Olimpiade
Written on Sunday, August 10, 2008 at Sunday, August 10, 2008.
I feel something is missing,it's far away from mei know i'm loosing it soon or laterhalf of me just don't wish it to happenhalf of me wouldn't mind if it really turn out to be realityI'm in a confusion.I'm in a unstable state.I feel the emptiness, it has been ages.I couldn't find the trueness.I keep it going like a water that fall without knowing what's moon and sun.It shines too bright that it makes me feel keeping my eyes closed.A process of searching 'identity'??
It's too subjective, shut your mouth when you know nothing about this.
In Psychologically:
In search of the gifted identity, from abstract concept to workable counseling constructs
By Andrew S. Mahoney M.S.,L.P.C., L.M.F.T.
Abstract Knowing one's giftedness and having a well-developed sense of identity as a gifted person are crucial for the development of the self. Many gifted people struggle with their giftedness, what it means to be gifted and how to develop that potential because there are few models available to assist in the identity development and counseling of gifted people. Moreover, identity itself is often viewed as an abstract concept, making the task of bridging this concept to pragmatic applications highly challenging.
The Gifted Identity Formation Model, presented here, helps bridge the theoretical with the practical, includes identity and its formation as crucial variables in the counseling process and uses identity as the baseline for intervention. The model aids with assessment and helps deliver counseling related interventions that explore and strengthen the identity and identity formation of gifted people, in turn enhancing the health and development of the self.
There are many conceptual challenges to understanding the issues related to identity formation in the gifted. One is to understand what goes into the formation of a gifted person's identity. A second and perhaps more involved challenge rests in the pragmatics of helping to foster a healthy and relevant identity for a gifted person. The need for differentiated and specialized counseling services for the gifted is evident throughout the literature (Moon, Kelly & Feldhusen, 1997; Treffinger & Feldhusen, 1996; Feldman, 1996; Rocamara, 1992; Alverado, 1989; Coangelo, 1989). Recently David Feldman (1996) called for an expansion of human development theories to include the unique characteristics and developmental needs of gifted people. However, the problem is that there are few differentiated models that counselors, educators, and other professionals can use to help counsel the gifted and to help strengthen the development of an identity integrated with giftedness. The task of integrating an intricate and complex concept such as giftedness or the development of a gifted identity into workable counseling applications offers a multifaceted challenge.
The Gifted Identity Formation Model is a differentiated counseling model which attempts to bridge the theoretical constructs relating to identity formation in the gifted with the practical aspects of counseling gifted people. For the purposes of this model, giftedness is defined as exceptional ability in a variety of areas such as intellect, the arts and creativity. Giftedness is also viewed as an aspect or aspects of the self. This article illuminates the complexity, process and nuances of identity formation relating to the gifted, and then provides an overview of a differentiated model that incorporates identity formation into the counseling process for the gifted population.
Identity and Its Formation
Defining identity may be as complex as developing one's identity; even Eric Erikson (1968) was hesitant to offer a definitive explanation. It may be that the definition includes the unity and integration of all aspects of self, including the conscious and unconscious. It may be that another way to define identity is through answering the question, "who am I?"
If identity encompasses the complexity of all aspects of "who I am," then identity formation is the process of integrating and shaping discrete pieces of the self into a unique being. Erikson (1968) spoke of identity formation as "a process located in the core of the individual and yet also in the core of his communal culture" (pg. 22). He refers to the integrative and complex relationship between the inner self (all inner aspects and internal interplay of the self) and the outer world (self as it relates and contends with the external world). He described a "few minimum requirements" to consider when contending with the complex process of identity formation. The Gifted Identity Formation Model utilizes these requirements as the working
underpinnings of the model:
Identity formation employs a process of simultaneous reflection and observation;
Identity formation takes place on all levels of mental functioning;
An individual judges himself in light of what he perceives to be the way others judge him, in comparison to himself, and to a topology significant to others.
Identity formation for Erikson was largely unconscious, indicating how much he believed the inner world of the self influenced identity. He believed the process was "for the most part unconscious except where inner conditions and outer circumstances combine to aggravate a painful or elated identity-consciousness" (p 23). Erikson was referring to what occurs when an individual is not in synch with her true self. For example, even though Mary was told since childhood that she was gifted, she did not view herself as such and was very distressed over her career choice as an adult. She complained constantly that her chosen life's work was not in tune with who she really is, but had no sense on how to redirect herself. It is also important to keep in mind that Erikson never saw identity as static or unchangeable but believed identity formation was a life-long process. Therefore, the Gifted Identity Formation Model operates under the principle that development and integration of one's giftedness must be accounted for as a variable in the healthy development of the self's identity across the life span.
Nothing much going on for today. Was at home all the way, doing my assignments reading those article for this coming Tuesday lesson, as so i will not left out with the facts of the article. Two and a half yrs gonna end soon, and i will be graduating.See i'm just kinda pissed off with the psychology field in singapore. Unlike Aussie, wide branch and choices. I can't move about that much in singapore.STUPID!!!I'm sorry if i didn't answer your call Ary & Zad.I'm loosing my mood as day goes by.Feeling nauseated, velement,uncomfortable,grumpy = FRUIT PUNCH FEELINGS.okay CRAP!Guess that's all i have to say for today.
