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Journal articles on the topic 'Identity (Psychology) in adolescence – Case studies'

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Published: 4 June 2021

Last updated: 13 February 2022

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1

Feliciano, Cynthia, and Rubén G. Rumbaut. "The Evolution of Ethnic Identity From Adolescence to Middle Adulthood: The Case of the Immigrant Second Generation." Emerging Adulthood 7, no. 2 (October 15, 2018): 85–96. http://dx.doi.org/10.1177/2167696818805342.

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2

Brickman, Barbara Jane. "Guest Editorial." Girlhood Studies 12, no. 1 (March 1, 2019): vi—xv. http://dx.doi.org/10.3167/ghs.2019.120102.

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In their new groundbreaking study reviewed in this special issue, The Trans Generation: How Trans Kids (and Their Parents) are Creating a Gender Revolution (2018), sociologist Ann Travers details the experiences of transgender children in the US and Canada, some as young as four years of age, who participated in research interviews over a five-year period. Establishing a unique picture of what it means to grow up as a trans child, Travers offers numerous examples of daily life and challenges for children like, for example, Martine and Esme, both of whom sought to determine their own gender at an early age: Martine and her family recount how at the age of seven she responded to her upcoming appointment at a gender clinic by asking if the doctor would have “the machine where you walk in as a boy and walk out as a girl,” while Esme’s story begins in preschool and leads to the care of a “trans-affirmative doctor” (168) from the age of six and the promise of hormone blockers and estrogen at the onset of puberty. Although Travers’s work is devoted to and advocates for trans children as a whole, its implications for our understanding of and research into girls and girlhood cannot be understated. What does it mean to “walk out” of that machine in the doctor’s office “as a girl?” What happens when you displace the seemingly monumental onset of puberty from its previous biological imperatives and reproductive futures? How might feminist work on girlhoods, which has sought to challenge sexual and gender binaries for so long, approach an encounter with what Travers calls “binary-conforming” or “binary-identifying” (169) trans girls or with the transgender boys in their study who, at first, respond to the conforming pressures of adolescence very similarly to cisgender girls who will not ultimately transition away from a female identity?

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3

Kelcholiver, Karia, and Leigh A. Leslie. "Biracial Females' Reflections on Racial Identity Development in Adolescence." Journal of Feminist Family Therapy 18, no. 4 (February 20, 2007): 53–75. http://dx.doi.org/10.1300/j086v18n04_03.

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4

Spiegler, Olivia, Katharina Sonnenberg, Ina Fassbender, Katharina Kohl, and Birgit Leyendecker. "Ethnic and National Identity Development and School Adjustment: A Longitudinal Study With Turkish Immigrant-Origin Children." Journal of Cross-Cultural Psychology 49, no. 7 (April 19, 2018): 1009–26. http://dx.doi.org/10.1177/0022022118769773.

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We examined developmental trajectories of ethnic and national identity during early adolescence and linked subgroups of identity change to ethnic minority children’s school adjustment. Our longitudinal data on Turkish immigrant-origin children in Germany ( N = 146; MT1 = 10.42 years, 46.6% male) covered three waves of annual measurement. A person-oriented approach using growth mixture modeling revealed two different classes (subgroups) of identity change: Class 1 comprised children with a high and stable Turkish identity, and Class 2 comprised children with a medium and increasing Turkish identity. German identity was medium and stable in both classes. Results further showed generally high levels of school adjustment in both classes but lower levels of school motivation and teacher support among children in Class 2. Our findings point toward heterogeneity in ethnic minority children’s identity development during early adolescence and support the “ethnic identity as a resource” hypothesis.

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5

Menon, Meenakshi. "Multidimensional Gender Identity and Gender-Typed Relationship Styles in Adolescence." Sex Roles 76, no. 9-10 (February 10, 2016): 579–91. http://dx.doi.org/10.1007/s11199-016-0589-y.

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6

Hill, Darryl B., Christina Rozanski, Jessica Carfagnini, and Brian Willoughby. "Gender Identity Disorders in Childhood and Adolescence." International Journal of Sexual Health 19, no. 1 (February 8, 2007): 57–75. http://dx.doi.org/10.1300/j514v19n01_07.

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7

Smith, Danielle M., Jamilia J. Blake, Wen Luo, Verna M. Keith, and Tameka Gilreath. "Subtypes of Girls Who Engage in Serious Delinquency and Their Young Adult Outcomes." Psychology of Women Quarterly 44, no. 3 (May 12, 2020): 403–16. http://dx.doi.org/10.1177/0361684320918243.

