Adolescent Identity Development - Adolescence - ACT for Youth The development of a strong and stable sense of self is widely considered to be one of the central tasks of adolescence [1]. Despite the fact that identity development occurs throughout one's lifetime, adolescence is the first time that individuals begin to think about how our identity may affect our lives [2]. During adolescence, we are much more self-conscious about our changing identities than at any other stage in our lives [3]. Visit Toolkit: Identity Development for resources. What is Identity? Identity refers to our sense of who we are as individuals and as members of social groups. Identity is dynamic and complex, and changes over time. Self-Identity and Social Identity Self-identity refers to how we define ourselves. Dimensions of Identity Many dimensions of our identity intersect to form our sense of self and cannot be separated from one another. Let's look at an example of how social context may influence one's internal sense of identity. References
TransitieNL Tegenlicht kijkt in de laatste aflevering van dit seizoen met transitie-hoogleraar Jan Rotmans naar de kiemen van het nieuwe Nederland. Onze samenleving bevindt zich op een kantelpunt; een spannende tijd die de maatschappij instabiel en kwetsbaar maakt voor verstoringen, maar ook de deur opent voor radicale veranderingen. We bevinden ons midden in het omslagpunt van een hiërarchische top-down samenleving naar een duurzame, bottom-up netwerkmaatschappij. Die transitie gaat gepaard met de pijn van een crisis. Maar dwarse denkers en doeners zien in deze crisis juist nieuwe kansen, gecreëerd door een energieke beweging van onderop. In afleveringen als Power to the people en Gaten in de markt liet Tegenlicht afgelopen seizoen zien hoe we met verschillende burgerinitiatieven steeds meer zelf onze toekomst gaan vormgeven. We leven niet in een tijdperk van veranderingen maar in een verandering van tijdperken.
Unsilenced : la campagne qui donne la parole aux sourds BETC et l’association La Parole aux Sourds unissent leurs forces pour créer Unsilenced, la première chanson chantée entièrement en langue des signes et en danse. Le puissant message de cette vidéo, qui met en exergue à quel point il est facile de passer à côté de tout ce que la communauté sourde a à offrir quand on ne parle pas leur langue, a pour objectif d’encourager les spectateurs à apprendre les bases élémentaires de la langue des signes. Ce projet novateur apparaît à la première lecture comme étant un clip pour un morceau purement instrumental. Mais ce n’est qu’à la fin de la vidéo que les spectateurs réalisent l’ambivalence du film : tout au long du clip, le danseur en réalité sourd était en train de chanter les paroles de la chanson en langue des signes. Le titre pour Unsilenced a été composé lors d’une collaboration unique entre le groupe d’électro-pop Haute et le danseur sourd Billy Read. « Le film est censé être surréaliste.
Welcome to - Project VOICE Adolescent Identity Development: What to Expect in Teens Adolescent Identity Development: The Factors of Change Among the profound and exciting changes taking place in adolescence is the process of self-discovery. Our teens are working to figure out who they are, making adolescent identity development a central feature of teen life. Adolescent identity is developed, in part, based on relationships and feedback received from others. While your tween or teen may not be doing all of these, here are a few ways they may be changing as they seek answers to the question, “Who am I?” Early Adolescents (11-14): Middle Adolescents (14-18): Late Adolescents (18-24): Give deeper consideration of self in terms of adult roles or career goalsThink about who they are in the context of intimate relationshipsBegin to balance idealistic views of who they may become with a more accurate understanding of realityCan make strong commitments to personal and social group identities (gender, race, religion), but new experiences can result in further exploration and change
Spoken Word Poetry For Valentimes! Long nights,Goodnights, Another day, another callAnother night, another fallA king-of-hearts she hasAnd a queen-of-hearts he’s got Close his eyes and hold her closeFeels she’s here with him tonight Wishes he were there with herTogether, they could beKing and queen-of-heartsSomeday, he’ll catch a flightSomeday, she’ll be free So tonight,He should smile bright She’ll be alrightLooking out the window,Face lit with moonlightWell past midnight He brings her up to such heightsKing and queen-of-heartsSomeday, he’ll catch a flightSomeday, she’ll be free She’ll be doing wellShe’s got her heart with himHe’s got her heart with himHe knows she loves himShe knows he loves her Long nights,Less fights, Another way, true loveShe writes, oh myA king-of-hearts she hasAnd a queen-of-hearts he’s got Close his eyes and hold her closeFeels she’s here with him tonightWishes he were there with herTogether, they could be She’s happy with himShe loves himShe loves him
