Lit Review

1) School context is important for the development of identity.

Erikson, E. H. (1968). Identity: Youth and crisis. New York: Norton.

2) Going through relevant difference from previous identity communities or

identifications destabilizes a psychological agreement that was a basis for self-related
actions or perceptions. Flum, H., & Blustein, D. L. (2000). Reinvigorating the
study of vocational exploration: A framework for research. Journal of
Vocational Behavior, 56, 380404.
3) Adolescents going through a set-off for exploring identity and feel supported
or safe by particular others in order to engage in specific exploration may
lack knowledge in how to enter effective exploration.
Flum, H., & Blustein, D. L. (2000). Reinvigorating the study of vocational
exploration: A framework for research. Journal of Vocational Behavior, 56,
380404.

4) The methodological approach that led the study, went along with the study that followed
design based action research parts.
Kaplan, A., Katz, I., & Flum, H. (2012). Motivation theory in educational
practice. Knowledge claims, challenges, and future directions. In T. Urdan
(Ed.), APA Educational Psychology Handbook, Vol. 2: Individual differences,
cultural considerations, and contextual factors in educational psychology (pp.
165194). Washington, DC: American Psychological Association

5) Having sense of safety when exploring is necessary to the secure base an infant needs
from their parent/guardian in order to successfully enter in exploring a new environment.
Ainsworth, M. D. S., Blehar, M. C., Waters, E., & Walls, S. (1978). Patterns of
attachment: A psychological study of the Strange Situation. Hillsdale, NJ:
Erlbaum.

Research question: What features in the teaching of literature to young

adolescents in Israel may trigger, promote sense of safety, and scaffold
identity exploration?
Methods: participants- 66 students in two 9 th grade literature classes. (33
students in each)
Procedure- observation, student homework assignments, student
reflective
exploration journals, focus groups
Analysis- followed phenomenological approach.
Discussion: The findings support the movement that content-based
academic educational
activities

can also be designed to help identity exploration

among young students.

- The data gave indication for the instigation of certain exploratory
-

actions and not for a long set of exploration.

Findings also gave support for the concepts of trigger, sense of
safety, and scaffold.