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Girls are increasingly becoming involved with the juvenile justice system; however, what brings girls to engage in delinquency or what obstacles these girls face later in life resulting from adolescent criminal behavior is understudied. In the present study, we used latent class analysis to identify subtypes of risks among adolescent girls ( N = 1,174) who have engaged in delinquent behaviors and mixture modeling to determine what distal psychological, social, educational, and economic outcomes in young adulthood are associated with each subtype. Four adolescent subtypes were identified, which were distinguished primarily based on the severity of their self-reported victimization experiences and mental health concerns. Classes with higher levels of victimization experiences tended to report more engagement with delinquent behavior in adolescence and had a larger proportion of Black and Hispanic girls than lower-victimization classes. Identified classes differed from each other on distal (i.e., young adulthood) measures of economic instability, educational attainment, drug use, depression, and adult arrests. Generally, latent classes which were characterized by higher rates of victimization and mental health concerns and lower educational performance in adolescence fared worse in young adulthood. Implications for those who care for girls who engage in delinquency, including suggestions for using trauma and culture informed screening, prevention, and intervention services, and directions for future research are discussed. Additional online materials for this article are available on PWQ’s website at http://journals.sagepub.com/doi/suppl/0361684320918243 .

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8

Kornienko, Olga, Carlos E. Santos, Carol Lynn Martin, and Kristen L. Granger. "Peer influence on gender identity development in adolescence." Developmental Psychology 52, no. 10 (October 2016): 1578–92. http://dx.doi.org/10.1037/dev0000200.

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9

Bosma, Harke A., and Rob S. Gerrits. "Family Functioning and Identity Status in Adolescence." Journal of Early Adolescence 5, no. 1 (March 1985): 69–80. http://dx.doi.org/10.1177/0272431685051007.

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10

Meeus, Wim. "Studies on identity development in adolescence: An overview of research and some new data." Journal of Youth and Adolescence 25, no. 5 (October 1996): 569–98. http://dx.doi.org/10.1007/bf01537355.

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11

Koteskey, Ronald L., James S. Walker, and Anita Wells Johnson. "Measurement of Identity from Adolescence to Adulthood: Cultural, Community, Religious, and Family Factors." Journal of Psychology and Theology 18, no. 1 (March 1990): 54–65. http://dx.doi.org/10.1177/009164719001800105.

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12

Palmeroni, Nina, Laurence Claes, Margaux Verschueren, Annabel Bogaerts, Tinne Buelens, and Koen Luyckx. "Identity Distress Throughout Adolescence and Emerging Adulthood: Age Trends and Associations With Exploration and Commitment Processes." Emerging Adulthood 8, no. 5 (January 21, 2019): 333–43. http://dx.doi.org/10.1177/2167696818821803.

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The process of identity formation can cause a considerable amount of distress leading to pathological forms of identity distress. The present study examined age trends in identity distress and associations with identity exploration and commitment in a sample of 2,286 Flemish adolescents and emerging adults (14–30 years, 55.7% females). Important and theoretically meaningful age trends in identity distress were uncovered. More specifically, identity distress demonstrated a curvilinear trend with the highest levels of distress occurring in emerging adulthood. Concerning the associations between identity distress and identity processes, we found differences among the age periods studied. Identity distress was especially positively related to exploration in breadth and negatively to commitment making in the late 20s, but less so in adolescence and the early 20s. In sum, these results provide important insights into identity distress throughout adolescence and emerging adulthood. Theoretical implications, limitations, and suggestions for future research are discussed.

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13

Hughes, Diane L., Juan Del Toro, and Niobe Way. "Interrelations among dimensions of ethnic-racial identity during adolescence." Developmental Psychology 53, no. 11 (November 2017): 2139–53. http://dx.doi.org/10.1037/dev0000401.

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14

Sapru, Saloni. "Identity and Social Change: Case Studies of Indian Psychology Students." Psychology and Developing Societies 10, no. 2 (September 1998): 147–88. http://dx.doi.org/10.1177/097133369801000204.

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15

Kocourková, Jana, and Ji⊘í Koutek. "Psychodynamic aspects of suicidal risk in adolescence: two case studies." Journal of Child & Adolescent Mental Health 18, no. 2 (October 2006): 79–81. http://dx.doi.org/10.2989/17280580609486627.

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16

Streitmatter, Janice L. "Identity Development and Academic Achievement in Early Adolescence." Journal of Early Adolescence 9, no. 1-2 (February 1989): 99–111. http://dx.doi.org/10.1177/0272431689091008.

