Developmental Tasks Of Adolescence Research Articles

Personal Rituals in Adolescence: Their Role in Emotion Regulation and Identity Formation

Abstract This study examines the meaning of personal rituals for the adolescent identity development and emotion regulation. Both are ritual functions and can be characterized as adolescent developmental tasks. However, there is no consistent pattern in previous research to explain the processes for how identity is formed and emotions are regulated during the performance of personal rituals. Therefore, a questionnaire study among 410 (182 male) adolescents (age: M = 15.06, SD = .61) was carried out. The questionnaire used the Berzonsky Identity Style Inventory and various measures to assess different experiences during the ritual (i.e. mood, emotion regulation, reality-transforming experiences). After separating spiritual from non-spiritual rituals, the results showed that spiritual rituals were used as a means for emotion regulation. Furthermore, self-reflection was closely related to the information-oriented identity style. The findings are discussed against the background of the impact of spiritual practices for emotional and identity development in adolescence.

Eating Disorder Symptomatology and Identity Formation in Adolescence: A Cross-Lagged Longitudinal Approach.

Introduction: Eating disorder symptomatology, comprising both psychological and behavioral aspects of subclinical eating concerns, constitutes a clear precursor of developing eating disorders. It is crucial to investigate its antecedents and correlates to subsequently inform eating disorder prevention programs. The present study focused on identity formation, a core developmental task in adolescence, that has increasingly been linked to eating disorder development. Our main aim was to examine the temporal sequence between eating disorder symptomatology and identity formation.Methods: Data on eating disorder symptomatology and identity formation were collected in 530 high school students (at Time 1: mean age = 15 years; SD = 1.84; range: 12–18 years; 50.6% females) using self-report questionnaires at three annual measurement points. Cross-lagged structural equation modeling was performed to examine the directionality of effects.Results: Results indicated bidirectional effects between eating disorder symptomatology and identity formation. Identity confusion seemed to increase vulnerability to body dissatisfaction and bulimia symptoms, whereas identity synthesis seemed to protect against their development. Additionally, identity synthesis seemed to protect against the development of drive for thinness as well. At the same time, body dissatisfaction and bulimia symptoms positively predicted identity confusion and negatively predicted identity synthesis over time.Conclusion: The present study adds to the growing body of literature on identity and eating disorders by focusing on their temporal interplay in a community sample of adolescents. As bidirectional effects emerged, a greater emphasis on identity formation in eating disorder prevention programs is advocated.

The role of identity commitments in depressive symptoms and stressful life events in adolescence and young adulthood.

The formation of a stable identity, consisting of a strong set of commitments, is a key developmental task in adolescence and young adulthood. Not resolving this task and lacking strong identity commitments is related to difficulties like depressive symptoms and stressful life events. However, the exact role of identity commitments in these negative experiences has remained unclear. In two longitudinal studies in the Netherlands spanning 8 and 6 years, respectively, we examined the associations between career and interpersonal commitments, depressive symptoms, and the number of experienced stressful life events over time. Study 1 included 683 adolescents (11 to 15 years at T1) and 268 adolescents and young adults (16 to 20 years at T1). Study 2 included 960 adolescents (12 to 17 years at T1) and 944 young adults (18 to 24 years at T1). Both studies indicated that stronger identity commitments predicted relative decreases in negative experiences. In Study 2, stronger interpersonal commitments predicted relative decreases in depressive symptoms. In both studies, stronger career commitments predicted a relative decrease in stressful life events. Furthermore, only career commitments weakened after negative experiences. Interpersonal commitments did not weaken after negative experiences, possibly because of the importance of interpersonal relationships during difficult times. Moreover, identity commitments did not buffer the effect of stressful life events on depressive symptoms in either study. These findings underscore the importance of identity commitments in adolescence and young adulthood, but provide crucial nuances regarding their role in different life domains. (PsycINFO Database Record

