Adolescents' Identity Formation: Linking the Narrative and the Dual-Cycle Approach

A multidimensional approach to the self in non-human animals through the Pattern Theory of Self

In the last decades, research on animal consciousness has advanced significantly, fueled by interdisciplinary contributions. However, a critical dimension of animal experience remains underexplored: the self. While traditionally linked to human studies, research focused on the self in animals has often been framed dichotomously, distinguishing low-level, bodily, and affective aspects from high-level, cognitive, and conceptual dimensions. Emerging evidence suggests a broader spectrum of self-related features across species, yet current theoretical approaches often reduce the self to a derivative aspect of consciousness or prioritize narrow high-level dimensions, such as self-recognition or metacognition. To address this gap, we propose an integrated framework grounded in the Pattern Theory of Self (PTS). PTS conceptualizes the self as a dynamic, multidimensional construct arising from a matrix of dimensions, ranging from bodily and affective to intersubjective and normative aspects. We propose adopting this multidimensional perspective for the study of the self in animals, by emphasizing the graded nature of the self within each dimension and the non-hierarchical organization across dimensions. In this sense, PTS may accommodate both inter- and intra-species variability, enabling researchers to investigate the self across diverse organisms without relying on anthropocentric biases. We propose that, by integrating this framework with insights from comparative psychology, neuroscience, and ethology, the application of PTS to animals can show how the self emerges in varying degrees and forms, shaped by ecological niches and adaptive demands.

The development of cooperation and cooperative norm enforcement in children and adolescents: The role of in-group favoritism

Various scholars have discussed the influence of group membership on cooperative behaviors in adult samples. Nonetheless, the developmental trajectories of related biases from middle childhood and early adolescence remain to be explored. Using the one-shot 4-player public goods game and inducing group membership awareness by school affiliation, we investigated the effects of group membership of imaginary partners on cooperation (Experiment 1) and cooperative norm enforcement (Experiment 2) in children and adolescents across fourth (N = 106, Mage = 9.53 years, 57 girls), sixth (N = 109, Mage = 11.46 years, 54 girls) and eighth grades (N = 102, Mage = 13.22 years, 47 girls). In Experiment 1, participants were first-party players and showed higher cooperation with in-group members (i.e., players from the same school) than out-group members (i.e., from other schools); the mediating role of cooperative expectations in in-group favoritism in cooperation was observed only among fourth and sixth graders. In Experiment 2, participants were third-party executors (i.e., could punish either in-group and out-group free-riders), and results showed that fourth and sixth graders were more lenient with in-group violators; eighth graders showed no evident bias in punishment. These findings depict a developmental pattern of decline in in-group favoritism regarding cooperation and cooperative norm enforcement from middle childhood to early adolescence. Cooperative expectations mediated the effect of group membership on cooperation only among younger students, indicating that divergent mechanisms underlie cooperative bias between groups in different grades. The discussions suggest that the understanding of norms of both cooperation and equality developed during this period.

"Filling in the gap": A qualitative case study about identity construction of siblings of youth with a neurodisability

INTRODUCTION

In families of children with a neurodisability, siblings have unique experiences that can shape their identity. There is limited information about the developmental process of how siblings form their identity. This study aims to understand the identity construction of young siblings who have a sibling with a neurodisability.

METHODS

As part of a patient-oriented research program, we engaged with our Sibling Youth Advisory Council in Canada. In this qualitative case study, data from semi-structured interviews augmented by photo elicitation and graphic elicitation of relational maps were analyzed using reflexive thematic analysis.

RESULTS

Nineteen sibling participants (median age = 19 years, range = 14-33 years) reflected on the uniqueness of their role during childhood. During adolescence and emerging adulthood, they became closer with their sibling with a neurodisability and increased communication with their parents about how to care for their sibling with a neurodisability. These experiences influenced how they explored and began to reconcile their sibling identity with their professional and social identities.

CONCLUSION

Siblings of youth with a neurodisability discover their unique identity and require support in this developmental process. Future interventions could evaluate how supports for siblings can have an impact on the positive development of their identity.

COVID-19-related stress exacerbates the effect of child maltreatment on negative affect via increased identity confusion during adolescence

INTRODUCTION

Exposure to childhood maltreatment may undermine the crucial developmental task of identity formation in adolescence, placing them at risk for developing negative affect. The current study investigated whether COVID-19-related stress intensified the indirect link between child maltreatment and adolescents' negative affect through identity confusion.

