There is a long and impressive scholarly history evidencing why it is important to address professional identity formation (PIF) in medical curricula. In this AMEE Guide, the authors present an evidence-informed pedagogical approach to assist educators in developing educational practices to foster a healthy PIF in medical students. The authors first describe the theoretical framework that underpin this approach. At the core of this framework is the recognition that, for a healthy PIF, students need to become aware that they have the autonomy, but also responsibility, to form their professional identity in a way that fits both their personality and their (future) professional role. In other words, students need to learn to navigate the interplay between socialization and subjectification. Next, the authors outline the six-step structure of their pedagogical approach, designed to help students: (1) undergo a PIF-related experience, (2) observe their responses to the experience, (3) externalize their reflections, (4) share their reflections, (5) broaden their perspective, and (6) explore their freedom of choice through experimentation. The authors also describe six conducive conditions to facilitate the implementation of the pedagogical approach. These conditions include (1) creating a setting that enables students to slow down, (2) adopting a longitudinal approach, (3) making it part of the formal curriculum, (4) refraining from grading, (5) establishing an interdisciplinary expert team, and (6) providing teacher training. The authors conclude that the theoretical framework leads to a coherent and consistent pedagogical approach that, when implemented according to the conducive conditions, enables students to gradually internalize the reflective process and help them to cultivate a reflective attitude towards their PIF.

Previous studies have examined the impact of maternal childhood maltreatment (CM) on children\'s school adaptation (SA), neglecting the role of fathers, and the joint influence of both parents. Based on family systems theory, this study explored the intergenerational impact of parental CM on children\'s SA and the mediating role of benign envy (BE) and malicious envy (ME). A total of 334 elementary school students\' BE, ME, and SA statuses and their parents\' CM, BE, and ME statuses were collected to construct the intergenerational transmission models of BE and ME for fathers, mothers, and parents, respectively. The results revealed that maltreated fathers or mothers individually exerted negative impacts on their children\'s SA, but when parents acted jointly, only fathers\' CM intergenerational influence was significant. Mediation effects demonstrated that, individually, maltreated fathers indirectly affected children\'s SA through children\'s BE; maltreated mothers impacted children\'s SA through the \"mothers\' BE→children\'s BE\" mediating chain; however, when taking combined parental action, only mothers\' intergenerational transmission chain was significantly present. Identifying different intergenerational influence mechanisms of maltreated parents on offspring\'s school adaptation broadens our understanding of the diverse parenting roles of parents. That is, fathers foster their offspring\'s environmental adaptability through encouraging external exploration, while mothers enhance socialization by nurturing internal emotional development. Formulating strategies to address the emotional issues of maltreated parents, especially mothers, is crucial for mitigating the intergenerational consequences of maltreatment and enhancing the offspring\'s adaptability.

Early life course conditions and the social origin of families frequently influence the inequalities people experience in adulthood. The transition from education to work is a challenging period during which adolescents make their first employment-related choices and establish the course of their careers. Future expectations guide adolescents\' employment-related choices and are assumed to influence future employment outcomes. Therefore, this paper investigates whether family (dis)advantages affect adolescents\' employment expectations. We assess various underlying mechanisms that may influence the relationship between social origin and adolescents\' employment expectations by using cross-sectional data from the German Socio-Economic Panel (SOEP: 2006-2018), specifically a youth questionnaire administered at age 17. Three key findings emerge. First, family disadvantages, particularly an insecure parental labor market participation, influence the employment expectations of adolescents negatively. Second, supportive parenting does not mediate the relationship between social origin and the employment expectations of adolescents; instead, it functions as an additional positive factor. Third, supportive parenting creates more optimistic employment expectations because it fosters specific \"beneficial\" personality traits, such as extraversion, conscientiousness, openness, agreeableness, and internal control beliefs.

The article is devoted to the analysis of the problem of trust in the institutions of socialization of children with disabilities. The role of such institutions of socialization of disabled children as family, education, healthcare, public organizations, and the media is analyzed. The analysis was based on the results of a sociological study conducted in May-June 2023 among family members raising disabled children (Moscow, St. Petersburg, Belgorod, Kursk). The study revealed significant differences in respondents\' assessments of their trust in socialization institutions. It has been established that the media has become an outsider of trust. In the course of the analysis, the authors concluded that it is necessary to apply an integrated approach to the activities of institutions for the socialization of children with disabilities, which should be based on interdepartmental interaction «family - NGOs - authorities - healthcare, education - media - business». The proposed approach, according to the authors, ensures the effectiveness, targeting and transparency of activities.

Parents\' socialization beliefs have implications for the psychological adjustment of their children through their parenting behaviors; however, such pathways have rarely been established among Chinese American families. The present study examined how Chinese American parents\' goals for their children to take on bicultural values and behaviors (i.e., bicultural socialization beliefs) influenced their child\'s level of depressive symptoms in emerging adulthood through their parenting behaviors and the level of parent-child alienation. Data came from Waves 2 (adolescence) and 3 (emerging adulthood) of a longitudinal study of 444 Chinese American families. Mothers\' reports of their bicultural socialization beliefs positively predicted adolescents\' reports of mothers\' autonomy-supporting behaviors and interdependence-focused shaming behaviors. In addition, there was a significant and negative indirect effect of mothers\' bicultural socialization beliefs on emerging adult depressive symptoms through adolescents\' reports of mothers\' autonomy-supporting behaviors and emerging adults\' reports of alienation to their parents. In contrast, there was a significant and positive indirect effect from fathers\' reports of their bicultural socialization beliefs to emerging adult depressive symptoms, through emerging adults\' reports of alienation only. Findings contribute to our understanding of bicultural processes in Chinese American families and establish that parents\' beliefs have significant implications for the psychological adjustment of Chinese American youth. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