Mentalizacijos paauglystėje raida ir sutrikimai

Paauglystė – tai laikotarpis, kai vyksta itin daug pokyčių, ypač svarbių socialiniam pažinimui. Tai nulemia vis geresnį paauglių savęs įsisąmoninimą (Harter, 2012). Todėl šiuo laikotarpiu labai svarbus tampa besivystantis mentalizacijos gebėjimas, užtikrinantis savo ir kitų elgesio supratimą psichikos būsenų kontekste (Fonagy, Gergely, Jurist, & Target, 2005). Nors neabejojama paauglystės laikotarpio svarba įtvirtinant mentalizacijos gebėjimą, vis dar stokojama nuoseklios mentalizacijos raidos paauglystėje analizės. Šiame straipsnyje* siekiama užpildyti esamą spragą ir, remiantis psichodinamine, raidos psichologijos, raidos psichopatologijos bei neuromokslo teorine ir empirine medžiaga, analizuoti mentalizacijos gebėjimo raidą paauglystėje, pagrindinį dėmesį skiriant paauglystėje svarbiausioms poliariškoms mentalizacijos konstrukto dimensijoms – emocinei ir kognityviai bei savęs ir kito mentalizacijai, taip pat mentalizacijos sutrikimo sąsajai su psichopatologija.

"For me, Pressure at School is the Most Relevant in my Life" - Empirical Based Implications for Life World Orientation in Health Promotion at School

"For me, Pressure at School is the Most Relevant in my Life" - Empirical Based Implications for Life World Orientation in Health Promotion at School School is a key system that supports all processes of adolescent development. Next to qualification, as one part of personality development, all developmental tasks of adolescence can take place within the school environment, through close interplay. This interplay both influences, and is influenced by young people's health which is essential to promote adolescent development and foster wellbeing in everyday life for young people. On one hand, risk taking behaviour can impact health and developmental progress. On the other hand, biopsychosocial changes can emerge to challenge young people in terms of coping with life and managing the tasks of normal adolescent development. Experiencing ill health can further limit young people's access to systems and social interaction essential to promote development. In this instance, life world orientation in health promotion becomes one fundamental part of social work, especially school social work (Rademaker, 2017b). In this paper a holistic perspective on health is formulated, as an essential part of young people's daily life. The paper specifically focusses on social work's potential to empower young people to engage with their available resources to promote health related agency. A triangulated study (2013-2015) provides an empirical example. Based on a questionnaire with 500 pupils aged 15-16 years (N = 395), three health types could be identified, a healthy, an unhealthy and one in average, and prototypical cases (N = 12) were interviewed in focus group discussions. The interplay of resources and structural borders in the life world of the participants could be reconstructed to provide understanding of how health related agency emerges in the lives of young people and shape their option to health.

Identity exploration and commitment in early adolescence: Genetic and environmental contributions.

Identity formation is a key developmental task in adolescence. Although many adolescents in modern societies face issues of identity, there are substantial individual differences in identity exploration and commitment. Little is known about the origins of these individual differences. The current study investigated the genetic and environmental contributions to identity formation. In total, 571 11-year-old twins (85 monozygotic complete pairs and 176 dizygotic complete pairs) reported on their identity formation, using the Dimensions of Identity Development Scale (DIDS; Luyckx, Schwartz, Berzonsky, et al., 2008), as part of the Longitudinal Israeli Study of Twins (LIST; Avinun & Knafo, 2013). Multidimensional scaling analysis and confirmatory factor analysis supported the presence of all 5 dimensions at this young age: commitment making, exploration in-breadth, ruminative exploration, identification with commitment, and exploration in-depth. However, a model where exploration in-depth was divided into two subscales had a better fit to the data. Monozygotic twins were more similar to each other than dizygotic twins on all dimensions, except for one of the exploration in-depth subscales, supporting the idea that individual differences in various dimensions of identity formation are at least partially influenced by genetics (18-45%). For these dimensions, the rest of the variance was explained by nonshared environment effects (55-82%). Only one of the exploration in-depth subscales, that is, the tendency to explore commitments through discussion with others, showed evidence for the influence of the environment shared by twins (21%) but no genetic effect. Implications of the findings regarding the role of genetics and environment to identity formation are discussed. (PsycINFO Database Record

