A Comparison of Two Approaches for Facilitating Identity Exploration Processes in Emerging Adults

Abstract

This article, using a controlled design, reports the results of an exploratory study to investigate the impact of two types of intervention strategies (cognitively vs. emotionally focused) on two types of identity processes (self-construction and self-discovery) in a culturally diverse sample of 90 emerging adult university students. A quasiexperimental design was used to evaluate the relative impact of the cognitively focused self-construction and emotionally focused self-discovery strategies. Quantitative and qualitative results indicated that cognitively focused intervention strategies were most efficacious in affecting self-constructive identity processes, whereas emotionally focused intervention strategies were most efficacious in affecting self-discovery identity processes. This pattern of differential effects suggests that programs intended to broadly affect identity development should include both types of intervention strategies and should target both self-constructive and self-discovery processes.

Basic need satisfaction and identity formation: Bridging self-determination theory and process-oriented identity research.

“…Schwartz, Kurtines, & Montgomery, 2005), the long-term maintenance of intervention gains was less than optimal (Ferrer-Wreder et al, 2002). In this respect, the present findings suggest that need satisfaction could represent an important mechanism through which long-term changes in identity formation can be established.…”

A model of self-transformative identity development in troubled adolescent youth

“…Out of the recognition that interventions need to do more than "treat" problem behaviors and undesirable symptoms (Benson, Scales, Hamilton, & Sesma, 2006;Csikszentmihalyi, 1998;Kurtines, Ferrer-Wreder, Berman, Cass Lorente, Briones, Montgomery, Albrecht, Garcia, & Arrufat, in press;Lerner, Fisher, & Weinberg, 2000), or "prevent" negative developmental outcomes (Damon, 2004;Damon, Menon, & Bronk, 2003;Lerner, Fisher, & Weinberg, 2000), recent attention has begun to focus on the development of individuals' strengths and potentials as a means of promoting long term positive development (Schwartz, 2002;Schwartz, Montgomery, & Kurtines, 2005;Waterman, 1993Waterman, , 2004Waterman, , 2006. Particular attention has begun to focus on putative intraindividual factors believed to play a role in positive identity development.…”

“…Recent attention has begun to focus on the role that cognitive and affective identity exploration have on identity development (Schwartz, Montgomery, & Kurtines, 2005;Waterman, 1993;Waterman, 2004;Waterman, Schwartz, Goldbacher, Green, Miller, & Philip, 2003). As individuals evaluate life experiences both in terms of how they think and feel, deliberate engagement in both processes may result in more positive outcomes over time (Schwartz et al, 2005).…”

“…As individuals evaluate life experiences both in terms of how they think and feel, deliberate engagement in both processes may result in more positive outcomes over time (Schwartz et al, 2005). However, to date, minimal research has been conducted that investigates these processes in adolescents, and specifically troubled adolescents drawn from contexts of ethnic heterogeneity.…”

Cognitive Competence and Life Course Change in Multi-Problem Adolescents

“…The PYD approach emphasizes the development of strengths and potentials in order to foster long-term positive development (Schwartz, 2002;Schwartz, Kurtines, & Montgomery, 2005;Seligman, Steen, Park, & Peterson, 2005). The PYD approach thus represents a shift away from the view of adolescence as a period of "storm and stress" and while recognizing the developmental challenges faced by adolescents, it sees youths as "eager to explore the world, gain competence, and acquire the capacity to contribute importantly to the world" (Damon, 2004).…”