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SAGE Journal User Guide

Article 1:

Cross, T.L. (2001). Social/emotional needs: Gifted children and Erikson's theory of psychosocial. Gifted Child Today, 24 (1), 54-55.

Abstract:

In this column, I will provide an introduction to one of the most influential thinkers in the field of psychology, Erik Erikson. After I overview his theory of psychosocial development, I will tie it to the development of gifted children. Erikson was a young contemporary of Sigmund Freud, the father of psychoanalysis. Erikson discussed growing up in Europe with one biological parent being Jewish and the other Gentile.

Questions to Consider:

1. What are the implications of Erikson’s theory for gifted children?
2. What are the implications of Erikson’s theory for gifted adolescents?
3. Discuss the virtues that emerge across psychosocial development. 

Article 2:

Marks, A. K., Szalacha, L. A., Lamarre, M., Boyd, M. J., & Coll, C. G. (2007). Emerging ethnic identity and interethnic group social preferences in middle childhood: Findings from the Children of Immigrants Development in Context (CIDC) study. International Journal of Behavioral Development, 31(5), 501-513.

Abstract:

This study characterizes several aspects of emerging ethnic identity in childhood and its associations with interethnic group social preferences. Understanding these processes is important, as early interethnic group social practices may form a foundation for later interethnic group attitudes and behaviors in adolescence. Children of Cambodian, Dominican, and Portuguese heritage (aged 6–12 years) consistently and accurately identified with labels of their family’s nationality of origin across the three study years, and reported strong ethnic pride. In support of existing developmental models of ethnic identity in adolescence, older children demonstrated greater ethnic identity exploration than younger children. Importantly, for second-generation children, a positive sense of ethnic identity was not only associated with ingroup social preferences, but also ethnic outgroup social preferences. Findings are discussed with regard to existing models of ethnic identity development.

Questions to Consider:

1. Discuss the unique challenges immigrant populations and their descendants face in developing and maintaining an ethnic identity.
2. Describe the importance of language as a protective factor against or risk factor for difficulty in ethnic identity development.
3. What mental health concerns are most likely to rise in this population of individuals? How can you employ a multi-culturally competent framework from which to help them?

Article 3:

Brinkman, B. G., Rabenstein, K. L., Rosén, L. A., & Zimmerman, T. S. (2014). Children’s Gender Identity Development The Dynamic Negotiation Process Between Conformity and Authenticity. Youth & Society, 46(6), 835-852.

Abstract:

In the current study, 45 girls and 41 boys participated in focus groups following a program designed to teach them about social justice. The children articulated the discrepancy between their own gender identity and gender role stereotypes and discussed potential problems with conforming to gender role expectations as well as consequences of nonconformity. They articulated the ways in which gender identity is complex and they described the importance of choice and authenticity. Based on these findings, we present a model of how children’s gender identity develops in relationship to experiences of gender prejudice. In particular, we highlight how children act and react to gender role socialization as part of a dynamic negotiation process. Throughout the current article we strive to highlight the need for an alternative in the gender conformity process for children, with children in the position of power regarding their own gender identity development.

Questions to Consider:

1. Describe the role on conformity in gender development and how the expectation to conform may affect healthy identity formation.
2. Explain the importance of authenticity in gender development.
3. Discuss how you may utilize the concept of fluidity in gender development to assist clients having difficulty with this process.