Promoting resilience in adolescents: A new social identity benefits those who need it most

Koni, Elizabeth; Moradi, Saleh; Arahanga-Doyle, Hitaua; Neha, Tia; Hayhurst, Jill; Boyes, Mike; Cruwys, Tegan; Hunter, John; Scarf, Damian

doi:10.1371/journal.pone.0210521

Cited by 35 publications

(16 citation statements)

References 40 publications

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“…For instance, the 10-day Spirit of Adventure experience starts each day with a 6 am swim in the ocean. When shared with a group of peers, such emotionally intense and often dysphoric experiences increase a sense of group belonging and also predict long-term increases in self-esteem and resilience (Scarf, Hayhurst, et al, 2017;Scarf, Kafka, et al, 2018;Scarf, Moradi, et al, 2016), with stronger effects in the short-term for at-risk youth (Arahanga-Doyle et al, 2019;Koni et al, 2019).…”

Section: Social Media and The Development Of Fusionmentioning

confidence: 99%

The Development of Identity Fusion

Reese

Whitehouse²

2021

Perspect Psychol Sci

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The fusion of personal and group identities can lead to self-sacrificial progroup behavior, from acts of charity to violent extremism. Two pathways to identity fusion—via shared biology and shared experiences—have been proposed. In this article, we elucidate a new developmental account of the origins and mechanisms of these two pathways to identity fusion from childhood to adulthood. Whereas fusion based on shared biology occurs from early childhood cued by phenotypic similarity, fusion based on episodic memories of shared experiences is not possible until midadolescence and relies on suitable bonding experiences (e.g., painful initiation rituals, emotionally intense team sports). The critical development that enables fusion based on shared experiences is autobiographical reasoning, which entails connecting one’s past experiences to the present self. Autobiographical reasoning begins in adolescence, which may explain the flourishing of fusion in late adolescence and young adulthood relative to other life periods. Fusion via either pathway is linked to strong progroup behavior. We outline a program of empirical research on the development of identity fusion while addressing relevant methodological challenges. A developmental framework may help foster efforts to harness identity fusion for peaceful rather than violent forms of self-sacrifice for the group.

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Section: Social Media and The Development Of Fusionmentioning

confidence: 99%

The Development of Identity Fusion

Reese

Whitehouse²

2021

Perspect Psychol Sci

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“…Resiliency is often defined as the ability to bounce back after adversity (Koni et al, 2019). Another way of looking at this personality trait is devising new, different, or alternatively effective methods to function despite highly adverse situations (Jackson-Cherry & Erford, 2018).…”

Section: Discussionmentioning

confidence: 99%

Commonality of Emotional Trauma in Performing Arts: Implications for Training Programs

Branson¹,

Radu²

2020

JEHD

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This article examines Adverse Childhood Experiences (ACE) scores among university performing arts students, the role of trauma as a muse and creative outlet, and attraction to the performing arts as a result of experienced trauma. Descriptive and Chi Square analysis reveal significant concentrations of ACE scores were discovered in 3 of the 10 ACE categories for performing arts majors, specifically psychological abuse, emotional neglect, and having a family member with mental illness. Additionally, performing arts students (n = 95) had a higher total average ACE score compared to other majors (n = 322). Research indicates a strong correlation between number of ACE scores and negative physical and psychological outcomes in adults (Felitti et al., 1998). Numerous methods centered on difficult emotions are employed to assist performing artists in honing their craft, physically, cognitively, and psychologically; thereby creating a complex relationship between creative inspiration from past traumatic events and destructive force to the whole person. These dynamics result in implications for performing arts preparatory programs, such as how to address these issues in their curriculum for holistic education and development of one's artistic range and abilities.

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“…It may also be worth exploring this type of intervention through a social psychology framework; Praharso et al (2017) suggest a SIMIC model of health can be used to understand the loss of social identity and subsequent decrease in wellbeing as a result of a life stressful event (such as starting university). Koni et al (2019) develop this idea within an applied setting, by exploring the impact of providing adolescents with a new group (i.e., a new social identity) on psychological resilience. Their work illustrated that creating a new social identity through an active group intervention worked best more vulnerable adolescents (similar to those who took part in this study).…”

Section: Discussionmentioning

confidence: 99%

Blue Notes: Using Songwriting to Improve Student Mental Health and Wellbeing. A Pilot Randomised Controlled Trial

2019

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Higher Education is a period of transition. Students try out identities, develop skills, and explore their shifting sense-of-self. Recent evidence suggests an increase in mental distress in this population, pressurising in-house support schemes. Therapeutic songwriting is a music therapy technique, which can reduce mental distress and improve social engagement in a range of clinical populations; yet it is also an accessible art form, possibly an ideal vehicle for supporting students in distress. This paper examines whether participation in a weekly songwriting program could make a suitable RCT to support wellbeing within the HE environment. We used a methodologically rigorous pre-registered parallel wait-list pilot RCT design. Trial registration: ISRCTN11180007. Participants self-identifying as stressed, anxious, or depressed, or with a pre-existing mental health condition, were randomly allocated to the experimental group (5 weeks, songwriting) (n = 6) or to the wait-list control group (5 weeks, no intervention) (n = 6). Measures were taken at baseline and at the start (Time 1) and end (Time 2) of the intervention. Measures included: depression and anxiety scales, social identification, loneliness, and friendship. Change scores were calculated and a Mann–Whitney U revealed that depression levels in songwriters (Mdn = -1.0) differed significantly from wait-list controls (Mdn = 8.5) at T2, U = 5.00, z = -2.085, p < 0.041, r = 2.66. Songwriters’ levels of social connection (Mdn = 2.50) also differed significantly from wait-list controls (Mdn = 3.00) at T2 U = 3.00, z = -2.441, p < 0.015, r = 0.524. There were no other significant differences between control and intervention groups. A therapeutic songwriting intervention may have individual and group level benefits for a student population, alongside possible institutional benefits in student retention. Effects may be seen within depression and social connection metrics, and future RCTs should consider expanding measures for self-efficacy, social isolation, and wellbeing. This type of program illustrates a space for cost-effective, group, face to face additions institutional mental health support provision as part of a package of support for students.

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Promoting resilience in adolescents: A new social identity benefits those who need it most

Cited by 35 publications

References 40 publications

The Development of Identity Fusion

The Development of Identity Fusion

Commonality of Emotional Trauma in Performing Arts: Implications for Training Programs

Blue Notes: Using Songwriting to Improve Student Mental Health and Wellbeing. A Pilot Randomised Controlled Trial

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