Week 1 Reflection - Role of high schools in adolescent identity formation

High schools should take a role in adolescent struggles with negative identity formation. At a minimum, any failure to provide the parental role can impact not only the school system itself, but also the individual adolescent grappling to fit into society as a whole. While adolescent positive identity formation should certainly be championed in the high school environment, proper attention should be given to negative identity formation for adolescents to build confidence in their self-identity and minimize the effects of rebellion during the course of an identity crisis. How educators effectively combat negative identity formation within high schools is a particularly difficult task since assignment of group identities can have an adverse effect, along with the conflict between the curriculum and outside perspectives (e.g. liberal or conservative approach, too much or not enough of sensitivity and tolerance, etc.).

In the modern high school classroom, educators (along with other specially-trained co-workers) are now tasked with recognizing potential negative identity formation related to cultural identity, from inaudibility and invisibility to namelessness and facelessness. Appropriate resources to help adolescents overcome exclusion, alienation, or marginalization are also made available. Erikson provides guidance by emphasizing the need for creating safe learning environments, i.e. where the internalization of an identity is not forced, as well as developing trust in adults and peers and allowing time for self-reflection. From a broad and inclusive standpoint, educators have to take a role in finding techniques that effectively address adolescent negative identities in terms of self-reflection alongside advocating positive identity formation.

Comments

  1. Karla Shockley McCarthyMay 16, 2019 at 9:09 AM

    I agree there is an expectation of educators and school staff to be aware of signs of potential developmental/mental health distress, but I have yet to see appropriate resources, including training to develop a trauma informed lens, put in place in schools. School counselors have moved toward academic support and emotional triage (get the student stable to return to the classroom "ready to learn" and possibly notifying parents of the need for other supports is what I have witnessed). Some schools also have a school social worker who is trained to provide mental health support - it's interesting how different these two professions operate and both is needed. The latest statistics on mental health are showing 20% of students with mental health concerns and only 21% of them are receiving mental health services....it is very sad... I think it is too much to ask teachers to also become mental health professionals while still requiring them to be everything else already expected...

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