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The role of teachers in the identity formation of adolescents restrained in their becoming

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dc.contributor.advisor Vorster, P. J., D. Ed. Sutcliffe, Carol Maurine 2015-01-23T04:24:19Z 2015-01-23T04:24:19Z 1996-11
dc.identifier.citation Sutcliffe, Carol Maurine (1996) The role of teachers in the identity formation of adolescents restrained in their becoming, University of South Africa, Pretoria, <> en
dc.description.abstract Certain adolescents are restrained in their becoming owing to a variety of family, school and relational factors, such as inappropriate adult role models, repeated failure and poor communication skills. Restrained adolescents display inadequate identity formation, partly because they are still endeavouring to define an own identity, instead of having reached the point of refining and stabilising their identity. Through their behaviour in family, school and other relationships they plead for assistance in the formation of their identity, especially at school, where their plea is often misinterpreted as misbehaviour or attention-seeking, if not completely ignored. They consequently resort to their own ineffective efforts towards a meaningful existence. As an aid to defining adolescents' identity formation, a list of criteria has been compiled, using the essences distilled from the literature study. Four original questionnaires have been devised with a view to investigating restrained adolescents' identity formation from the perspective of adolescents, their parents, and teachers. By means of a qualitative investigation, it was found that: The identity formation of restrained adolescents is on the whole unsatisfactory in every respect. That is to say, they attribute inadequate meaning to life, themselves and their problems; they are not sufficiently involved in what they do, and they are bound by the infantile experiencing of their life-world in.that they are controlled by their feelings and moods. Parents of restrained adolescents tend to be inadequate, particularly their fathers, who are non-available, either literally or figuratively. Alcoholism, neglect and abuse are common. Teachers of restrained adolescents are generally unaware of the significant role they can play in their identity formation, and need sensitisation and assistance in this area. Adolescents restrained in their becoming demonstrate specific identity formation needs, which concern themselves in various personal modalities and relationships. Teachers are in the position to provide support, not by means of additional scholastic or guidance programmes, but through their approach to these adolescents, to their teaching and education in general. en
dc.format.extent 1 online resource (xvi, 283 leaves, 8 unnumbered leaves, xxxi leaves) : illustrations en
dc.language.iso en
dc.subject Adolescent identification en
dc.subject Becoming of adolescents en
dc.subject Identity formation by parents en
dc.subject Identity formation by teachers en
dc.subject Personality formation en
dc.subject Psychology of education en
dc.subject Restrained adolescents en
dc.subject Role model en
dc.subject Self-concept en
dc.subject Strategy for teachers en
dc.subject Teacher adolescent relationships en
dc.subject.ddc 371.46
dc.subject.lcsh Self-perception in children en
dc.subject.lcsh School psychology en
dc.subject.lcsh Personality development en
dc.subject.lcsh Adolescent psychology en
dc.subject.lcsh Personality in adolescence en
dc.subject.lcsh Adolescent analysis en
dc.subject.lcsh Educational counseling en
dc.subject.lcsh Anxiety in adolescence en
dc.title The role of teachers in the identity formation of adolescents restrained in their becoming en
dc.type Thesis
dc.description.department Psychology of Education D. Ed.

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