Being both – A European and a national citizen? Comparing young people’s identification with Europe and their home country across eight European countries

It is a well-established fact that forming a mature and coherent political identity is one developmental task in adolescence and young adulthood. However, given different degrees of commitment on the regional, national, and European level, the question remains whether young people’s identification varies among those spheres? Drawing on data from the European Catch-EyoU-project, it was the goal of this study to examine whether young people can be classified according to their identification toward their home country and Europe and how these types are associated with age, gender, country as well as political interest, tolerance, and political participation. The study is based on adolescents and young adults from the Czech Republic, Germany, Great Britain, Greece, Estonia, Italy, Portugal, and Sweden (N = 9339; Mage = 19.62; 59.1% female). Cluster analysis revealed five types of young people’s identification with country and Europe which showed significant associations between group membership and tolerance, political interest, and participation. The implications of distinguishing types of identification and their associations with political outcomes are discussed.

Interaksi Sosial Siswa Berprestasi dalam Belajar

As a adolescent, smart students who are atudying in class VII junior secondary school should finalized their adolescent developmental tasks. One of the tasks that are able to foster the development of social relationships with peers as well. Fact, from the processing of Alat Ungkap Masalah Umum (AUM Umum) and sosiometri smart students have problems in social relationships with peers. The kind of research is descriptive quantitative research is 50 smart students in class VII MTsN Lubuk Buaya Padang. The instrument of this research is questioner. The result of this research is they did social interaction with individual and group as well.

The Mediating Role of Self-Esteem: The Effects of Social Support and Subjective Well-Being on Adolescents’ Risky Behaviors

Adolescence is defined as a confusion against developing period by Erikson, the genital period by Freud, and the formal operations period by Piaget (as cited in Slavin, 2012). During this period, whilst adolescents attempt to discover themselves, they begin searching for new roles that may help them to discover their sexual, social, and professional identities. The formation of an adolescent's identity is a far more important event than identifications during previous periods (Erikson, 1993). Adolescents may spend more time alone contemplating ideas and trying to clarify their values, beliefs, and direction in life (Vernon, 2004). Additionally, different areas of developmental changes, such as psychology, cognition, and social status, can contribute to their engagement in risky behaviors (Steinberg, 2004). According to Steinberg (2007), adolescents may be impulsive and display sensation-seeking behaviors due to their inability to completely control their inhibitions and emotions, whereas others may exhibit such behavior because of a desire for autonomy from parental control (Dolcini & Adler, 1994) or peer influence and pressure (Gardner & Steinberg, 2005; Jessor, 1991).The conceptualization of risky behaviors among adolescents has incorporated many approaches. For example, the developmental approach examines adolescents' risky behaviors as behaviors that contribute to an adolescent's life, which emerge after the individual developmentally enters the period of adolescence. Risk-taking provides an adolescent the opportunity to gain characteristics that are included in the developmental tasks of adolescence, such as recognizing the self (Scott, 2004). Risk-taking meets the requirements of autonomy, gaining experience, and intimacy in the development process (Irwin & Millstein, 1990); as a developmental characteristic, egocentrism emerges among adolescents and this is a natural outcome (Erden & Akman, 2008). Through risk-taking, adolescents become aware of their role as a member of a wider community and their own maturity. In this way, it is also possible to understand risk-taking behavior by means of the friend and peer culture (Lightfoot, 1997).Adolescent problem behaviors/risky behaviors include tobacco use, alcohol abuse or other illicit drug use, risky driving (Arnett, 2000; Jessor, 1991), having unprotected sex, (Arnett, 2000; Lerner 2002), early sexual intercourse, aggression (Jessor, 1991), substance abuse (Lerner, 2002), delinquency behaviors (Arnett, 2000; Jessor, 1991; Lerner, 2002), school failure or dropping out, crime/violence (Lerner, 2002), and impulsive sensation seeking (Donohew et al., 2000). Jessor, Turbin, and Costa (1998) defined risk-taking as behaviors as functional, purposeful and mediating one's objective. In Problem-Behavior Theory, Jessor (1991) described the relationship of psychosocial protective and risk factors by the involvement in various adolescent problem behaviors. Protective factors decrease the likelihood of engaging in problematic behaviors. In other words, if an adolescent focuses on the benefit of a problematic behavior, the possibility of exhibiting that behavior, namely the risk- taking possibility of an adolescent, is high. As Romer (2003) stated, despite views that support the fact that adolescents do not think of the negative consequences of risk, adolescents do in fact recognize these consequences, but are focused more on the positive outcomes they expect to receive.Literature concerning variables related to adolescents' risky behaviors indicate that social support functions as a buffer, protecting the individual against stress sources in life. Whilst social support is effective in helping individuals cope with stressful life events (Callaghan & Morrissey, 1993; Shonkoff, 1984) and is effective in overcoming psychological problems (Lara, Leader, & Klein, 1998), poor family connections tend to lead to low self-esteem and increased levels of hopelessness and suicidal ideation in adolescence and early adulthood (McGee, Williams, & Nada-Raja, 2001). …

