“I Don’t Know How, But I’ll Figure It Out Somehow”: Future Possible Selves and Aspirations in “At-Risk” Early Adolescents

Abstract

Fostering positive future selves in mid-adolescence has shown promising results in reducing problematic behaviour, though little work has been done outside the United States or with younger children. We explored the link between future selves and delinquency in a younger sample of boys ( Mage = 12, SD = 0.73, N = 126) in the United Kingdom, at the nascent stage of self-identity and anti-social behaviour. Participants, who varied in degree of self-reported delinquency and risk, described their short- and long-term possible selves and strategies to achieve them. Unlike findings for older samples (14+), we found no association between delinquency and future selves. Exposure to criminogenic risk revealed some differences regarding the nature of future selves. Those with delinquency and higher risk had fewer strategies for reaching goals. Findings are discussed in relation to self-identity theory and the timing and nature of interventions for children of this age.

Futurelessness, Risk Perceptions, and Commitment to Institutional Rules Among a Sample of Incarcerated Men and Women

“…These studies provide some evidence for the positive relationship between futurelessness and deviant behavior. Indeed, a handful of empirical studies have explored this link (Brezina et al, 2009; Clinkinbeard, 2014; Haynie, Soller, & Williams, 2014; Kruger et al, 2018; Piquero, Farrington, & Jennings, 2018; Wainwright, Nee, & Vrij, 2018). These studies have employed various operationalizations of futurelessness including the time discounting of money (Piquero et al, 2018), perceived age at death (Brezina et al, 2009; Clinkinbeard, 2014; Haynie et al, 2014; Piquero, 2016), hope for becoming who one wishes to be in the future (Wainwright et al, 2018), and having a present versus a future orientation (Kruger et al, 2018).…”

“…Indeed, a handful of empirical studies have explored this link (Brezina et al, 2009; Clinkinbeard, 2014; Haynie, Soller, & Williams, 2014; Kruger et al, 2018; Piquero, Farrington, & Jennings, 2018; Wainwright, Nee, & Vrij, 2018). These studies have employed various operationalizations of futurelessness including the time discounting of money (Piquero et al, 2018), perceived age at death (Brezina et al, 2009; Clinkinbeard, 2014; Haynie et al, 2014; Piquero, 2016), hope for becoming who one wishes to be in the future (Wainwright et al, 2018), and having a present versus a future orientation (Kruger et al, 2018). Most of these studies are correlational examining futurelessness and offending cross-sectionally (Brezina et al, 2009; Clinkinbeard, 2014; Kruger et al, 2018; Piquero, 2016; Piquero et al, 2018; Wainwright et al, 2018).…”

“…These studies have employed various operationalizations of futurelessness including the time discounting of money (Piquero et al, 2018), perceived age at death (Brezina et al, 2009; Clinkinbeard, 2014; Haynie et al, 2014; Piquero, 2016), hope for becoming who one wishes to be in the future (Wainwright et al, 2018), and having a present versus a future orientation (Kruger et al, 2018). Most of these studies are correlational examining futurelessness and offending cross-sectionally (Brezina et al, 2009; Clinkinbeard, 2014; Kruger et al, 2018; Piquero, 2016; Piquero et al, 2018; Wainwright et al, 2018). However, several do account for temporal order using prior measures of futurelessness to account for subsequent offending (Brezina et al, 2009; Haynie et al, 2014; Piquero, 2016; Piquero et al, 2018).…”

Rewriting the future: Young people's stories of educational engagement

“…Educational trajectories shift when opportunities, experiences and expectations shift. Wainwright, Nee and Vrij (2018) suggest that the most impact occurs if young people can develop strategies for achieving these shifts. This research offers a potential way forward by suggesting educationalists make space for young people to simultaneously think about and work out how they might achieve possible future selves and access the resources needed to continue their journeys.…”

“…How they remember experiences matters just as much as what they remember (Strahan & Wilson, 2006). The act of reflecting on desirable and undesirable selves is itself an experience, potentially shaping identities, and motivating or moderating behaviours (Harrison, 2018;Destin & Oyserman, 2009;Wainwright, Nee, & Vrij, 2018). Even with positive ideas about potential futures, young people may not take action if they perceive barriers will obstruct them (Destin & Oyserman, 2009).…”