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Sichie Wirayoh
30th december 1989
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Olimpiade
Written on Sunday, August 10, 2008 at Sunday, August 10, 2008.
I feel something is missing,it's far away from mei know i'm loosing it soon or laterhalf of me just don't wish it to happenhalf of me wouldn't mind if it really turn out to be realityI'm in a confusion.I'm in a unstable state.I feel the emptiness, it has been ages.I couldn't find the trueness.I keep it going like a water that fall without knowing what's moon and sun.It shines too bright that it makes me feel keeping my eyes closed.A process of searching 'identity'??
It's too subjective, shut your mouth when you know nothing about this.
In Psychologically:
In search of the gifted identity, from abstract concept to workable counseling constructs
By Andrew S. Mahoney M.S.,L.P.C., L.M.F.T.
Abstract Knowing one's giftedness and having a well-developed sense of identity as a gifted person are crucial for the development of the self. Many gifted people struggle with their giftedness, what it means to be gifted and how to develop that potential because there are few models available to assist in the identity development and counseling of gifted people. Moreover, identity itself is often viewed as an abstract concept, making the task of bridging this concept to pragmatic applications highly challenging.
The Gifted Identity Formation Model, presented here, helps bridge the theoretical with the practical, includes identity and its formation as crucial variables in the counseling process and uses identity as the baseline for intervention. The model aids with assessment and helps deliver counseling related interventions that explore and strengthen the identity and identity formation of gifted people, in turn enhancing the health and development of the self.
There are many conceptual challenges to understanding the issues related to identity formation in the gifted. One is to understand what goes into the formation of a gifted person's identity. A second and perhaps more involved challenge rests in the pragmatics of helping to foster a healthy and relevant identity for a gifted person. The need for differentiated and specialized counseling services for the gifted is evident throughout the literature (Moon, Kelly & Feldhusen, 1997; Treffinger & Feldhusen, 1996; Feldman, 1996; Rocamara, 1992; Alverado, 1989; Coangelo, 1989). Recently David Feldman (1996) called for an expansion of human development theories to include the unique characteristics and developmental needs of gifted people. However, the problem is that there are few differentiated models that counselors, educators, and other professionals can use to help counsel the gifted and to help strengthen the development of an identity integrated with giftedness. The task of integrating an intricate and complex concept such as giftedness or the development of a gifted identity into workable counseling applications offers a multifaceted challenge.
The Gifted Identity Formation Model is a differentiated counseling model which attempts to bridge the theoretical constructs relating to identity formation in the gifted with the practical aspects of counseling gifted people. For the purposes of this model, giftedness is defined as exceptional ability in a variety of areas such as intellect, the arts and creativity. Giftedness is also viewed as an aspect or aspects of the self. This article illuminates the complexity, process and nuances of identity formation relating to the gifted, and then provides an overview of a differentiated model that incorporates identity formation into the counseling process for the gifted population.
Identity and Its Formation
Defining identity may be as complex as developing one's identity; even Eric Erikson (1968) was hesitant to offer a definitive explanation. It may be that the definition includes the unity and integration of all aspects of self, including the conscious and unconscious. It may be that another way to define identity is through answering the question, "who am I?"
If identity encompasses the complexity of all aspects of "who I am," then identity formation is the process of integrating and shaping discrete pieces of the self into a unique being. Erikson (1968) spoke of identity formation as "a process located in the core of the individual and yet also in the core of his communal culture" (pg. 22). He refers to the integrative and complex relationship between the inner self (all inner aspects and internal interplay of the self) and the outer world (self as it relates and contends with the external world). He described a "few minimum requirements" to consider when contending with the complex process of identity formation. The Gifted Identity Formation Model utilizes these requirements as the working
underpinnings of the model:
Identity formation employs a process of simultaneous reflection and observation;
Identity formation takes place on all levels of mental functioning;
An individual judges himself in light of what he perceives to be the way others judge him, in comparison to himself, and to a topology significant to others.
Identity formation for Erikson was largely unconscious, indicating how much he believed the inner world of the self influenced identity. He believed the process was "for the most part unconscious except where inner conditions and outer circumstances combine to aggravate a painful or elated identity-consciousness" (p 23). Erikson was referring to what occurs when an individual is not in synch with her true self. For example, even though Mary was told since childhood that she was gifted, she did not view herself as such and was very distressed over her career choice as an adult. She complained constantly that her chosen life's work was not in tune with who she really is, but had no sense on how to redirect herself. It is also important to keep in mind that Erikson never saw identity as static or unchangeable but believed identity formation was a life-long process. Therefore, the Gifted Identity Formation Model operates under the principle that development and integration of one's giftedness must be accounted for as a variable in the healthy development of the self's identity across the life span.
Nothing much going on for today. Was at home all the way, doing my assignments reading those article for this coming Tuesday lesson, as so i will not left out with the facts of the article. Two and a half yrs gonna end soon, and i will be graduating.See i'm just kinda pissed off with the psychology field in singapore. Unlike Aussie, wide branch and choices. I can't move about that much in singapore.STUPID!!!I'm sorry if i didn't answer your call Ary & Zad.I'm loosing my mood as day goes by.Feeling nauseated, velement,uncomfortable,grumpy = FRUIT PUNCH FEELINGS.okay CRAP!Guess that's all i have to say for today.
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