Changing Behavior and Changing Personal Identity: The Case of Pregnant and Parenting Young Women and Antisocial Behavior

Breen, Andrea

doi:10.1080/15283488.2013.858225

Cited by 17 publications

(26 citation statements)

References 41 publications

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“…The adoption of one approach over the other is often justified based on the accuracy or efficiency of the model in estimating parameters because the choice involves a bias-variance tradeoff. 12 The Hausman [28] test is often employed to compare the parameter estimates from both models and assess the extent to which bias is introduced by ignoring the correlation between x itj and α i . If we can assume that α i is uncorrelated with one or more of the x itj in all time periods (i.e., α i is composed entirely of stochastic noise), random effects models are preferred due to its generalizability, flexibility, and efficiency in estimating within-and between-effects as well as cross-level interactions [32,70].…”

Section: Fixed Effects Versus Random Effects Modelsmentioning

confidence: 99%

Within-Individual Change in Arrests in a Sample of Serious Offenders: The Role of Identity

Paternoster

Bachman

2015

J Dev Life Course Criminology

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Objective Paternoster and Bushway (2009) have recently proposed and developed Paternoster 2012, 2013) an identity theory of desistance (ITD). The current study is an initial attempt to empirically examine the tenability of the ITD by assessing whether self-identity and intentional self-change are critically involved in the desistance process among a sample of serious drug-involved adult criminal offenders. Methods Using arrest data from a sample of released prison inmates with non-trivial drug problems and a modified version of conventional random-effects model, we examine the role of a good or favorable identity and pro-social "agentic moves" (Giordano et al. 2002) in period-to period changes in drug use and arrest from the early 1990s until 2008. Results The effect of good identity on self-reported drug use remained significant even after controlling for unobserved heterogeneity and other theoretically relevant covariates, whereas its effect on arrest became weaker and statistically non-significant when these covariates were simultaneously considered. Conclusions While we find only partial support for the ITD, we hope our initial effort to assess the feasibility of the ITD can facilitate further theoretical sophistication and tests of a number of other interesting hypotheses that can address many questions left unanswered in the existing desistance literature.

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Section: Fixed Effects Versus Random Effects Modelsmentioning

confidence: 99%

Within-Individual Change in Arrests in a Sample of Serious Offenders: The Role of Identity

Paternoster

Bachman

2015

J Dev Life Course Criminology

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“…This is as we would expect given research on narrative processing, which suggests that self-reflection and drawing meaning from one's experiences are processes by which narrative identity is constructed (e.g., Breen, 2014;Habermas & Bluck, 2000;McLean, 2015;2009;McLean, Breen, & Fournier;McLean, Pasupathi, & Pals, 2007). Situations in which one discovers a gap between the self as expected and the self as expressed are the kinds of experiences that create a demand for narrative processing (Breen, 2014;Bruner, 1990;Chandler et al, 2003) as one is compelled to create explanatory narratives that bridge the gaps to create a coherent whole.…”

Section: Self-reflectionmentioning

confidence: 74%

“…The process of developing identity requires us to make meaning of our experiences and to string them together in ways that create a coherent sense of self (Chandler, Lalonde, Sokol, & Hallett, 2003;Habermas & deSilviera, 2008). Identity development is a continuous process of creation; new experiences lead to new interpretations of the past and, at the same time, the emergence of new goals, relationship, and commitments in the present prompt us to create new stories about who we want to become (e.g., Breen, 2014;Ricoeur, 1992). From a narrative perspective on identity, the stories we tell about ourselves reveal the state and contents of our current self-identity while also being constitutive in the ongoing construction of identity; in other words, they are both a portrait of the self in the present moment and a tool for constructing the self that one is becoming (e.g., Fivush, Reese, & Haden, 2006;McLean, 2015;Ricoeur, 1992).…”

Section: Identity Development: a Narrative Approachmentioning

confidence: 99%

Listening to their Lives: Learning through Narrative in an Undergraduate Practicum Course

