Identity formation may be more complex for those who have been in foster care in the face of childhood abuse, difficult relationships, unstable environments, and multiple care contexts but this does not imply there is anything pathological about it. Given the higher levels of mental health difficulties in looked after children and the known role identity has in mental health, whether as a risk or a protective factor, it seems clinically significant to investigate what factors help construct or hinder the formation of identity for those who have been in care. Interpretative Phenomenological Analysis was used to analyze semistructured interviews of eight female care leavers about the understanding of their identity development. Three superordinate themes emerged which encapsulated participants’ identity development. These included Construction of Identity—How I Became Me, Understanding of Identity—Who am I, and Experience of Identity—How My Identity Plays Out. Participants’ construction of identity can be understood in the context of early adverse environments and developmental trauma. This construction of self, in turn, mediates how participants understand and experience their identity. Findings were discussed in relation to previous research, and limitations were outlined. Implications for future research included giving fuller consideration to the role of developmental trauma in identity formation. Clinical implications encourage understanding of looked after children and care leavers in the context of developmental trauma, rather than focusing on symptoms of various diagnoses.

Looked-after children are exposed to significant developmental trauma which may impact their identity development. Discourses of vulnerability and maladaptation often surround this group, while care-leavers often self-identify as survivors. The role of culture in identity formation is also well documented, and cultural socialisation is linked to psychological adjustment and wellbeing. Despite this, little research has explored identity development in black and minority ethnic (BAME) care-leavers. Interpretative Phenomenological Analysis is used to analyse eight semi-structured interviews with BAME care-leavers about their experience of identity development. Three superordinate themes were developed: My journey—how I became me; Identity as a process—the processes that support identity development; and who am I—how I see myself now. Participants’ identity development was adaptive in the context of surviving significant disruption and trauma. Findings are discussed with reference to previous research and limitations are considered. Clinical implications include the need to address additional barriers to positive self-identity faced by BAME care leavers, the importance of acknowledging care-leaver identity as adaptive and embodying a trauma-informed approach to working with this group. Further research into how care-leavers experience their cultural identity is needed.