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I am conducting in-depth interviews during the qualitative stage of a mixed methods scale development study. I have incorporated several elements of descriptive phenomenology; however, I am not sure which elements of context should be varied when utilizing imaginative variation, particularly when generating spontaneous probes during interviews. For instance, should I ask participants how their experiences of emptiness vary when people are present versus when participants are alone? What are the rules of thumb when choosing which elements to vary and how?

I wish to apply DHA for text analysis of autobiographies to study gender identity in a socio-political context of Pakistan.

Re authoring the self narrative would require greater self awareness. I am looking for any experience/suggestions people may have

I am doing research on how to develop the communities nearby the university through organisation identity.

Suan Dusit University - SDU is outstanding in terms of culinary, early childhood education, hospitality and tourism, and nursing. I am on the process of doing a research design, and I wonder whether I could do the mixed-methods to gain in-depth data.

Shall I ask only the experts in the fields or the community leaders and others too?

Deborah, greetings. I have a couple of graduate students interested in life narrative research among young people, e.g., five-25 years of age.

Sincerely,

Charles Price

It is a course unit called gender and social economic issues in development ARX 1201

Public schools' curricula are based in large part on developmental needs of children and adolescents. For example, much of early childhood lessons take into consideration the social component of learning, i.e, cooperation, getting along with others, etc. As children's social development matures and they progress through school, so too does the need for teaching or lessons to change or to remain developmentally appropriate. By the time students reach adolescence, teachers' lessons might call for students to develop group projects as part of a course requirement. There are many other childhood and adolescent developmental needs that become embedded into their K-12 (and beyond) education. One developmental aspect that I don't see reflected in school curricula is racial identity development. Racial identity development theorists (Cross, Helms, etc.) have posited for decades the importance of one's racial identity development. In detailing her racial identity models, Helms (2003) talks about how racial identity development is a natural part of children and adolescents' development that's constantly being expressed in the classroom environment. Such moments are great opportunities for teachers to help children of color to feel connected to all others in the school/classroom and positive about themselves and others of their racial group. However, teachers without appropriate knowledge and skills are not able to respond effectively to students' racial identity related behaviors. 

Is there any research out there that looks into attending to student racial identity needs within the school context? 

I am curious to know if is there any recent evidence suggesting that gender can play a role in the development of dissociative identity disorder, as well as the type and manifestation of the DID?

Die Gefahr der Verabsolutierung der kulturellen Identität, in: «Analele Universitatii din Craiova, Seria Filosofie», nr. 54 (2/2024), pp. 136–159. In our study, we analyse aspects of Sen’s criticism of specific interpretations of cultural identity. We shall see that, in Sen’s view, different interpretations of cultural identity can be given. The different ways in which cultural identity is interpreted correspond to different ways of living one’s culture; they are connected to different interpretations of religion and religious identity too. Throughout Sen’s inquiry, we find the following interpretations of cultural identity: - The first interpretation of cultural identity, which corresponds to Sen’s interpretation of cultural identity, considers cultural identities as the results of many components which constantly evolve (this might be defined as the flexible, dynamic, and inclusive view of identity). - The second interpretation considers cultural identity as rigid, complete, isolated, and given once and for all (this could be defined as the rigid and static conception of cultural identity). The second conception of identity corresponds to the aim of producing people and groups as isolated systems. Sen investigates the psychological mechanisms connected to the rigid interpretation of cultural identity. Individuals can be manipulated through the rigid interpretation of cultural identity. Sen shows that cultural identities can be used to marginalise all those individuals who do not belong to those same cultural identities: this kind of cultural identity is constructed in order to divide individuals, groups, peoples, countries, and nations from each other. Cultural identities can be used to create a group which, as such, does not exist at all or is not so homogeneous and uniform as those who plead for this concept of cultural identity think and want other people to think. The group is created artificially by an artificial cultural identity. The rigid cultural identity of certain sectors of people means the exclusion of other sectors of people. This kind of cultural identity is built to bring about enmity and hostility between individuals, groups, nations, countries, and communities: the aim of this cultural identity is to produce hostility in a group towards other groups. In Sen’s view, cultural identities always result from a plurality of cultural components. Cultural identities take elements from other cultural identities. Therefore, cultural identities are not isolated systems: they are the product of a historical development which involves the participation of different individuals, groups, and cultures. Moreover, cultural identities are not made once and for all: on the contrary, cultural identities are dynamic phenomena which continuously take in new elements. For our investigation, we refer to Amartya Sen’s study Identity and Violence. The Illusion of Destiny.

Is identity a social construction or part of a psychodynamic process? Or is it a complex amalgam of both of these?