METHOD

Using multidimensional assessments of child maltreatment (threat vs. deprivation), the study included a sample of 124 adolescents (Mage  = 12.89, SD = 0.79; 52% female) assessed before (January 2018 to March 2020) and during the pandemic (May to October 2020) in Georgia, United States. The majority of the participants were European American (78.8%), followed by African American (11.5%), Hispanic (3.8%), Asian/Pacific Islander (1.0%), and other (4.8%). We used structural equation modeling to test (a) the mediating role of identity confusion in the link between childhood maltreatment and negative affect and (b) whether COVID-19-related stress moderated these indirect effects. Simple slopes and Johnson-Neyman plots were generated to probe regions of significant interaction effects.

RESULTS

Threat and deprivation predicted an increase in adolescent identity confusion. Additionally, childhood threat and deprivation were indirectly linked to adolescents' negative affect through increased levels of identity confusion. COVID-19-related stress significantly exacerbated the link between identity confusion and negative affect.

CONCLUSION

Identity confusion is a mechanism underlying the link between child maltreatment and the development of negative affect in adolescence. Our results inform prevention and intervention programs that aim to reduce negative affect among adolescents who experience threatening and depriving rearing environments.

Specific autobiographical memories are a resource for identity strength among mature but not emerging adults

Four studies, three pre-planned on Open Science Framework, with 2296 participants explored the potential role of recollecting autobiographical memories in enhancing the sense of identity. Among emerging adults (college students under age 25), recollecting important autobiographical memories did not strengthen sense of identity. Autobiographical memories failed to strengthen identity among emerging adults despite inducing low self-clarity first; despite attempts to prime self-consistent memories by having emerging adults report their stable self-aspects first; and despite attempts to inspire self-event connections by asking emerging adults to explain how the memories exemplified something enduring about the self. Among mature adults (age 25 and older), recollecting important autobiographical memories strengthened sense of identity. Identity was strengthened regardless of whether mature adults were asked to explain how the memories exemplified something enduring about the self. Differences in types of memories or motivation did not account for the differential effects of recollecting autobiographical memories in identity. In short, mature adults appear to readily use autobiographical memories as a resource for identity in a way that emerging adults have not yet mastered.

Experiencing the COVID-19 Emergency: Age-Related Disequilibrating Event for Identity

The experience linked to the COVID-19 emergency constituted a turning point in the biography of most Italians. The suspension of usual activities, the redefinition of life contexts and the restriction of relationships have opened up wide spaces and time for thinking and reflecting on oneself, which may have triggered processes of redefinition of personal identity. The general aim of this study was to explore the impact of pandemic on daily life in the life span, in order to support the hypothesis that the pandemic experience could be considered a disequilibrating life-event and a turning point in the biography of most Italians. A mixed research approach was adopted, with 14 closed and open questions created ad hoc. 41 participants (87% women, average age 40.71), resident in the Campania region, in southern Italy, responded to the online written interview. The data were analyzed by two independent coders, using categorical content analysis with a top-down approach. Membership of the different age groups (young adults, adults, elderly) was assessed as a comparison variable. Findings qualify pandemic-related experiences as a disequilibrating life event, potentially capable of activating, alongside emotionally dense experiences, adaptive and functional resources for identity reconsideration, with differences being age based. The dimensions of change, the affective dimensions, the resources and the areas of risk identified, allowed us to identify three different clusters, showing a differentiation according to age groups, which identifies young adults and the elderly as the subjects most at risk.

Gender Differences in Bullying Reflect Societal Gender Inequality: A Multilevel Study With Adolescents in 46 Countries

PURPOSE

Social patterns in bullying show consistent gender differences in adolescent perpetration and victimization with large cross-national variations. Previous research shows associations between societal gender inequality and gender differences in some violent behaviors in adolescents. Therefore, there is a need to go beyond individual associations and use a more social ecological perspective when examining gender differences in bullying behaviors. The aim of the present study was twofold: (1) to explore cross-national gender differences in bullying behaviors and (2) to examine whether national-level gender inequality relates to gender differences in adolescent bullying behaviors.

METHODS

Traditional bullying and cyberbullying were measured in 11-year-olds to 15-year-olds in the 2017/18 Health Behaviour in School-aged Children study (n = 200,423). We linked individual data to national gender inequality (Gender Inequality Index, 2018) in 46 countries and tested their association using mixed-effects (multilevel) logistic regression models.