Pengaruh Layanan Bimbingan Kelompok terhadap Pencapaian Tugas Perkembangan Remaja Awal dalam Aspek Kemandirian Emosional (Studi Eksperimen di SMP Frater Padang)

Teenagers have developmental task, one of them is emotional independence aspect. If the task could not be completed, it will cause the unhappiness for individual as well as the difficulties in solving the next developmental tasks. Teens that do not have emotional independence will always be dependent on parents or other adults so that when the teenagers growing up would have difficulty in completing development tasks. This research is a pre-experiment design of The One Group Pretest-Posttest Design. Subjects in this study were 10 students eighth grade of SMP Frater Padang. To determine the amount of sample used purposive random sampling technique. Data analysis technique uses the Wilcoxson Signed Rank Test. The findings of this study are there are significant differences between pretest and posttest conditions achievement early adolescent developmental tasks in the emotional aspects of students' independence. Based on the findings above, it can be concluded that the achievement of the group guidance can affect the early adolescent developmental tasks on the emotional aspects of self-reliance

The quest for identity in adolescence: Heterogeneity in daily identity formation and psychosocial adjustment across 5 years.

Identity formation is one of the key developmental tasks in adolescence. According to Erikson (1968) experiencing identity uncertainty is normative in adolescence. However, empirical studies investigating identity uncertainty on a daily basis are lacking. Hence, studying individual differences in daily certainty (i.e., identity commitment levels) and uncertainty (i.e., identity commitment fluctuations and identity reconsideration) in the identity formation process may advance our knowledge about the extent to which adolescents' identity uncertainty is part of normative identity development. Therefore, this longitudinal study examined heterogeneity in certainty and uncertainty dynamics of adolescents' daily identity formation using a longitudinal microlevel approach. Dutch adolescents (N = 494; Mage = 13.03 years at T1; 56.7% boys) reported on 2 key dimensions of identity formation (i.e., commitment and reconsideration) in both the educational and interpersonal domain on a daily basis for 3 weeks within 1 year, across 5 successive years. Multivariate latent class growth analyses suggested both in the educational and interpersonal identity domain a class of adolescents displaying a "crisis-like" identity formation process, and an "identity synthesis" class. Classes revealed differential development of (global and school) anxiety, aggression, and best friend support. Taken together, the present study confirmed Erikson's notion that experiencing daily identity uncertainty is common during adolescence. However, a substantial amount of adolescents also showed a process toward identity maturation already during adolescence. (PsycINFO Database Record