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17

Meehan, Sue-Ann, Almarie Peirson, and Peter Fridjhon. "Suicide Ideation in Adolescent South Africans: The Role of Gender and Coping Strategies." South African Journal of Psychology 37, no. 3 (August 2007): 552–75. http://dx.doi.org/10.1177/008124630703700311.

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With an increasing number of studies showing a rise in adolescent suicidal behaviour and a wealth of literature concerning adolescent coping strategies, this study examined both these issues within a South African context. The interplay between social, political, and economic factors in South Africa, with its history of apartheid, must impact upon the lives of adolescents living in this country and play a role in stress, depression, and feelings of hopelessness, helplessness, and possible suicidal ideation. The objectives of the study were to determine the coping strategies exhibited by a South African sample of adolescents, the relationship between these coping strategies and suicidal ideation, and to investigate whether gender had any influence on this relationship. This study therefore aimed to get a better understanding of the relationship between the variables: suicidal ideation, coping strategy, and gender. Such research is important in learning to understand how adolescents cope, in order for caregivers and professionals in the field to be able to identify potential suicide ideators through their behaviours and coping strategies. A sample of 161 adolescents in grade eleven completed a demographic questionnaire, the Positive and Negative Suicidal Ideation Scale (PANSI), and The Coping Across Situations Questionnaire (CASQ). The findings indicated the majority of the sample (51 %) had a positive outlook on life, feeling optimistic about the future most or a good part of the time. Further results showed that males and females followed the same pattern of coping by scoring highest on the functional coping strategies and lowest on the dysfunctional one. There was a significant difference between males and females on each coping strategy, with females scoring higher than males in each case. Correlation studies indicated a positive significant relationship between active coping (functional coping strategy) and positive suicidal ideation scores (positive outlook on life) and between withdrawal (dysfunctional coping strategy) and negative suicidal ideation scores (negative outlook on life). Results for each gender differed, with the female sub-sample revealing significant correlations between functional coping strategies and positive suicidal ideation scores, while the only significant correlation found within the male sub-sample was between the dysfunctional coping strategy and negative suicidal ideation scores.

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18

Meeus, Wim. "The Identity Status Continuum Revisited." European Psychologist 23, no. 4 (October 2018): 289–99. http://dx.doi.org/10.1027/1016-9040/a000339.

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Abstract. The developmental continuum of identity status has been a topic of theoretical debate since the early 1980’s. A recent meta-analysis and recent studies with dual cycle models lead to two conclusions: (1) during adolescence there is systematic identity maturation; (2) there are two continuums of identity status progression. Both continuums show that in general adolescents move from transient identity statuses to identity statuses that mark the relative endpoints of development: from diffusion to closure, and from searching moratorium and moratorium to closure and achievement. This pattern can be framed as development from identity formation to identity maintenance. In Identity Status Interview research using Marcia’s model, not the slightest indication for a continuum of identity development was found. This may be due to the small sample sizes of the various studies leading to small statistical power to detect differences in identity status transitions, as well as developmental inconsistencies in Marcia’s model. Findings from this review are interpreted in terms of life-span developmental psychology.

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19

Hill, Cathryn I. "A Developmental Perspective on Adolescent “Rebellion” in the Church." Journal of Psychology and Theology 14, no. 4 (December 1986): 306–18. http://dx.doi.org/10.1177/009164718601400407.

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Theories on the development of faith are reviewed with an emphasis on the developmental changes associated with adolescence in relation to moral development and identity resolution. A unified framework is proposed which distinguishes “conventional” from “postconventional” faith. Implications are suggested for explaining the problem of teenage “rebellion” in the church, and considerations for further research are indicated.

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20

Schmitt-Rodermund, Eva, and Fred W. Vondracek. "Breadth of Interests, Exploration, and Identity Development in Adolescence." Journal of Vocational Behavior 55, no. 3 (December 1999): 298–317. http://dx.doi.org/10.1006/jvbe.1999.1683.

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21

van der Does, Tamara, and Muna Adem. "Gendered Paths in Ethnic Identity Exploration Between Adolescence and Emerging Adulthood." Emerging Adulthood 7, no. 2 (August 27, 2018): 109–18. http://dx.doi.org/10.1177/2167696818793809.

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22

Becht, Andrik I., Stefanie A. Nelemans, Susan J. T. Branje, Wilma A. M. Vollebergh, Hans M. Koot, and Wim H. J. Meeus. "Identity uncertainty and commitment making across adolescence: Five-year within-person associations using daily identity reports." Developmental Psychology 53, no. 11 (November 2017): 2103–12. http://dx.doi.org/10.1037/dev0000374.

