Abstract
Looked-after children are exposed to significant developmental trauma which may impact their identity development. Discourses of vulnerability and maladaptation often surround this group, while care-leavers often self-identify as survivors. The role of culture in identity formation is also well documented, and cultural socialisation is linked to psychological adjustment and wellbeing. Despite this, little research has explored identity development in black and minority ethnic (BAME) care-leavers. Interpretative Phenomenological Analysis is used to analyse eight semi-structured interviews with BAME care-leavers about their experience of identity development. Three superordinate themes were developed: My journey—how I became me; Identity as a process—the processes that support identity development; and who am I—how I see myself now. Participants’ identity development was adaptive in the context of surviving significant disruption and trauma. Findings are discussed with reference to previous research and limitations are considered. Clinical implications include the need to address additional barriers to positive self-identity faced by BAME care leavers, the importance of acknowledging care-leaver identity as adaptive and embodying a trauma-informed approach to working with this group. Further research into how care-leavers experience their cultural identity is needed.
Highlights
While participants had very different life experiences, and made sense of them in different ways, each participant spoke of the past and its impact on them growing up and in the present
All participants felt a lack of control and agency in their adverse childhood experiences
A literature search highlighted that identity development in black and minority ethnic (BAME) looked-after children (LAC) is a subordinated area of research
Summary
Identity is widely thought to be essential to wellbeing and mental health, and an ambiguous or negative self-identity has been linked to a number of psychiatric diagnoses [1]. Most definitions of identity emphasize a sense of self and belonging, which begins to develop in childhood and shows continuity over time. This paper adopts the following definition from The Framework for the Assessment of Children in Need and their Families [3]:. [Identity is] the child’s growing sense of self as a separate and valued person. It includes the child’s view of self and abilities, self-image and self-esteem, and having a positive sense of individuality. Feelings of belonging and acceptance by family, peer group and wider society, including other culture groups. Feelings of belonging and acceptance by family, peer group and wider society, including other culture groups. (p. 19)
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