Self-esteem and Interpersonal Relations in Adolescence

Abstract Adolescence is a core period of personality development in ontogenesis. The formation of teenagers’ interpersonal relations is one of the central developmental tasks in adolescence (R.J. Havighurst). The study reveals the role of the specificity of adolescents’ attachment to parents and peers to form teenagers’ self-esteem, and the influence of attachment to parents on development of teenagers’ interpersonal relations. 161 pupils aged 13-18 years participated in the research. The researchers used the Inventory of Parent Peer Attachment (IPPA) by Armsden and Greenberg [1], the Research Technique of Teenagers’ Interpersonal Relations by Sobchik [2], the Self-Esteem Scale Dembo-Rubinstein version by Prikhozhan [3] in the author's modification were used. The study showed that adolescents with different types of attachment to parents had specific features of self-esteem and specifics in their interpersonal relations. The research concludes that the system of attachment to parents is important for developing the psychological well-being of an individual adolescent.

Development in multiple areas of life in adolescence

This study examined interrelations between three indicators of main challenges during adolescence: academic achievement, self-perceived peer acceptance, and self-esteem. An additional aim was to investigate whether the findings hold for girls and boys and across school types (academically oriented track vs. non-academically oriented track). We used a large German longitudinal study (N = 7,977; mean age at t1= 13.5 years) with three measurement points over a period of four years (start of seventh grade, end of seventh grade, end of tenth grade). Cross-lagged panel and multi-group models revealed seven main findings: (1) We found general positive associations between academic achievement, perceived peer acceptance, and self-esteem. (2) Higher academic achievement predicted higher self-esteem, but not vice versa. (3) Self-esteem and peer acceptance showed mutual associations, but only in older adolescents between the end of seventh and end of tenth grades. (4) Peer acceptance slightly predicted lower levels of academic achievement in students on the non-academically oriented track. (5) The results held for both girls and boys, but (6) changed over the course of adolescence and (7) differed between school types. Taken together, our findings offer comprehensive insight into the relations between salient developmental tasks in adolescence.

Self-Efficacy in Students with and Without Physical Impairment

There has been long term and systematic denial of opportunities to people with disabilities, particularly in fields such as education, employment, housing, transport, cultural life and access to public places and services. The mistreatment and oppression inflicted on individuals who have some form of disability or impairment has been well documented. The present study analyzed associations of general self-efficacy beliefs with psychological adjustment, academic achievement, and attainment of developmental tasks in various hostels and homes with physical impairment and same group peers without physical impairment. In this study the main objective is to compare the self efficacy of physically impaired and without impaired. Between-group differences in levels of self-efficacy beliefs were small. On average, higher self-efficacy beliefs predicted positive change in psychological adjustment (life-satisfaction and emotional symptoms) and academic achievement as well as greater progress in the attainment of developmental tasks of adolescence. However, for emotional symptoms and the discrepancy between desired and present attainment of developmental tasks we found such an effect only for students without physical impairment. This paper also presented by me in National Conference on “Challenges of Contemporary Life – Role of Positive Psychology & 9th Annual Conference of Indian Association of Mental Health from 22nd to 24th January 2015 and not publish myself the same in any journal. We conclude that students with physical impairment may benefit from measures that both promote supportive external conditions for goal attainment and increase the self-management skills needed to translate self-efficacy beliefs into accomplishment of goals and related positive feelings.

RELATIONS BETWEEN IDENTITY AND TEMPORAL ORIENTATION IN ADOLESCENCE

In Erikson’s view, formation of a relatively stable identity and conception of one’s own future is the specific devel-opmental task in adolescence. Erikson’s theory and Marcia’s conception of the identity status give an interesting basis for construction of two models of development of this relation and its changes in lifetime.

Clear and positive identity as an attribute of an effective leader

AbstractIn many adolescent developmental models, it is proposed that having a clear and positive identity is an important developmental task for adolescents. In this paper, the conception of positive and healthy identity and the related theories are outlined and the determinants and effects of having a positive and healthy identity are presented. The relationship between healthy and positive identity and leadership is then explored. Finally, the question of knowing how positive and healthy identity can be promoted is examined. Issues surrounding the ways of how to teach students to develop the attribute of having a clear and positive identity as a leader are discussed.