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23

Fivush, Robyn, and Natalie Merrill. "An ecological systems approach to family narratives." Memory Studies 9, no. 3 (June 30, 2016): 305–14. http://dx.doi.org/10.1177/1750698016645264.

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We propose an ecological systems approach to family narratives that describes three dynamically interacting systems of family narratives: shared family narratives, communicative family narratives, and family history. We review developmental research on family storytelling within each of these levels and describe how they interact to create individual narrative identity, focusing on adolescence.

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24

Markovitch, Noam, Koen Luyckx, Theo Klimstra, Lior Abramson, and Ariel Knafo-Noam. "Identity exploration and commitment in early adolescence: Genetic and environmental contributions." Developmental Psychology 53, no. 11 (November 2017): 2092–102. http://dx.doi.org/10.1037/dev0000318.

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25

Meeus, W., J. Iedema, and G. H. Maassen. "Commitment and Exploration as Mechanisms of Identity Formation." Psychological Reports 90, no. 3 (June 2002): 771–85. http://dx.doi.org/10.2466/pr0.2002.90.3.771.

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We report a two-wave longitudinal study of 1,571 Dutch adolescents concerning the role of commitment and exploration in identity development. We used the Utrecht-Groningen Identity Development Scale to measure commitment and exploration in the domains of relational and societal identity. Our results can be summarized in three points. (1) Commitment and exploration are related processes in the development of identity. Adolescents with strong commitments also frequently explore them, and adolescents with low exploration in general have weak commitments. (2) The longitudinal stability of commitment and exploration has a medium effect size. For relational identity the stability of commitment is greater than that of exploration, but this is not the case for societal identity. The explanation we give for the lack of this difference in stability between commitment and exploration in societal identity is that the formative period for societal identity comes primarily at the end of adolescence. In that connection, we conclude that for present-day Dutch adolescents the formation of relational identity probably precedes that of societal identity. (3) In neither identity domain is commitment predictive of exploration three years later, nor is the reverse the case. We conclude that no long-term developmental sequentiality of commitment and exploration was found, but the results do not rule out the possibility of short-term developmental sequentiality.

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26

Markstrom-Adams, Carol, Greta Hofstra, and Kirk Dougher. "The ego-virtue of fidelity: A case for the study of religion and identity formation in adolescence." Journal of Youth and Adolescence 23, no. 4 (August 1994): 453–69. http://dx.doi.org/10.1007/bf01538039.

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27

Nunes, Michelle Darezzo Rodrigues, Emiliana Bomfim, Karin Olson, Luis Carlos Lopes-Junior, Fernanda Machado Silva-Rodrigues, Regina Aparecida Garcia de Lima, and Lucila Castanheira Nascimento. "Interventions minimizing fatigue in children/adolescents with cancer: An integrative review." Journal of Child Health Care 22, no. 2 (January 23, 2018): 186–204. http://dx.doi.org/10.1177/1367493517752498.

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Fatigue is among the most common, debilitating, and distressing symptoms associated with chronic condition in pediatric population. The purpose of this study was to identify non-pharmacological fatigue interventions in children and adolescents with cancer. For this, we carried out an integrative review of the literature from January 2000 to December 2016. A comprehensive search of four databases was conducted: Cumulative Index to Nursing and Allied Health Literature, Psychology Information, Medline via PubMed, and Web of Science. Randomized controlled trial, quasi-experimental, case-control and cohort studies were included in this review. Thirteen relevant studies were included for analysis. Seven papers reported positive outcomes for exercise, exercise plus leisure activities, healing touch and acupressure. In another six papers using exercise, exercise plus psychological intervention and massage, no effectiveness was found. Effective management of fatigue in children and adolescents is important but research in this area is limited, so the results of this review should be interpreted cautiously. Future researchers are encouraged to test the effective interventions in homogenous cancer populations and in other groups where fatigue is a common concern.

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Becht, Andrik I., Stefanie A. Nelemans, Susan J. T. Branje, Wilma A. M. Vollebergh, Hans M. Koot, Jaap J. A. Denissen, and Wim H. J. Meeus. "The quest for identity in adolescence: Heterogeneity in daily identity formation and psychosocial adjustment across 5 years." Developmental Psychology 52, no. 12 (December 2016): 2010–21. http://dx.doi.org/10.1037/dev0000245.

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29

Negru-Subtirica, Oana, Eleonora Ioana Pop, Koen Luyckx, Jessie Dezutter, and Michael F. Steger. "The meaningful identity: A longitudinal look at the interplay between identity and meaning in life in adolescence." Developmental Psychology 52, no. 11 (November 2016): 1926–36. http://dx.doi.org/10.1037/dev0000176.

