Rachel A. Ritchie

Identity in Emerging Adulthood Reviewing the Field and Looking Forward

The present article presents a review of identity status-based theory and research with adolescents and emerging adults, with some coverage of related approaches such as narrative identity and identity style. In the first section, we review Erikson’s theory of identity and early identity status research examining differences in personality and cognitive variables across statuses. We then review two contemporary identity models that extend identity status theory and explicitly frame identity development as a dynamic and iterative process. We also review work that has focused on specific domains of identity. The second section of the article discusses mental and physical health correlates of identity processes and statuses. The article concludes with recommendations for future identity research with adolescent and emerging adult populations.

Meaning in Life in Emerging Adulthood: A Person‐Oriented Approach

The present study investigated naturally occurring profiles based on two dimensions of meaning in life: Presence of Meaning and Search for Meaning. Cluster analysis was used to examine meaning-in-life profiles, and subsequent analyses identified different patterns in psychosocial functioning for each profile. A sample of 8,492 American emerging adults (72.5% women) from 30 colleges and universities completed measures on meaning in life, and positive and negative psychosocial functioning. Results provided support for five meaningful yet distinguishable profiles. A strong generalizability of the cluster solution was found across age, and partial generalizability was found across gender and ethnicity. Furthermore, the five profiles showed specific patterns in relation to positive and negative psychosocial functioning. Specifically, respondents with profiles high on Presence of Meaning showed the most adaptive psychosocial functioning, whereas respondents with profiles where meaning was largely absent showed maladaptive psychosocial functioning. The present study provided additional evidence for prior research concerning the complex relationship between Presence of Meaning and Search for Meaning, and their relation with psychosocial functioning. Our results offer a partial clarification of the nature of the Search for Meaning process by distinguishing between adaptive and maladaptive searching for meaning in life.

Identity around the world: An overview

This chapter outlines Erik Eriksons theory of identity, empirical operationalizations of this theory, and key assumptions that have characterized the study of identity in adolescence and emerging adulthood. It discusses the origins of psychosocial identity theories in North American cultural contexts and cross-cultural issues involved in using neo-Eriksonian identity models in other contexts. In particular, the chapter examines the individualist assumptions that underlie the neo-Eriksonian approach. The chapter concludes with a review of the other six chapters in this volume and of the countries on which these other chapters focus.

Promoting Positive Identity Development in Troubled Youth: A Developmental Intervention Science Outreach Research Approach

This article illustrates how developmental intervention science outreach research contributes to knowledge development on the promotion of positive identity development by describing results from the Miami Youth Development Project. The project is committed to the use of descriptive and explanatory knowledge about evidence-based individual and institutional intervention strategies for promoting developmental change in self and identity. Our efforts, described here, include a method for measuring theoretically and personally meaningful identity change, a procedure for integrating key aspects of qualitative and quantitative data through relational data analysis, and an evidence-based positive youth development intervention that fosters measurable and meaningful identity change.

Meaning in Life in Emerging Adulthood

The present study investigated naturally occurring profiles based on two dimensions of meaning in life: Presence of Meaning and Search for Meaning. Cluster analysis was used to examine meaning-in-life profiles, and subsequent analyses identified different patterns in psychosocial functioning for each profile. A sample of 8,492 American emerging adults (72.5% women) from 30 colleges and universities completed measures on meaning in life, and positive and negative psychosocial functioning. Results provided support for five meaningful yet distinguishable profiles. A strong generalizability of the cluster solution was found across age, and partial generalizability was found across gender and ethnicity. Furthermore, the five profiles showed specific patterns in relation to positive and negative psychosocial functioning. Specifically, respondents with profiles high on Presence of Meaning showed the most adaptive psychosocial functioning, whereas respondents with profiles where meaning was largely absent showed maladaptive psychosocial functioning. The present study provided additional evidence for prior research concerning the complex relationship between Presence of Meaning and Search for Meaning, and their relation with psychosocial functioning. Our results offer a partial clarification of the nature of the Search for Meaning process by distinguishing between adaptive and maladaptive searching for meaning in life.