RESULTS

Large cross-national variations were observed in gender differences in bullying. Boys had higher odds of perpetrating both traditional and cyberbullying and victimization by traditional bullying than girls. Greater gender inequality at country level was associated with heightened gender differences in traditional bullying. In contrast, lower gender inequality was associated with larger gender differences for cyber victimization.

DISCUSSION

Societal gender inequality relates to adolescents' involvement in bullying and gendered patterns in bullying. Public health policy should target societal factors that have an impact on young people's behavior.

A qualitative study on identity in individuals at clinical high risk for psychosis: " … Why does it have to be one thing?"

OBJECTIVE

Qualitative research can shed light on the subjective experiences of individuals at clinical high risk (CHR) for psychosis, complement quantitative research, broaden our understanding of experiencing CHR, and inform intervention development. The aim of this study was to explore life experiences of individuals at CHR through qualitative research.

METHOD

Participants were 37 individuals at CHR (20 male, 17 female) aged 16-34 (M_age = 23.32 ± 5.26), and 16 healthy controls (HCs; 7 male, 9 female) aged 18-34 (M_age = 25.37 ± 4.05). Qualitative data were obtained through open-ended interviews (30-45 min). No a priori hypotheses were made, and thematic analyses were used to develop themes.

RESULTS

Four major themes and one subtheme related to identity were identified through the iterative thematic analysis: defining a self-concept (with a subtheme of creativity), identity development/formation, feeling different from others, and change from a former self. Over 80% of the CHR cohort spontaneously discussed topics related to their identity, compared to 38% of HCs. HCs only reported content within the defining a self-concept theme, while the CHR group reported content within all themes.

CONCLUSIONS AND IMPLICATIONS FOR PRACTICE

The present study demonstrates that identity formation is a major process for youth in general and that psychosis experiences can make this process more challenging. CHR participants spontaneously brought up multiple themes related to identity in open-ended interviews, suggesting the relevance of this topic in this population. Clinicians should continue to probe identity-related concerns on an individual basis and research should focus on integrating this framework into the conceptualization and treatment of CHR. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

The relation between self-event connections and personality functioning in youth with severe psychopathology

Objective

One way in which individuals construct their narrative identity is by making self‐event connections, which are often linked to better functioning. Being unable to make connections is related to identity discontinuity and psychopathology. Work in the general population corroborates this association, but also highlights the importance of focusing on specific aspects of these connections and on vulnerable populations.

Method

We examined the association of self‐event connections with personality functioning in youth with severe psychopathology (cross‐sectional N = 228, M_age = 19.5, longitudinal N = 84), and the role of event and connection valence in the subsample of youth who made a connection (n = 188 and n = 68). Negative affectivity was controlled for in all models.

Results

We found no evidence that self‐event connections, nor connection valence and its interaction with event valence, are related to functioning. Positive event valence was associated with better functioning. Higher negative affectivity was strongly linked to lower functioning and explained the relation between event valence and functioning. No longitudinal associations emerged.

Conclusions

These findings show that for youth with severe psychopathology making self‐event connections may not be associated with better functioning. Moreover, negative affectivity may be a distal predictor of both event valence and functioning.

Dynamics of Identity Development in Adolescence: A Decade in Review

One of the key developmental tasks in adolescence is to develop a coherent identity. The current review addresses progress in the field of identity research between the years 2010 and 2020. Synthesizing research on the development of identity, we show that identity development during adolescence and early adulthood is characterized by both systematic maturation and substantial stability. This review discusses the role of life events and transitions for identity and the role of micro-processes and narrative processes as a potential mechanisms of personal identity development change. It provides an overview of the linkages between identity development and developmental outcomes, specifically paying attention to within-person processes. It additionally discusses how identity development takes place in the context of close relationships.

With a little help from my friends? Perceived friendship quality and narrative identity in adolescence

Stressful events are associated with various outcomes, but there is variability in these associations suggesting that the interpretation of these events is important. This interpretation is reflected in the narratives adolescents tell of events, which are largely constructed in social interactions. We examined the associations of perceived friendship quality with self-event connections and redemption in turning point narratives, in a sample of Dutch adolescents. Findings from regression analyses in a cross-sectional subsample (N = 1087, M_age  = 14.8) and a three-wave cross-lagged panel model in a longitudinal subsample (N = 186, M_{age at Wave 1}  = 14.7) showed that perceived friendship quality was associated with the presence of redemption sequences and self-event connections within time points, but not longitudinally.