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30

Smith, Shannon D., Shannon B. Dermer, and Randall L. Astramovich. "Working with Nonheterosexual Youth to Understand Sexual Identity Development, At-Risk Behaviors, and Implications for Health Care Professionals." Psychological Reports 96, no. 3 (June 2005): 651–54. http://dx.doi.org/10.2466/pr0.96.3.651-654.

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This article outlines special issues related to being a nonheterosexual youth. Information is presented on the sexual development of homosexual youth and their unique challenges. Included are data about the average age of initial awareness and self-identification of gay, lesbian, bisexual, transgendered, and questioning youth. The average age of awareness of homosexual orientation is between 10 or 11 years, while the average for identifying or self-labeling is ages 13–15. This age range is consistent across studies. The special issues related to a unique sexual development, prejudices associated with being a nonheterosexually oriented youth, typical behavioral outcomes of dealing with discrimination, and major health concerns for this at-risk population are identified. Finally, implications for health care professionals working with these adolescents are outlined.

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Haase, Claudia M., Martin J. Tomasik, and Rainer K. Silbereisen. "Premature Behavioral Autonomy." European Psychologist 13, no. 4 (January 2008): 255–66. http://dx.doi.org/10.1027/1016-9040.13.4.255.

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Timing matters in the development of adolescents’ behavioral autonomy. Drawing from two German national surveys, the present studies showed that premature curfew autonomy (measured retrospectively) was associated with developmental risks in late adolescence (16–21 years, assessed in 1996) and young adulthood (25–30 years, assessed in 2005). Premature individuals neither experienced socioeconomic disadvantages nor had lower educational aspirations in late adolescence, but they attained lower levels of education in young adulthood. Premature curfew autonomy was further associated with maladjustment regarding certain developmental challenges of late adolescence (higher deviant behavior, lower disclosure, higher identity diffusion, and lower planfulness) and young adulthood (no differences in employment and partnership status, but higher demands of social change in work, family, and public life). Finally, premature curfew autonomy was related to lower subjective well-being in late adolescence and young adulthood.

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32

Destin, Mesmin. "Identity Research That Engages Contextual Forces to Reduce Socioeconomic Disparities in Education." Current Directions in Psychological Science 29, no. 2 (February 19, 2020): 161–66. http://dx.doi.org/10.1177/0963721420901588.

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A growing amount of psychological research contributes to the understanding of complex social issues, including socioeconomic disparities in academic outcomes. At a basic level, several studies demonstrate the ways that socioeconomic resources and opportunities shape the identities of students during adolescence and young adulthood, particularly emphasizing how they imagine their lives in the future. These future identities, in turn, affect how students engage in school tasks and respond to academic difficulty. The implications of these basic insights connecting socioeconomic resources, identity, and academic outcomes are most meaningful when considered within various levels of social-contextual influence that surround students. A collection of studies demonstrates how peers, parents, teachers, and educational institutions as a whole can be targeted and leveraged to support student identities and outcomes. This deepened engagement with various levels of context can complement and advance the existing emphasis on individual-level intervention as a strategy to contribute to the progress of psychological science toward greater influence and significance.

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33

Lee, Terry. "“Instigating Women” and Initiation in Postmodern Male Identity: Women Mentoring Men in Michael Dorris's Short Fiction." Journal of Men’s Studies 6, no. 2 (March 1998): 209–25. http://dx.doi.org/10.1177/106082659800600206.

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Two short stories from Working Men by the American fiction writer Michael Dorris enact romantic heterosexual relationships in which a woman becomes the mentor who helps carry a man stuck in delayed adolescence into initiated manhood. Dorris's stories update and make accessible the mythical and magical elements that Robert Bly has described in his Iron John as being able to renew a man stuck in his boyhood woundedness. Where Bly discusses the female mentor for men in terms of “meeting the god woman” and the wild woman guarding a sacred pond, Dorris fleshes out his female guides in the form of what Bly calls “instigating wom[en],” contemporary women who possess a certain wisdom. These women play a life-transforming role in establishing a more mature, differentiated identity in men.

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Lai, Timothy Chwan, Cristyn Davies, Kerry Robinson, Debi Feldman, Charlotte Victoria Elder, Charlie Cooper, Ken C. Pang, and Rosalind McDougall. "Effective fertility counselling for transgender adolescents: a qualitative study of clinician attitudes and practices." BMJ Open 11, no. 5 (May 2021): e043237. http://dx.doi.org/10.1136/bmjopen-2020-043237.