A Developmental Intervention Science (DIS) Outreach Research Approach to Promoting Youth Development Theoretical, Methodological, and Meta-Theoretical Challenges

This paper describes work directed toward creating community-supported positive youth development interventions that draw on a developmental intervention science outreach research approach. With respect to developmental interventions, this approach focuses on creating evidence-based longitudinal change intervention strategies for promoting long-term developmental change. The paper describes three broad challenges (theoretical, methodological, and meta-theoretical) that the authors faced in their efforts to develop and implement community-supported intervention programs built on this approach. The authors describe first the theoretical challenges they addressed in developing the conceptual framework for their community-supported intervention; second, the challenge of developing and refining a methodological framework for evaluating positive youth development interventions in “real-world” settings; and third, the meta-theoretical challenges that arose in the context of implementing community-supported positive development programs.

A Multi-Stage Longitudinal Comparative Design Stage II Evaluation of the Changing Lives Program: The Life Course Interview (RDA-LCI).

The study reported in this article, a Multi-Stage Longitudinal Comparative Design Stage II evaluation conducted as a planned preliminary efficacy evaluation (psychometric evaluation of measures, short-term controlled outcome studies, etc.) of the Changing Lives Program (CLP), provided evidence for the reliability and validity of the qualitative measures under development as well as the utility of unifying qualitative (e.g., open coding, theoretical sampling/ saturation, etc.) and quantitative (e.g., quasi-experimental designs, advanced statistical analysis, psychometric analysis, etc.) research methods and procedures for evaluating intervention programs. Specifically, when analyzed using Relational Data Analysis, response data from the Life Course Interview yielded theoretically meaningful categories with robust levels of reliability and concurrent (external) validity. Additionally, the pattern of qualitative change for participants in the intervention condition, the CLP, were found to be positive, significant, and in the hypothesized direction relative to the comparison group, providing support for the feasibility of creating evidence-based youth development programs for promoting positive development in self and identity in troubled youth.

Identity centrality and psychosocial functioning: A person-centered approach

There has been increased recognition that identity operates within several “components” and that not every component is likely to be equally central to one’s sense of self. The aim of the current study was to determine the extent to which identity components (i.e., personal, relational, collective, and public) are differentially central to emerging adults’ identity. We used a two-step cluster analytic procedure to identify distinct clusters and determine how these configurations might differ in relation to psychosocial functioning (i.e., well-being, externalizing and internalizing symptoms, illicit drug use, risky sex, and impaired driving). The sample consisted of 8,309 college students (72.8% female; M age = 19.94 years, 18–29, SD = 2.01) from 30 U.S. colleges and universities. Analyses identified six unique clusters based on the centrality of the four identity components. The findings indicated that a more well-rounded identity was associated with the most favorable psychosocial functioning. Results are discussed in terms of important directions for identity research and practical implications.

Reducing Identity Distress: Results of an Identity Intervention for Emerging Adults

Emerging adulthood is a transitional period between adolescence and adulthood where positive and negative life trajectories tend to diverge, with issues surrounding identity formation playing a key role. The present study evaluated the Miami Adult Development Project, a self-facilitated identity-focused intervention. The sample consisted of 141 emerging adults (19−29 years old; M = 23.08) who completed pretest and posttest assessments. Results indicated participation in the intervention relative to the comparison group was associated with lower levels of identity distress and higher levels of well-being via the reduction of identity distress and the development of a consolidated identity (commitment and synthesis). The present study provides evidence for the effectiveness of positive identity interventions during emerging adulthood.

Promoting Positive Youth Development: Relational Data Analysis (RDA).

This article provides an overview of the origins and use of relational data analysis (RDA). RDA is a multidimensional, multiphasic framework for unifying data analytic strategies across dimensions (quantitative/qualitative, causal/structural, observation/interpretation, etc.) and phases of analyses (conceptual, theoretical, and research analyses). RDA was developed within a relational metatheoretical methodological framework for overcoming the splits that have historically characterized methodological metatheory. The aim was to formulate a practical, ready-at-hand framework that the developmental scientist could use to unify the analysis of developmental change in real life “applied” settings as well as clinic and laboratory settings.