Identity at Risk: Students’ Identity Configuration in the Aftermath of Trauma

References

• Aakvaag, H. F., Thoresen, S., Wentzel-Larsen, T., Røysamb, E., & Dyb, G. (2014). Brief report. Shame and guilt in the aftermath of terror: The Utøya study. Journal of Traumatic Stress, 27, 618–821. doi: 10.1002/jts.21957
   PubMed Web of Science ®Google Scholar
• American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders: DSM-5 (5th ed.). Washington, DC: American Psychiatric Association.
   Google Scholar
• Deen, P. (2010). Dialectical vs. experimental method: Marcuse's review of Dewey’s Logic: The theory of inquiry. Transactions of the Charles S. Peirce Society: A Quarterly Journal in American Philosophy, 46(2), 242–257. doi:10.2979/TRA.2011.46.2.242
   Web of Science ®Google Scholar
• Dyb, G., Jensen, T. K., Nygaard, E., Ekeberg, O., Diseth, T. H., Wentzel-Larsen, T., & Thoresen, S. (2014). Post-traumatic stress reactions in survivors of the 2011 massacre on Utøya Island, Norway. The British Journal of Psychiatry: The Journal of Mental Science, 204, 361–367. doi:10.1192/bjp.bp.113.133157
   PubMed Web of Science ®Google Scholar
• Erikson, E. H. (1968). Identity: Youth and crisis. London: Faber & Faber.
   Google Scholar
• Foucault, M. (1997). Technologies of the self. In P. Rabinow (Eds.), The essential works of Michel Foucault, 1954–1984: Vol. 1: Ethics: Subjectivity and truth (pp. 223–252). London: Allen Lane.
   Google Scholar
• Foucault, M. (1999). Seksualitetens historie: 1: Viljen til viten. [The history of sexuality]. Oslo: EXIL.
   Google Scholar
• Gee, J. P. (2000). Chapter 3: Identity as an analytic lens for research in education. Review of Research in Education, 25(1), 99–125. doi:10.3102/0091732X025001099
   Google Scholar
• Gee, J. P. (2008). Social linguistics and literacies: Ideology in discourses (4th ed.). New York: Routledge.
   Google Scholar
• Gee, J. P. (2014). An introduction to discourse analysis: Theory and method (4th ed.). London: Routledge.
   Google Scholar
• Holstein, J. A., & Miller, G. (1990). Rethinking victimization. An interactional approach to victimology. Symbolic Interaction, 13(1), 103–122. doi: 10.1525/si.1990.13.1.103
   Web of Science ®Google Scholar
• Jensen, H. (1998). Ofrets århundrede. [The century of the victim]. København: Samleren.
   Google Scholar
• Jerslev, A. (2000). Iscenesættelse af intimiteten: Om an American family og big brother. [Staging of intimacy]. København: Tiderne Skifter, c2002.
   Google Scholar
• Kim, S., Thibodeau, R., & Jorgensen, R. S. (2011). Shame, guilt, and depressive symptoms: A meta-analytic review. Psychological Bulletin, 137(1), 68–96. doi: 10.1037/a0021466
   PubMed Web of Science ®Google Scholar
• Lakoff, G., & Johnson, M. (1999). Philosophy in the flesh: The embodied mind and its challenge to Western thought. New York: Basic Books.
   Google Scholar
• Lakoff, G., & Johnson, M. (2003). Metaphors we live by. Chicago: University of Chicago Press.
   Google Scholar
• Lebow, R. N. (2012). The politics and ethics of identity: In search of ourselves. Cambridge: Cambridge Cambridge University Press.
   Google Scholar
• Mishler, E. G. (1986). Research interviewing: Context and narrative. Cambridge, Mass: Harvard University Press.
   Google Scholar
• Norwegian Education Act. (2006). Forskrift til opplæringslova.
   Google Scholar
• Olson, D. R. (2003). Psychological theory and educational reform: How school remakes mind and society. Cambridge: Cambridge University Press.
   Google Scholar
• Penne, S. (2006). Profesjonsfaget norsk i en endringstid. [The L1-subject in a time of change]. (Doctoral dissertation). University of Oslo.
   Google Scholar
• Penne, S., & Skarstein, D. (2015). The L1 subject in a world of increasing individualism. Democratic paradoxes in Norwegian L1 classrooms. L1 Educational Studies in Language and Literature, 1–18. doi.org/10.17239/L1ESLL-2015.15.01.04
   Web of Science ®Google Scholar
• Ricœur, P. (1984). Time and narrative. Chicago: University of Chicago Press.
   Google Scholar
• Rose, N. (2009). Power and subjectivity: Critical history and psychology. In C. F. Graumann, & K. J. Gergen (Eds.), Historical dimensions of psychological discourse (pp. 103–124). Cambridge: Cambridge University Press.
   Google Scholar
• Røkholt, E. G., Schultz, J. H., & Langballe, Å. (2016). Negotiating a new day: Parents contributions to supporting students’ functioning after exposure to trauma. Psychology Research and Behavior Management, 81–93. doi:https://dx.doi.org/10.2147/PRBM.S97229
   PubMed Web of Science ®Google Scholar
• Skarstein, D. (2013). Meningsdannelse og diversitet. [Meaning making and diversity]. (Doctoral dissertation). University of Bergen.
   Google Scholar
• Taylor, C. (1989). Sources of the self: The making of the modern identity. Cambridge: Cambridge University Press.
   Google Scholar
• Taylor, C. (1992). The ethics of authenticity. Cambridge, Mass: Harvard University Press.
   Google Scholar
• Taylor, C. (1994). The politics of recognition. In C. Taylor, K. A. Appiah, & A. Gutmann (Eds.), Multiculturalism: Examining the politics of recognition (pp. 25–73). Princeton, NJ: Princeton University Press.
   Google Scholar
• Twenge, J. (2006). Generation me. Why today’s young Americans are more confident, assertive, and entitled – and more miserable than ever before. New York: Free Press.
   Google Scholar