For Our White Friends Desiring to Be Allies Author's Note: I'm writing this in hopes that it can be used to lighten the load of marginalized folks, keeping in mind that not all marginalized people want to engage in the ally conversation, and that is perfect as well. For those who do, my prayer is that when someone asks you the question, “how can I be a stronger ally?” you might choose to save your breath/energy and send this in its place. I have been asked by two dear friends, “how can I be a stronger ally?” Being the slow emotional processor that I am, I wanted to spend some time with this before I answered them. I am not going to do much coddling here; I don’t know that I believe that love requires coddling. 1. 2. 3. 4. 5. 6. I love Jesus. It will never be possible for us to be colorblind, and we shouldn’t ever want to be. I heard a saying once at an Al-Anon meeting that offered me liberation: “We are only as sick as our secrets (and our shame).” Yup, now I’m talking about reparations. Privilege means that you owe a debt. 1. 2.
Poetry.org - Resource site for poetry and poets Equality Is Not Enough: What the Classroom Has Taught Me About Justice Imagine this situation: A classroom of students is settling down to work on a writing task. All of a sudden, one student exclaims, “That’s not fair! Why do they get to listen to the instructions on the headphones! I want to listen, too!” This happens way more often than you think. You’re familiar with this playground mentality of fairness: “I get two crackers, and you two crackers” or “I play with the ball for twenty minutes, and then you play with it for twenty minutes.” Others are starting to question this “Sharing is Caring” idea and over-simplistic expectations of fairness. Because here’s the thing: Treating everyone exactly the same actually is not fair. Let me break it down. Teaching middle and high school students taught me all I needed to know about fairness and the persistence of privilege. 1. An important conversation I have with my students is around the idea of equity versus equality. Equity and equality are two strategies we can use in an effort to produce fairness. 2.
Spoken Word Poetry vs Page Poetry | IEP JELTOK “How is spoken word different from page poetry?” This question seems to have a pretty basic answer: one is written with the intention of being performed, or spoken aloud, while the other is written specifically for the page. I’ve always felt that spoken word is more accessible to the average audience than written page poetry. I don’t know many people who actively choose to sit down and read books of poetry (besides other poets). But, many more are willing to listen to poetry – especially if that poetry was easy to follow and catchy. Before I put out youtube videos of my poetic performances, I had published my poetry in the newspaper back home in the Marshalls. Originally, when I thought of spoken word, I immediately thought of slam. So how does page poetry fit into this? I started writing poetry without the aspect of performance in mind. To be real though, there doesn’t have to be a line between the two forms. Like this: Like Loading... Author: Kathy/Dede
Making Connections: Culturally Responsive Teaching and the Brain In reality, cultural responsiveness is more of a process than a strategy. It begins when a teacher recognizes the cultural capital and tools students of color bring to the classroom. She is then able to respond to students' use of these cultural learning tools positively by noticing, naming, and affirming when students use them in the service of learning. For example, a science teacher I mention in the book wasn't having much success with her sixth-grade students learning the science vocabulary. Afterwards, learning weekly vocabulary was more active and game-like. You'll notice that there's no mention of Africa, Mexico, or race at all. Who is the primary audience for your book? This is the first year that our public schools have a majority minority student population. Historically, students of color experience cross-cultural equity issues that contribute to the achievement gap. I hope every teacher gets a copy of the book and reads it with other colleagues.
swp Maria CaraballoRED 6068Adolescent Identities and Sociocultural... How PearlTrees Will Help