Abstract
The distinct time in life known as emerging adulthood presents its own unique developmental challenges, most centrally the creation of an adult identity. However, an increasing number of young adults today are not living on their own, as would be expected, but instead are living with their families of origin. For some, co-residence is largely a function of current economic forces. For others, it is evidence of problems with the separation-individuation process. Assessing relational maturity and the development of autonomously valued goals is crucial in forming a treatment plan. Constructivist control mastery theory is a treatment approach that integrates psychodynamic and narrative paradigms and is especially well suited for the treatment of this population, whether applied as a family therapy or individual therapy. This approach focuses on fostering mastery-oriented conversations that facilitate the emergence of adult identity.
Highlights
While delayed home-leaving has largely been examined through a sociodemographic lens and from the perspective of its psychological causes and effects (e.g., Allen, Hauser, Eickholt, Bell, & O’Connor, 1994; Kins, Beyers, Soenens, & Vansteenkiste, 2009; Kins, Soenens, & Beyers, 2011; McLean & Mansfield, 2012), there is a paucity of literature regarding developmentally appropriate interventions for this age group (Sachs, 2013), an age group that is significantly underserved despite its heightened risk for mental health problems (Blanco et al, 2008)
Constructivist control mastery theory’s integration of narrative and psychodynamic paradigms provides a powerful set of clinical tools in facilitating the acquisition of a healthy young adult identity which is being impeded by separation-individuation pathology
Our approach to treating these unfinished adolescents/emerging adults is based on the integration of control mastery theory (Weiss, Sampson, & The Mount Zion Psychotherapy Research Group, 1986), and narrative therapy (White & Epston, 1990) from a family systems perspective (Kanofsky & Lieb, 2007)
Summary
While delayed home-leaving has largely been examined through a sociodemographic lens and from the perspective of its psychological causes and effects (e.g., Allen, Hauser, Eickholt, Bell, & O’Connor, 1994; Kins, Beyers, Soenens, & Vansteenkiste, 2009; Kins, Soenens, & Beyers, 2011; McLean & Mansfield, 2012), there is a paucity of literature regarding developmentally appropriate interventions for this age group (Sachs, 2013), an age group that is significantly underserved despite its heightened risk for mental health problems (Blanco et al, 2008). The purpose of this article is to address the needs of this developmentally distinct and growing clinical population from a specific theoretical model known as constructivist control mastery theory (Lieb & Kanofsky, 2003). This clinical approach appears to be well suited for treating emerging adults and their parents. Our approach to treating these unfinished adolescents/emerging adults is based on the integration of control mastery theory (Weiss, Sampson, & The Mount Zion Psychotherapy Research Group, 1986), and narrative therapy (White & Epston, 1990) from a family systems perspective (Kanofsky & Lieb, 2007). The emphasis on the child’s primary motives of adaptation to the family and altruistic concern for the well-being of family members, even at the child’s expense, contributes to a humanistic, systemic, and non-pathologizing clinical stance
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