Identity has been a topical issue in both popular and social science literatures for the past forty years. The writings of Erik Erikson on the identity formation process of late adolescence have provided an important theoretical foundation to clinical, counseling, and educational practices. As the literature on adolescent development has burgeoned over the last three decades, so have efforts to understand, more systematically, the means by which young people find their occupational, religious, political, sexual and relational roles in life. One of the most popular research traditions to spring from Erikson's clinical observations has been the ego identity status approach developed by James Marcia. This approach has expanded Erikson's concept of identity to describe four distinct styles by which adolescents and adults deal with identity-defining issues. The present volume reflects the most recent efforts of social scientists who have contributed further to the work that Erikson and Marcia began -- an exhaustive analysis of the issues inherent in the adolescent identity formation process.

What should language and writing teachers do about giving students written corrective feedback? This book surveys theory, research, and practice on the important and sometimes controversial issue of written corrective feedback, also known as error/grammar correction, and its impact on second language acquisition and second language writing development. Offering state-of-the-art treatment of a topic that is highly relevant to both researchers and practitioners, it critically analyzes and synthesizes several parallel and complementary strands of research work on error/feedback (both oral and written) in SLA and studies of the impact of error correction in writing/composition courses and addresses practical applications. Drawing from both second language acquisition and writing/composition literature, this volume is the first to intentionally connect these two separate but important lines of inquiry.

Identity has been a topical issue in both popular and social science literatures for the past forty years. The writings of Erik Erikson on the identity formation process of late adolescence have provided an important theoretical foundation to clinical, counseling, and educational practices. As the literature on adolescent development has burgeoned over the last three decades, so have efforts to understand, more systematically, the means by which young people find their occupational, religious, political, sexual and relational roles in life.
One of the most popular research traditions to spring from Erikson's clinical observations has been the ego identity status approach developed by James Marcia. This approach has expanded Erikson's concept of identity to describe four distinct styles by which adolescents and adults deal with identity-defining issues. The present volume reflects the most recent efforts of social scientists who have contributed further to the work that Erikson and Marcia began -- an exhaustive analysis of the issues inherent in the adolescent identity formation process.

This fully revised fourth edition of Identity in Adolescence: The Balance Between Self and Other presents four theoretical perspectives on identity development during adolescence and young adulthood and their practical implications for intervention. Ferrer-Wreder and Kroger consider adolescent identity development as the unique intersection of social and cultural forces in combination with individual factors that each theoretical model stresses in attempting to understand the identity formation process for contemporary adolescents. Identity in Adolescence addresses the complex question of how adolescent identity forms and develops during adolescence and young adulthood and serves as the foundation for entering adult life. The book is unique in its presentation of four selected models that address this process, along with cutting-edge research and the implications that each of these models hold for practical interventions. This new edition has been comprehensively revised, with five completely new chapters and three that have been extensively updated. New special topics are also addressed, including ethnic, sexual, and gender identity development, the role of technology in adolescent identity development, and ongoing identity development beyond adolescence. The book is essential reading for advanced undergraduate and graduate students studying adolescent development, self and social identity within developmental psychology, social psychology and clinical psychology, as well as practitioners in the fields of child welfare and mental health services, social work, youth and community work and counselling.

What should language and writing teachers do about giving students written corrective feedback? This book surveys theory, research, and practice on the important and sometimes controversial issue of written corrective feedback, also known as error/grammar correction, and its impact on second language acquisition and second language writing development. Offering state-of-the-art treatment of a topic that is highly relevant to both researchers and practitioners, it critically analyzes and synthesizes several parallel and complementary strands of research work on error/feedback (both oral and written) in SLA and studies of the impact of error correction in writing/composition courses and addresses practical applications. Drawing from both second language acquisition and writing/composition literature, this volume is the first to intentionally connect these two separate but important lines of inquiry.

This fully revised fourth edition of Identity in Adolescence: The Balance Between Self and Other presents four theoretical perspectives on identity development during adolescence and young adulthood and their practical implications for intervention. Ferrer-Wreder and Kroger consider adolescent identity development as the unique intersection of social and cultural forces in combination with individual factors that each theoretical model stresses in attempting to understand the identity formation process for contemporary adolescents. Identity in Adolescence addresses the complex question of how adolescent identity forms and develops during adolescence and young adulthood and serves as the foundation for entering adult life. The book is unique in its presentation of four selected models that address this process, along with cutting-edge research and the implications that each of these models hold for practical interventions. This new edition has been comprehensively revised, with five completely new chapters and three that have been extensively updated. New special topics are also addressed, including ethnic, sexual, and gender identity development, the role of technology in adolescent identity development, and ongoing identity development beyond adolescence. The book is essential reading for advanced undergraduate and graduate students studying adolescent development, self and social identity within developmental psychology, social psychology and clinical psychology, as well as practitioners in the fields of child welfare and mental health services, social work, youth and community work and counselling.

"This is the one book that I recommend as authoritative on life-span identity development. Written in a lively style with examples both numerous and apt, it helps practitioners and social planners to become current with research findings, and it provides researchers with both the necessary background and intriguing new ideas to advance their work. University instructors will find it invaluable as a text for a seminar in identity development as well as a highly useful supplement for courses in life-span development (adolescence through late adulthood) and personality theory. Kroger has written that rare book that is highly informative, useful, and a pleasure to read." -- James E. Marcia, Simon Fraser University, British Columbia This volume highlights identity development from early adolescence through late adulthood and provides a valuable resource for university students as well as human services professionals. This Second Edition of Identity Development: Adolescence Through Adulthood presents an overview of the five general theoretical orientations to the question of what constitutes identity, as well as the strengths and limitations of each approach. The volume then describes key biological, psychological, and contextual issues during each phase of adolescence and adulthood. Following these major adolescence and adulthood sections, selected issues that may pose identity challenges for some are presented. New to the Second Edition: A thorough updating of key theories, researches, and demographic information on the course and contents of identity development from adolescence through adulthood An international focus in the selection of research used to examine key issues A discussion of measurement techniques used within various theoretical orientations to investigate issues of identity A contemporary critical analysis of current identity research within an Eriksonian framework

As the world bears witness to the terror and warfare provoked by people's sense of who they are, how they are regarded, and what they deserve, we have entered into the 'age of identity.' Erik Erikson (1902-1994) was the prophet of this new age. His lifetime of clinical and interdisciplinary work on human development focused on the formation and maintenance of identity among people of diverse backgrounds: black, white, and Native American; rich, middle class, and poor; male and female. In this volume scholars from various disciplines, some who knew, worked with, and became good friends of Erikson, discuss and assess his legacy, and investigate the challenges that identity brings to the contemporary world. Contributions to this volume frame the challenge identity poses to contemporary scholarship through Erikson's own work, research in empirical and clinical psychology, individual and rational choice theories, Marxism, democratic theories of political participation, fundamentalism, and globalization . Through the book's truly trans-disciplinary scope, Erikson and his scholarship beg to be revisited by psychologists, sociologists, anthropologists, and students of interdisciplinary social sciences and humanities.