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ObjectiveFertility counselling for trans and gender diverse (TGD) adolescents has many complexities, but there is currently little guidance for clinicians working in this area. This study aimed to identify effective strategies for—and qualities of—fertility counselling for TGD adolescents based on clinicians’ experiences.DesignWe conducted qualitative semi-structured individual interviews in 2019 which explored clinician experiences and fertility counselling practices, perspectives of the young person’s experience and barriers and facilitators to fertility preservation access. Data were analysed using thematic analysis.SettingThis qualitative study examined experiences of clinicians at the Royal Children’s Hospital—a tertiary, hospital-based, referral centre and the main provider of paediatric TGD healthcare in Victoria, Australia.ParticipantsWe interviewed 12 clinicians from a range of disciplines (paediatrics, psychology, psychiatry and gynaecology), all of whom were involved with fertility counselling for TGD adolescents.ResultsBased on clinician experiences, we identified five elements that can contribute to an effective approach for fertility counselling for TGD adolescents: a multidisciplinary team approach; shared decision-making between adolescents, their parents and clinicians; specific efforts to facilitate patient engagement; flexible personalised care; and reflective practice.ConclusionsIdentification of these different elements can inform and hopefully improve future fertility counselling practices for TGD adolescents, but further studies examining TGD adolescents’ experiences of fertility counselling are also required.

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Ronkainen, Noora J., Tatiana V. Ryba, and Jacquelyn Allen-Collinson. "Restoring Harmony in the Lifeworld? Identity, Learning, and Leaving Preelite Sport." Sport Psychologist 34, no. 4 (December 1, 2020): 268–75. http://dx.doi.org/10.1123/tsp.2020-0009.

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Sport provides many youth participants with a central life project, and yet very few eventually fulfill their athletic dreams, which may lead them to disengage from sport entirely. Many studies have explored the processes of athletic retirement, but little is known about how youth athletes actually reconstruct their relationship with sport and embodiment postretirement. The authors explored these issues in the story of “Pilvi,” a Finnish alpine skier who disengaged from sport in her late adolescence. Employing an existential-phenomenological approach, they conducted six low-structured interviews with Pilvi, combined with visual methods, and identified key themes relating to the body, space, culture, and time. Their findings highlight the difficulty of building a new relationship with sport and the often restrictive cultural horizons of sport and exercise culture that limit the “possible selves.” The authors discuss the significant implications for applied practitioners helping youth athletes and effectively supporting them in leaving their sport.

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36

Kaniušonytė, Goda, and Rita Žukauskienė. "Relationships With Parents, Identity Styles, and Positive Youth Development During the Transition From Adolescence to Emerging Adulthood." Emerging Adulthood 6, no. 1 (January 31, 2017): 42–52. http://dx.doi.org/10.1177/2167696817690978.

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The purpose of this study was to examine the links between relationships with parents, identity styles, and positive youth development (PYD), conceptualized as “contribution” to self, family, and community, in Lithuanian youth during the transition from adolescence to emerging adulthood. In Study I, we sought to examine how positive relationships with parents predict contribution with the potential mediating role of autonomy-supportive parenting. Participants ( N = 153) filled a self-reported questionnaire in the final year of school and 1 year later. In Study II, we aimed at investigating how parental autonomy support is related to the contribution and the potential mediating role of identity processing style. Participants ( N = 254) were assessed 1 year after graduating high school. Overall, the findings indicated that positive relationships with parents play an important role in successful adjustment and that this relationship is partially mediated by identity style. To conclude, the way in which parents respond to their children’s need for autonomy and relatedness affects the adequate identity management and overall positive development during emerging adulthood.

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37

Nelson, Sarah C., Johanna Kling, Maria Wängqvist, Ann Frisén, and Moin Syed. "Identity and the body: Trajectories of body esteem from adolescence to emerging adulthood." Developmental Psychology 54, no. 6 (June 2018): 1159–71. http://dx.doi.org/10.1037/dev0000435.

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38

Greischel, Henriette, Peter Noack, and Franz J. Neyer. "Oh, the places you’ll go! How international mobility challenges identity development in adolescence." Developmental Psychology 54, no. 11 (November 2018): 2152–65. http://dx.doi.org/10.1037/dev0000595.

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39

Banati, Prerna, Lauren Rumble, Nicola Jones, and Sarah Hendriks. "Agency and Empowerment for Adolescent Girls: An Intentional Approach to Policy and Programming." Journal of Youth Development 16, no. 2-3 (July 14, 2021): 239–54. http://dx.doi.org/10.5195/jyd.2021.1071.

