Supporting Adolescent Exploration and Commitment: Identity Formation, Thriving, and Positive Youth Development

Arnold, Mary E.

doi:10.5195/jyd.2017.522

Cited by 23 publications

(16 citation statements)

References 39 publications

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“…In that regard, thriving also appears a related concept. Several studies (Arnold, 2017;2018;Arnold & Gagnon, 2019;DuBois & Keller, 2017;Gerson & Fernandez, 2013) indicated the role of thriving-based programs in reducing stress among adolescents. Hence, it is possible to develop more comprehensive and effective programs by combining the elements of mindfulness and thriving in one study.…”

Section: Discussionmentioning

confidence: 99%

“…Thus, thriving allows individuals to assess their capabilities and improve themselves accordingly (Spreitzer et al, 2005), which might be beneficial while facing with difficulties and stressors. Specifically, thriving programs foster resource development among teens, giving them academic motivation and connection skills while decreasing their behaviour problems (Arnold, 2017;2018;Arnold & Gagnon, 2019;DuBois & Keller, 2017;Lerner, Lerner, von Eye, Bowers, & Lewin-Bizan, 2011). In this sense, several researchers have emphasized the relationship between thriving and self-efficacyespecially among adolescence (Deane, Harré, Moore, & Courtney, 2017;Hirschi, 2009;Scales, Benson, & Roehlkepartain, 2011).…”

Section: Introductionmentioning

confidence: 99%

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The Effectiveness of Mindfulness-Based Thriving Programs on High School Students’ Perceived Stress, Mindfulness, Thriving and Self-Efficacy Levels

Özcan

2022

Acta Educationis Generalis

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Introduction: Adolescence is a period of rapid change marked by increased stress levels. Individuals with high self-efficacy better alleviate the effects of the stress of this period by exerting conscious control over their own thoughts, behaviours and feelings – a trait strongly associated with mindfulness. In this regard, the concept of mindfulness-based self-efficacy has been a much-researched area in recent students. Mindfulness practices ensure individuals with vitality and energy since they learn to become more open and engaged. In this respect, mindfulness is associated with thriving. This experimental research investigates the effects of the Mindfulness-Based Thriving Program (MTP) on high school students’ perceived stress, mindfulness, thriving and self-efficacy levels. Methods: The study was conducted with 17 randomly assigned, female 11th grade students (X̄=16.62 for experimental group, X̄=16.77 for control group), who acquired educational support in Uskudar Municipality Youth Academy in the 2019-2020 academic year. The inclusion criteria included scoring highly on the Perceived Stress Scale (PSS) and scoring lowly on the Mindfulness Attention Awareness Scale (MAAS), Thriving Scale (TS) and Self-Efficacy Scale (GSES) in a pre-test assessment. The experimental group (n=8) received a six-session MTP intervention developed by the researcher, while the control group (n=9) received no intervention. To determine the immediate and long-term effects of the MTP, all participants completed post-tests (PSS, MAAS, TS, GSES) two months after the program. Results: The 6-week MTP applied to adolescents was significantly effective in decreasing perceived stress and increasing mindfulness, thriving and self-efficacy levels. Discussion: All findings were supported by the relevant literature and recommendations on their possible application have been given. Limitations: Scores obtained from the scales, the narrow range of the sample (only 11th grade female students), the lack of a placebo group to support reliability and the lack of a comparable program for the current one all indicated the limitations of the study. Conclusions: The 6-week MTP applied to adolescents showed the effectiveness in decreasing perceived stress and increasing mindfulness, thriving and self-efficacy levels. In this regard, thriving and mindfulness together have an important role in the development of self-efficacy and in decreasing perceived stress during adolescence. Thus, all these conclusions highlight the potential contribution of eclectic mindfulness practices for adolescence.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The Effectiveness of Mindfulness-Based Thriving Programs on High School Students’ Perceived Stress, Mindfulness, Thriving and Self-Efficacy Levels

Özcan

2022

Acta Educationis Generalis

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“…Healthy progression through the stages of identity formation to the state of identity achievement-a state linked to adolescent well-being-is facilitated by social capital and hindered by its absence, particularly through barriers posed by poverty and racism (Waterman, 1999). In fact, identity formation is central to PYD (Arnold, 2017). While both genetic and environmental factors contribute to identity formation, the environment affects adolescents' identity exploration via in-depth discussion (Markovitch et al, 2017).…”

Section: Adult-child Relationships Belonging and Identity Developmentmentioning

confidence: 99%

Reframing After-School Programs as Developing Youth Interest, Identity, and Social Capital

Philp

Gill

2020

Policy Insights from the Behavioral and Brain Sciences

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An increasing focus on academics in after-school programs overlooks the substantial potential for such spaces to support populations of students who are also most likely to disengage from traditional schooling, including low-income students of color. This misplaced focus further ignores significant disparities in the types of services offered after-school. For wealthier students, after-school programs often serve as enrichment experiences in preparation for college and career, not as extended forms of child care or schooling. All students deserve access to after-school spaces that support individual interest and identity development and link them to the social resources that can promote upward mobility. Given their non-academic benefits, we recommend that policy makers and researchers reframe their understanding of after-school programs to support more equitable outcomes for marginalized youth.

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“…From the perspective of an applied developmental intervention science, fostering coherent identity is seen as one of the avenues for the promotion of PYD ( Eichas et al, 2015 ). Moreover, identity formation is seen as a key process for youth’s well-being and is argued to be closely aligned with thriving and PYD ( Arnold, 2017 ).…”

Section: Introductionmentioning

confidence: 99%

Does Trauma Shape Identity? Exploring the Links Between Lifetime Trauma Exposure and Identity Status in Emerging Adulthood

Truskauskaitė‐Kunevičienė

Brailovskaia

Kamite

et al. 2020

Front. Psychol.

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In emerging adulthood, coherent identity plays a protective role against the development of the disturbed psychosocial functioning and is seen as one of the defining characteristics of positive youth development. The factors that shape the identity are still understudied and little quantitative research has addressed, how trauma exposure is linked to emerging adults' identity. Therefore, the current study aimed to investigate how exposure to traumatic experiences over the lifetime is associated with current identity status among emerging adults in an academic environment and to explore links between different types of traumatic experiences as well as the severity of exposure to trauma and identity statuses. The study sample consisted of 1,614 first-year undergraduate students from Lithuania with the age range of 18-29 years (M = 19.09, SD = 1.05, 68.28% female). The three distinct identity profiles were identified using the Latent Class Analysis, representing diffused, undifferentiated, and coherent identity statuses. The results provided no clear evidence of links between traumatic experiences and identity status for overall exposure and most types of traumatic events. However, our study concerns the potential importance of severe traumatic experiences, such as sexual trauma, on identity.

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Supporting Adolescent Exploration and Commitment: Identity Formation, Thriving, and Positive Youth Development

Cited by 23 publications

References 39 publications

The Effectiveness of Mindfulness-Based Thriving Programs on High School Students’ Perceived Stress, Mindfulness, Thriving and Self-Efficacy Levels

The Effectiveness of Mindfulness-Based Thriving Programs on High School Students’ Perceived Stress, Mindfulness, Thriving and Self-Efficacy Levels

Reframing After-School Programs as Developing Youth Interest, Identity, and Social Capital

Does Trauma Shape Identity? Exploring the Links Between Lifetime Trauma Exposure and Identity Status in Emerging Adulthood

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