APPLYING THE LIFESPAN MODEL OF ETHNIC-RACIAL IDENTITY: EXPLORING AFFECT, BEHAVIOR, AND COGNITION TO PROMOTE WELL-BEING.
| Autor: | Marks AK; Suffolk University., Calzada E; University of Texas at Austin., Kiang L; Wake Forest University., Pabón Gautier MC; St. Olaf College., Martinez-Fuentes S; Arizona State University., Tuitt NR; University of California-Berkeley., Ejesi K; Boston Children's Hospital/Harvard Medical School., Rogers LO; Northwestern University., Williams CD; Virginia Commonwealth University., Umaña-Taylor A; Harvard University. |
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| Jazyk: | angličtina |
| Zdroj: | Research in human development [Res Hum Dev] 2020; Vol. 17 (2-3), pp. 154-176. Date of Electronic Publication: 2020 Dec 21. |
| DOI: | 10.1080/15427609.2020.1854607 |
| Abstrakt: | This paper presents an application of the Lifespan Model of Ethnic-Racial Identity (ERI) Development (see Williams, et al., in press). Using a tripartite approach, we present the affective, behavioral, and cognitive aspects of ERI in a framework that can be adapted for group and individual psychosocial interventions across the lifespan. These A-B-C anchors are presented in developmental contexts as well as the larger social contexts of systemic oppression and current and historical sociopolitical climates. It is ultimately the aspiration of this identity work that individuals will engage in ERI meaning-making, drawing from the implicit and explicit aspects of their A-B-Cs, to support a healthy and positive sense of themselves and others as members of ethnic-racial social groups. Competing Interests: DISCLOSURE STATEMENT No potential conflict of interest was reported by the authors. |
| Databáze: | MEDLINE |
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