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As national governments roll out COVID response plans, an opportunity arises to re-cast adolescent girls’ programs to centrally anchor them on girls’ voices, leadership, ambitions, and assets in development policies and programs. Drawing together the evidence on what we know works for adolescent girls, as well as the growing literature on positive strengths-based programming which are gradually and increasingly being applied, this commentary calls for a girl-intentional approach to policy and programming. A girl-intentional approach is described through 3 case studies, which illustrate the additionality of new or improved adolescent knowledge, skills, and competencies; improved opportunities for adolescent engagement, voice, and agency; improved community safety and support; stronger, healthier relationships; and stronger and healthier norms, attitudes, values, and goals. The case studies describe program hooks that facilitate operationalization, point to measurable outcomes, and identify opportunities for scale, including the re-opening of schools. Overall, inter-sectoral solutions that address the myriad of issues affecting an adolescent girl’s life and tackle pervasive gender inequities require greater emphasis by development actors and national governments.

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Crocetti, Elisabetta, Renata Garckija, Ingrida Gabrialavičiūtė, Rimantas Vosylis, and Rita Žukauskienė. "Reciprocal Associations between Identity and Civic Engagement in Adolescence: A Two-Wave Longitudinal Study." International Journal of Developmental Science 8, no. 3-4 (2014): 115–24. http://dx.doi.org/10.3233/dev-1400139.

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Mazalin, Dennis, and Susan Moore. "Internet Use, Identity Development and Social Anxiety Among Young Adults." Behaviour Change 21, no. 2 (June 1, 2004): 90–102. http://dx.doi.org/10.1375/bech.21.2.90.55425.

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AbstractContradictory evidence exists regarding the benefit of the Internet for social and personal wellbeing, with some studies indicating deleterious effects and others possible social enrichment. The potential for increased social isolation from ‘overinvolvement’ in online activities or, conversely, the Internet's possibilities for enhancing social relationships, may be particularly salient during young adulthood and adolescence because of the special importance of the peer group during this developmental phase. This study was an investigation of the relationships between the levels of identity development, Internet use and social anxiety among a sample of 161 older adolescents/young adults aged between 18 and 25. Results indicated that, for males only, higher levels of social anxiety and less mature identity statuses were associated with more frequent Internet use, specifically time spent in chatrooms, online browsing for personal use, and games. For females (who were in this sample less socially anxious, more identity-developed, and lower users of the Internet than males), social anxiety and identity status were not significantly associated with time spent online. Discussion centred around the potential roles of Internet use in reinforcing already-existing social anxiety or, alternatively, in supporting and maintaining social contacts in those with lower levels of social deficit.

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Edison, Bianca, Katherine Rizzone, and Melissa Christino. "ATHLETIC IDENTITY IN YOUTH ATHLETES: A SYSTEMATIC REVIEW." Orthopaedic Journal of Sports Medicine 9, no. 7_suppl3 (July 1, 2021): 2325967121S0010. http://dx.doi.org/10.1177/2325967121s00102.

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Background: Athletic identity (AI) is an important part of the sporting culture that ties in multiple components of how an individual relates to their sport. Adult-based research has described positive and negative sequelae from adopting a robust AI, but there has been less studied on this social trait in younger age groups. Purpose: To systematically review the literature to investigate and describe epidemiological characteristics of athletic identity in athletes younger than 22 years old. Methods: This review was conducted according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Group (PRISMA) guidelines. PubMed, Embase, PsycInfo were searched to identify studies that quantitatively assessed athletic identity. Three independent reviewers performed data extraction and quality assessment. Study eligibility criteria included English-language publications from 1945-present with an athletic identity outcome in individuals 22 years old and younger. Assessment for study bias was evaluated using the Appraisal Tool for Cross-Sectional Studies (AXIS). Results: Ten studies met the study’s inclusion criteria, eight were cross-sectional design, one was a case series, and one involved a longitudinal design. For these studies, three out of the ten were deemed good quality by AXIS and the remainder were of fair quality. Eight of the ten studies utilized the Athletic Identity Measurement Scale and two utilized the Athlete Identity Questionnaire. Constructs examined include sports and physical activity participation, mental health, sports-related injury, and demographics such as gender and ethnicity. Scores did not vary by gender, but did by race/ethnicity. Two studies found that adolescence was a time of increased athletic identity as opposed to later in one’s training. The studies that focused on mental health and AI showed higher levels may have a protective effect against burnout, but in injured athletes, it may increase the likelihood of depression. In a study examining AI and injury, there was a bimodal association of both low AI and high AI athletes having higher risk of injury. Conclusions: Our systematic review of the literature resulted in very heterogeneous results, preventing analyses of common measures and outcomes. There was cross-study evidence that in adolescence, the transition to a higher level of play can be correlated with a stronger sense of athletic identity. Several studies examined the effect athletic identity can have on the mental health of youth. Further study is needed in pediatric athletes to better understand the relationship between AI and different components of sport.