Ego States and Emotional Development in Adolescence

Adolescence is often described by parents, caregivers, and adolescents themselves as a tumultuous time. The author suggests that adolescence is not fundamentally tumultuous but, rather, another systematic, organized life passage similar to other transitions experienced over the course of a lifetime. As in nature, development in adolescence proceeds from the same organizing principle that produces the repeating seasons of the year. Even though each year is different, the fundamental seasonal structure remains constant. The lens of ego state development reveals that the underlying foundation of adolescence has the same cyclical structure as other developmental passages and all of life. The author maintains that the apparent chaos of adolescence can be represented with the model quantum physics uses to represent the order that underlies chaos. That model can be referred to by the term fractals. This can be seen as each ego state is reenergized to carry out and integrate the seven developmental tasks of adolescence, three of which are detailed by the author to demonstrate this principle. This perspective on adolescence can be beneficial to adolescents, their caregivers, and any person or organization working through issues from this seemingly confusing age.

Solving Developmental Tasks in Adolescents with a Chronic Physical Illness or Physical/Sensory Disability: A Meta-analysis

Chronic illnesses and disabilities may impair the attainment of age-typical developmental tasks, such as forming relationships with peers and gaining autonomy. Based on a systematic search in electronic databases and cross-referencing, 447 quantitative empirical studies were included which compared the attainment of developmental tasks of adolescents with and without chronic physical illness or physical/sensory disability. Adolescents with chronic illness or disability had more problems than healthy/nondisabled peers with regard to autonomy, body acceptance, developing friendships and romantic relationships, gaining access to a peer-group, career preparation, preparing for family life and developing socially responsible behaviour. However, between-group differences were small. No between-group differences were found regarding gender role acquisition and identity development. Success in solving developmental tasks varied, in part, by disease group, visibility of the disease/disability, age, gender and representativeness of the sample. Interventions aimed at promoting the attainment of developmental tasks are recommended.

Attainment of developmental tasks in emotionally and behaviourally disturbed adolescents across regular vs. special schools: a four-group comparison

In Germany, adolescents with emotional and behavioural disturbances (EBD) are either schooled in special schools for students with EBD or in regular schools. The present study is the first to compare the perceived attainment of a broad range of developmental tasks of adolescents with and without EBD attending regular vs. special schools. While about 40% of German adolescents from schools for students with EBD did not fulfil the criteria of EBD according to the Youth Self-Report, almost 40% of the students from regular schools fulfilled these criteria. Using ordinal logistic regression analysis, main effects for school type and EBD status as well as interaction effects of school type and EBD status were observed. Adolescents attending special schools reported lower progress in the attainment of one out of 12 developmental tasks. Compared to students without EBD, students with EBD perceived lower attainment of seven developmental tasks, especially of those linked to taking responsibilities of adulthood. The results are discussed regarding how successful attainment of developmental tasks can be supported. Also, reasons for the large number of students without self-reported EBD attending a special school are considered.

When do immigrant adolescents feel personally discriminated against? Longitudinal effects of peer preference

Despite research showing that immigrant adolescents differ in the degree to which they feel personally discriminated against, little is known about individual predictors of their perceived personal discrimination. We studied the role of a major developmental task in adolescence that is highly relevant for discrimination experiences: being liked by peers. We followed N = 532 13-year old immigrant students (n = 294 boys) in Greek high schools over 2 years to examine longitudinal links between personal ethnic discrimination and social preference among host-national and immigrant classmates. We applied a sociometric method to asses peer preference and we assessed self-perceived preference. Cross-lagged models revealed that preference among host-national peers but not by immigrant peers predicted low personal ethnic discrimination beyond self-perceptions of preference and group ethnic discrimination. Group ethnic discrimination moderated the effect of preference among host-national peers on low personal ethnic discrimination. Peer preference, in turn, did not feed back on personal ethnic discrimination. Findings highlight the importance of being liked by host-national classmates for immigrant adolescents: it can prevent feelings of being personally discriminated against, even if they perceive their group to be discriminated against.