age, the child feels the need to befriend someone, a need that later develops in their constant need for friendships
(Perolli-Shehu, 2019). Social relationships and interactions play a very important role in the healthy development
of the child, and opportunities for socialization in early childhood present a good opportunity for children to gain
1 PhD, Faculty of Education, University of Prishtina “Hasan Prishtina”, [email protected] Perolli-
Shehu 177 maturity in development of successful relationships. According to Dijkstra (2004), the social status of
the child implies the phenomenon of acceptance or rejection of children by their peer group, and as such is
recognized as a strong determinant of child development. Genuine acceptance of the child in the peer group
creates the basis for healthy development while rejection from peers from an early age brings about such risks as
externalizing problems (poor school adaptation, physical aggressiveness) and internalizing problems (loneliness,
social anxiety, depression, and negative self-esteem) (Dijkstra, 2004). The reason why it is important to know the
factors related to peer acceptance or rejection, is that by comparing rejected children to those who are better
accepted in the group, not only do we learn how children’s relevant behaviors lead to difficulties in dealing with
peers, but we also learn about adaptive and maladaptive ways of dealing with the social world and what kind of
skills a child should have in order to be able to initiate and maintain a social relationship (Perolli-Shehu, 2009).

Problem:

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