Cairney¹,

Breen

2017

cjsotl-rcacea

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Experiential community-based learning is used for academic purposes, as well as to promote students’ civic education, moral development, and the development of identity. Recent advancements in narrative identity theory may have important implications for enriching our understanding of how learning occurs in the context of community-based learning. In this study we examine students’ learning in a third year undergraduate practicum course in the human services through the lens of narrative identity theory. Nine students (ages 20-26) who had recently completed the practicum course completed a semi-structured interview focusing on the story of their practicum experience and their changing conceptions of self and others. Results of thematic analyses suggest that students experienced important shifts in their understanding of self and others and their learning occurred through engagement with others’ stories. Students who worked with vulnerable populations reflected on the biases and stereotypes they held prior to their practicum experience and described developing new insights into the experiences and social realities of marginalized others. Experiences of discomfort/disorientation and active-engagement in reflective meaning-making were critical to students’ learning. We discuss implications for incorporating narrative in teaching and learning. On a recours à l’apprentissage par l’expérience en milieu communautaire à des fins académiques, ainsi que pour encourager l’éducation civique, le développement moral et le développement de l’identité des étudiants. Les récents développements dans la théorie de l’identité narrative pourraient avoir des implications importantes pour enrichir notre compréhension de la manière dont l’apprentissage se réalise dans le contexte de l’apprentissage en milieu communautaire. Dans cette étude, nous examinons l’apprentissage des étudiants dans un stage pratique de troisième année au premier cycle dans le domaine des ressources humaines à travers la lorgnette de la théorie de l’identité narrative. Neuf étudiants (âgés de 20 à 26 ans) qui avaient récemment terminé le stage ont complété une entrevue semi-structurée concentrée sur leur expérience au cours du stage et sur les changements survenus dans leurs conceptions de soi et d’autrui. Les résultats des analyses thématiques suggèrent que les étudiants ont fait l’expérience de changements importants dans leur compréhension de soi et d’autrui et que leur apprentissage s’est réalisé grâce à leur engagement dans les histoires d’autrui. Les étudiants qui ont travaillé avec des populations vulnérables ont réfléchi à propos des préjugés et des stéréotypes auxquels ils adhéraient avant le stage et ils ont décrit comment ils avaient développé de nouvelles perspectives sur les expériences et les réalités sociales des personnes marginalisées. Les expériences d’inconfort et de désorientation ainsi que l’engagement actif dans la recherche de la signification ont constitué des éléments essentiels dans l’apprentissage des étudiants. Nous discutons les implications qu’il y aurait à incorporer les récits descriptifs dans l’enseignement et l’apprentissage.

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“…For example, one woman indicated that she had constructed a prosocial positive self and a roadmap to get to a place where she would not have to deliver her child while in prison: "… now I realized I have to finish my schooling, I have to get a job." Breen [20] also reported that these desisting women in her sample changed their preferences as well as their identities and adopted more prosocial values. Similar research was conducted by Sharpe [109], who interviewed 19 mothers, each with nontrivial offending histories.…”

Section: Introductionmentioning

confidence: 99%

“…Breen [20] conducted a mixed-methods study of 27 pregnant and parenting women with extensive criminal records and reported results consistent with ITD. First, many of the women initiated desistance when they became dissatisfied with their life of crime.…”

Section: Introductionmentioning

confidence: 99%

The Effects of Age at Prison Release on Women’s Desistance Trajectories: a Mixed-Method Analysis

Kerrison

Bachman

Paternoster

2016

J Dev Life Course Criminology

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Purpose The purpose of this study is to measure the effect that age has on women's gendered prisoner reentry experiences and the likelihood of desisting from crime and substance abuse. This study also seeks to evaluate the applicability of Paternoster and Bushway's (2009) Identity Theory of Desistance (ITD) for a contemporary, all-female sample. Methods This mixed-method study makes use of official arrest data for 218 women leaving Delaware prisons in the mid 1990s, to create group-based offending trajectory models. A representative subsample of 118 women was interviewed between 2009 and 2011 and asked to conceptualize the mechanisms that led to their desistance or persistence in offending. Results Multinomial logistic regression analyses reveal that for some of the sample, age at the time of release from prison has a positive effect on the likelihood that women will belong to a desisting trajectory group rather than the most deviant reference group. Interview narratives demonstrate that in navigating the post-incarceration gendered experiences of securing employment, family reunification, and substance abuse recovery, maturity, clarity about one's personal responsibility for linked failures, and a desire to transform one's identity were significant factors that preceded the capacity to excel in those reentry domains. Conclusions These findings lend support for the applicability of ITD for women's desistance experiences. As older women appear to express a reentry goal orientation that diverges from that of their younger counterparts, gender-responsive rehabilitation J Dev Life Course Criminology (2016) agendas must also include programming that increases the likelihood that participants will connect failures sooner so that the prosocial benefits of a healthy identity change can be enjoyed for longer.

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Changing Behavior and Changing Personal Identity: The Case of Pregnant and Parenting Young Women and Antisocial Behavior

Cited by 17 publications

References 41 publications

Within-Individual Change in Arrests in a Sample of Serious Offenders: The Role of Identity

Within-Individual Change in Arrests in a Sample of Serious Offenders: The Role of Identity

Listening to their Lives: Learning through Narrative in an Undergraduate Practicum Course

The Effects of Age at Prison Release on Women’s Desistance Trajectories: a Mixed-Method Analysis

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