The purpose of this study was to explore potential similarities and differences in the ways boys and girls appraise and interpret their traumatic experiences, and better understand how gender roles, performance, and socialization processes may impact trauma experiences, appraisals, and narratives within the context of trauma-focused treatment. We used thematic analysis to analyze the trauma narratives of youth (N = 16) ages 8-16 who had experienced multiple types (M = 5.38) of child maltreatment and who were receiving Trauma-focused Cognitive Behavioral Therapy to address clinically elevated posttraumatic stress symptoms. Four themes emerged: variations in the content of negative cognitions, differences in relational emotion, adoption of socially prescribed gender roles, and symptom differences. Although many similarities existed in youth\'s trauma narratives, differences emerged that point to the importance of social context and the ways gender role expectations and socialization processes influence youth\'s appraisal of and responses to traumatic events. Findings indicate the importance of considering distress tolerance, relational emotion, gender identity development, and role socialization within the treatment milieu.

Congregate Nutrition Services have long been a pillar of public health assistance, championing the independence and community engagement of older Americans. The advent of COVID-19, however, restricted access to these services due to the closure of physical locations. In response, Lanakila Meals on Wheels initiated a virtual congregate meal program, Kūpuna U, in collaboration with community partners in Honolulu County. The program combined grab-and-go or home-delivered meals with virtual and in-person classes to improve both nutrition and socialization for older adults. This study aimed to capture participant feedback to assess and enhance the Kūpuna U program, developing it as a flexible and scalable congregate meal solution applicable nationwide. Five focus group discussions were conducted with program participants (n = 34). The majority of participants were female (74%), Asian (73%), and living alone (56%). Participants found the program beneficial, enhancing their nutrition, social engagement, and learning experiences on various topics tailored for older adults. Supportive staff played a crucial role in motivating participants to stay engaged. Participants also identified potential enhancements to the program, including more activities and courses, expanded hours, additional in-person options at various locations, and culturally tailored meals.

This research examined how effectively the social studies course achieves its intended purpose of socialization. The research was conducted using the Q-method. The participant group of the research was formed by the criterion sampling method. The participant group consisted of a total of forty-eight students, with sixteen from the fifth grade, sixteen from the sixth grade and sixteen from seventh grade, who were studying at secondary schools in the center of a province in Turkey. Data were collected with a list and a Q-matrix was developed by the researcher and analyzed using the PQ-Method 2.35 program. At the end of the research, it was determined that secondary school students\' socialization perceptions were grouped under seven factors and were all different from each other. As a result, it was revealed that the purpose of the social studies course was not realized. Based on the results and limitations of the research, recommendations were developed to examine secondary school students\' socialization perceptions with larger participant groups.

Racially ethnically marginalized communities in the United States are exposed to structural and interpersonal forms of racism that have harmful effects on their health, wealth, education, and employment (Centers for Disease Control and Prevention, Racism and Health. https://www.cdc.gov/minorityhealth/racism-disparities/index.html, 2021). Although a plethora of research exists outlining these harmful effects, research examining how youth from diverse backgrounds effectively combat racism is lacking. Emerging research demonstrates that families may play a key role in the development of critical consciousness and participation in anti-racist actions (Bañales et al., Journal of Social Issues, 2021, 77, 964; Blanco Martinez et al., American Journal of Community Psychology, 2022, 70, 278; Lozada et al., Journal of Black Psychology, 2017, 43, 493). Yet, many key family processes have not been examined in relation to youth development of anti-racist practices. The current study included a sample of 327 racially ethnically diverse emerging adults (Mage = 18.80, SD = 1.28, range = 18-25), and explored the association between ethnic-racial socialization (cultural socialization, preparation for bias) and youth critical consciousness (reflection, motivation, action) and anti-racist (interpersonal, communal, political change) actions, and how familism values impact these associations. Results found that ethnic-racial socialization was positively associated with all aspects of critical consciousness and anti-racist actions. Results also found that familism significantly interacted with ethnic-racial socialization to predict some aspects of critical consciousness and anti-racist actions, but not others. Implications of the findings and future research directions are discussed.

This exploratory cross-sectional study, guided by primary socialization theory, examined relations between four primary socialization agents of sexual learning (i.e., mothers, fathers, friends/peers, and online media) and sexual attitudes, sexual knowledge, and risky sexual behavior. Latent-variable structural equation models were tested using self-report data obtained from 515 emerging adults who had spent at least 6 months attending in-person college classes. Results showed that learning about sex from mothers was associated with more conservative sexual attitudes and lower risky sexual behavior. Sexual learning from friends/peers was linked to liberal sexual attitudes and greater sexual knowledge. Learning from online media was associated with increased sexual knowledge. To account for a shift in sexual learning patterns from before to after entry to college, we created algebraic difference scores for each source of sexual information. Greater reliance on sexual learning from friends/peers in the past 6 months of college relative to before college was associated with liberal sexual attitudes and greater sexual knowledge. Additional analyses revealed different effects of learning about sex from mothers more during college than before college between those living on campus vs. commuters living at home. The discussion emphasizes the different role that each of the primary socialization agents plays for emerging adults\' sexual development, including the protective role of mothers against risky sexual behavior, the impact of friends and peers on sexual attitudes and knowledge, and the shifting dynamics of socialization processes during college.