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Mercer, Natalie, Elisabetta Crocetti, Susan Branje, Pol van Lier, and Wim Meeus. "Linking delinquency and personal identity formation across adolescence: Examining between- and within-person associations." Developmental Psychology 53, no. 11 (November 2017): 2182–94. http://dx.doi.org/10.1037/dev0000351.

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Rotella, Robert J., and Douglas S. Newburg. "The Social Psychology of the Benchwarmer." Sport Psychologist 3, no. 1 (March 1989): 48–62. http://dx.doi.org/10.1123/tsp.3.1.48.

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Some athletes who are benched may experience identity crises, the impact of which may be long-lasting and far-reaching for them. Case-study interviews with three athletes who have experienced such crises are presented. The similarities in the case studies suggest that the bench/identity crisis may be a relatively common phenomenon. Suggestions are offered for athletes, coaches, and sport psychology consultants to help respond to such experiences effectively.

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Fanasca, Marta. "Crossdressing Dansō." Girlhood Studies 12, no. 1 (March 1, 2019): 33–48. http://dx.doi.org/10.3167/ghs.2019.120105.

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In this article, I focus on the childhood and adolescent life experiences of dansō (female-to-male crossdressers) who work as escorts in contemporary Japan, and on the process that led to their presentation of self as gendered masculine in their private and working lives. During their childhood and adolescence, dansō have to negotiate their identity and self-presentation to adhere to the gendered pressures of Japanese society. Through an analysis of interviews undertaken with 14 dansō informants, I explore dansō’s construction of a male identity before adulthood, highlighting the societal impositions they experienced and the coping strategies to which they resorted in order to create and maintain a space in which to express their queer selves.

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Hatano, Kai, and Kazumi Sugimura. "Is adolescence a period of identity formation for all youth? Insights from a four-wave longitudinal study of identity dynamics in Japan." Developmental Psychology 53, no. 11 (November 2017): 2113–26. http://dx.doi.org/10.1037/dev0000354.

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Branje, Susan, Lydia Laninga-Wijnen, Rongqin Yu, and Wim Meeus. "Associations Among School and Friendship Identity in Adolescence and Romantic Relationships and Work in Emerging Adulthood." Emerging Adulthood 2, no. 1 (December 16, 2013): 6–16. http://dx.doi.org/10.1177/2167696813515851.

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Kurdziel, Gretchen, Leticia Y. Flores, and Jenny Macfie. "The Role of Sexual and Gender Identity in Long-Term Psychodynamic Therapy for Comorbid Social Anxiety and Depression in an Adolescent Female." Clinical Case Studies 17, no. 5 (July 19, 2018): 311–27. http://dx.doi.org/10.1177/1534650118788668.

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Adolescence is a time of significant change with social, cognitive, and emotional alternations, and growth of autonomy and identity. This is a single clinical case study that uses long-term psychodynamic psychotherapy with an adolescent female diagnosed with comorbid social anxiety and persistent depression. The treatment initially focused on addressing the patient’s self-esteem, perfectionism, and self-criticism. During the treatment it was revealed that the patient’s sexual and gender identity contributed to social anxiety and depressive symptoms, and the therapy conceptualized the role of these identities as contributing to social discomfort which perpetuated her depressive symptoms. Through accepting her budding sexual and gender identity, the patient successfully became more comfortable in social settings which ultimately alleviated her depressive symptoms. This treatment highlights the unique nature of working with an adolescent apart of the sexual and gender minority, and how these identities contributed to her experience of social anxiety and depression.

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Brown, Christia Spears, Basirat O. Alabi, Virginia W. Huynh, and Carrie L. Masten. "Ethnicity and gender in late childhood and early adolescence: Group identity and awareness of bias." Developmental Psychology 47, no. 2 (March 2011): 463–71. http://dx.doi.org/10.1037/a0021819.

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Becht, Andrik I., Koen Luyckx, Stefanie A. Nelemans, Luc Goossens, Susan J. T. Branje, Wilma A. M. Vollebergh, and Wim H. J. Meeus. "Linking identity and depressive symptoms across adolescence: A multisample longitudinal study testing within-person effects." Developmental Psychology 55, no. 8 (August 2019): 1733–42. http://dx.doi.org/10.1037/dev0000742.

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