Identity exploration in emerging adulthood: how does it apply to at-risk youths Links between identity status and psyc

1. Identity exploration in emerging adulthood: how does it apply to at-risk youths?Links between identity status and psychosocial adjustment in emerging adults enrolled in second chance educational settings Julie Marcotte, Ph.D. Universit� du Qu�bec � Trois-Rivi�res Qu�bec, Canada Julie.Marcotte1@uqtr.ca

2. Presentation outline Presentation and acknowledgements Emerging adulthood (EA) and its features Review of identity formation Outcomes linked to identity exploration Our study: objectives, method, and analyses Results Conclusion and further directions Questions

3. Emerging adulthood Emerging adulthood (EA) is now recognized as a new developmental period characterized by, among others, a prolonged support from family and extension of postsecondary education Shift of adolescence�s developmental tasks onto EA One of the predominant feature of EA is the pursuit of identity exploration Facilitated by college�s contexts enabling (EAs) to exercise agency, responsibility and to be exposed to various ideologies and individuals (Arnett, 2000; 2007) However, all youths may not be able to make use of this unstructured period for identity exploration Personal (e.g. behavioral or psychological problems) or contextual barriers (e.g. social or familial constraints) (Schwartz, 2002; Yoder, 2000)

4. Identity Studies on identity development are mostly based on Marcia�s identity status paradigm which delineates 4 different statuses emerging from two dimensions: exploration and commitment (Schwartz & Pantin, 2006). Each status has been proven to be correlated with distinctive behavioural and psychosocial outcomes and variables One of the major problems with results regarding identity development : largely based on college-bound population. Few studies are conducted with EA who have either dropped out of school or who attend other educational settings like �second chance schools� Very few recent studies have been found regarding identity development in former foster care youths

5. Method Aims: 1) Illustrate the identity statuses� distribution among a sample of second chance schools� students 2) Examine associations between identity exploration, behavioral and psychosocial among groups of at-risk youths Sample: 229 EAs (18-24 y-olds) enrolled in adult educational settings: 53,3% women and 46,7% men; 16% of students were previously placed in foster care, 38% received special education services 48% suspended their education for at least a year before entering adult education.

6. Method Measures: Identity status. The Ego Identity Process Questionnaire (EIPQ) (Balistreri et al., 1995) 32-item scale assessing ego identity in 4 ideological and interpersonal domains Status assignments are made according to the median split technique of the continuous exploration and commitment scores Behavioral Problems: The Young Adult Self-Report (YASR) (Achenbach, 1997) 116-item scale scored by the respondent on a 3-point scale. Externalizing and internalizing global scales are used Traumatic events: The Child Trauma Questionnaire (CTQ) (Bernstein & Fink, 1998) 28-item self-report inventory that measures the severity of different types of childhood trauma. 4 scales: Physical and emotional abuse, emotional neglect, physical neglect, and sexual abuse Self-concept: Self-Description Questionnaire II (SDQ) A 10-item subscale of the SDQ: Global self-esteem scale Locus of control 6-item scale measuring the extent to which EA believe they have control over what future holds for them

7. Results objective #1 Chi-square (ײ) analysis show significant gender differences (p <.01): More females (24,6%) than males (9,3%) are in the Moratorium status; Diffuse status is more representative of males (38,3%) than females (24,6%) EAs in our sample are overrepresented in the Foreclose and Diffuse statuses when compared to other studies with college student population Lower identity exploration scores�

8. Results in perspective Controversy about identity statuses has been found in identity literature Static representation of a dynamic, life-course process (Luyckx et al., 2008) Rank order of statuses (D-F-M-A) has been highly criticised Foreclose and Moratorium are unclear as whether one is really �preferable� over the other (Bosma et al., 2001) Importance of context: Historical and social context determines the adaptive quality of different statuses Western cultural contexts value self-interest and self-actualization (Baumeister & Muraven, 1996) Thus, exploration (weighing of alternatives) becomes central in self-definition Moratorium is preferred to Foreclose because its presumed features are mainly associated with exploration �One�s uniqueness and individuality have to be emphasized to meet and adapt to the demands of modern life� � Bosma et al, 2001

9. About FORECLOSURE� Prevalence of the Foreclose status�how can we explain it? Kroger (2007; 1995) 2 categories of Foreclose Firm: dependant on gratification, intense proximity to parental figures, search for approval; assigned Developmental: resemblances with Moratorium, commitment that can be overturned, openness to experience; self-chosen Early foreclosure can be associated with negative labels (e.g. special education, diagnosis, that limits the exploration of the possible selves) (Marcia, 2002) Youths in second chance schools all have in common an educational pathway punctuated with hardships or at least, with delays� Educational attainment in Western societies: difficulties in that arena may pose a problem to the �consideration of alternatives� as to whom one can become� Can success in these school settings contribute to the activation or reactivation of the exploration process ??

10. About DIFFUSION� In line with other studies and initial hypothesis Associations between Diffuse status and academic failures and school drop out (Berzonsky & Kuk, 2005) Diffuse status may be perceived as normative in younger adolescents (Luyckx et al, 2008) but is questioning in EA Enrolment in a second-chance schools causes former �Forecloses� to loosen their commitment? Gender differences clearly demonstrate that women: 1) explore and 2) commit more than men�. Gender differences in statuses are rare in literature

11. Objective #2: Association between exploration score and other variables

12. Results in perspective Unlike others, no relationships were found between externalized and internalized problems and exploration scores Women and men exploration scores are associated with different variables: Locus of control for men �what is going to happen in my future depends on me� Self-concept for women �overall, I am as worthy as anybody� For women, special education services are linked to lower exploration (labelling hypothesis) Commitment is negatively linked to exploration�either foreclose or moratorium� Emotional and physical abuse and physical neglect are positively associated with exploration Why??

13. Why a link between abuse and neglect and exploration? Exploring three possible explanations� Existence of a negative type of exploration Luyckx et al. (2008) Ruminative exploration characterized by a repetitive and passive focus contributing to feeling of hopelessness This explanation is more or less supported by observed links between exploration and self-concept and locus of control Absence of obstacles to exploration Exploration may be constrained by parental control, strong identification with parents� values and norms (Bosma & Kunen, 2001) Abuse or neglect are highly associated with foster care services (not shown is table): Youths aging out of care facilities may be less influenced by parental control or model Exploration is easier

14. Why a link between abuse and neglect and exploration? Exploring three possible explanations� 3. Former foster care youths in second chance school settings may represent a ��resilient�� subgroup More agentic, self-directed� Abuse or neglect are less severe in comparison with former foster care youths who do not enrol in school settings?

15. Conclusion Results reveal two major avenues that need further investigation: Gender Differences in statuses� distribution Difference in terms of explanation of the exploration variance Identity development in at-risk EA, especially former foster care youths How to foster positive identity exploration; could it become a protective factor in other out-of-care youths? How�. Limits Cross-sectional design Heterogeneous at-risk youths Age : 18-24 Measure of identity processes

16. Questions and commentary Thanks For references or updates please contact: Julie.Marcotte1@uqtr.ca