Sense of self, depression and adaption to grief, in emerging adults who suffered parental loss

2021 ◽  
Author(s):  
Shannen Jones ◽  
Matteo Martini
Keyword(s):  
Emerging Adults ◽  
Sense Of Self ◽  
Parental Loss

“I Took a Screenshot”

2021 ◽  
pp. 53-67
Author(s):  
Joan A. Swanson ◽  
Allison A. Buskirk-Cohen
Keyword(s):  
Mental Health ◽  
Higher Education ◽  
College Students ◽  
Emerging Adults ◽  
Sense Of Self ◽  
Daily Basis ◽  
Common Assumption ◽  
Online Platforms ◽  
The Impact

There is a common assumption that today’s college students do not know a world without phones, screens, and online platforms specifically designed for connecting and sharing every facet of daily living. While college students use technologies on a daily basis, its use is contextualized between academic and nonacademic use. This chapter focuses on the technology experiences of today’s emerging adults, both in and out of the higher education classroom. It discusses how technology impacts sense of self, relationships, mental health, and learning. A case study and guiding questions facilitate application of the material and help readers understand the impact of technological experiences (or lack thereof) on emerging adults.

“I Am ________”

2021 ◽  
pp. 8-21
Author(s):  
Joel A Lane ◽  
Deanna N. Cor
Keyword(s):  
Higher Education ◽  
Emerging Adults ◽  
Social Identity Theory ◽  
Sense Of Self ◽  
Developmental Tasks ◽  
Competing Values ◽  
Multiple Identity ◽  
Identify Formation ◽  
Development Of Identity ◽  
The Many

Many developmental tasks of emerging adulthood involve identify formation. Trying to develop a sense of self can be challenging, given the many aspects of identity. For certain students, having membership in multiple identity groups means competing values, traditions, and practices. This chapter first provides an overview of social identity theory, including attention to the development of identity through an interpersonal lens and through an intergroup lens. Then, it identifies how emerging adults learn about themselves and develop confidence and the ways and means through which they find their motivation. Guiding questions help readers apply this information to their work with emerging adults in higher education.

Locating Self in Place During a Study Abroad Experience: Emerging Adults, Global Awareness, and the Andes

2018 ◽  
Vol 41 (3) ◽  
pp. 295-311 ◽  
Author(s):  
Nevin J. Harper
Keyword(s):  
Study Abroad ◽  
Emerging Adults ◽  
Personal Growth ◽  
Sense Of Self ◽  
Global Perspective ◽  
Cultural Immersion ◽  
Adventure Travel ◽  
Academic Courses ◽  
Service Projects ◽  
Urban Rural

Background: College students generally participate in study abroad experiences (SAE) at times of identity and value development as emerging adults. SAE has been criticized as perpetuating colonial acts through the project of globalization. Purpose: This research examined how participants construct meaning about place(s) and how this meaning relates to their sense of self during a 3-week expedition-style SAE in the Bolivian Andes. Methodology/Approach: SAE included place-based learning activities, cultural immersion, service projects, adventure travel, and two concurrent academic courses. Data were gathered from eight participants through written journal assignments, researcher observations, and field notes. Findings/Conclusions: Five themes emerged: personal growth, a multiplicity of meaning, privilege and global perspective, an urban-rural effect, and a taste for more. The social context and comfort–discomfort continuum are discussed as influencing factors. Implications: Findings suggest a place-based SAE can influence value formation and reflective practice of emerging adults. While findings echo SAE as a privileged experience, the question of latent effects of SAE on emerging adult social justice perspectives is raised.

Emerging Adults and Developing Awareness of Siblings’ Symptoms of Schizophrenia

2021 ◽  
pp. 104438942199778
Author(s):  
Jillian Graves ◽  
Christina N. Marsack-Topolewski ◽  
Keith T. Chan ◽  
Janet Shapiro
Keyword(s):  
Grounded Theory ◽  
Emerging Adults ◽  
Sense Of Self ◽  
Emerging Adult ◽  
Developmental Trajectory ◽  
Developmental Experiences ◽  
Key Points ◽  
Changing Roles ◽  
Depth Interviews ◽  
Supportive Intervention

Emerging adults who are siblings to individuals with schizophrenia are an understudied though important population. This study examined perceptions of emerging adults to better understand developmental experiences and needs for supportive intervention. Using grounded theory, 23 emerging adults participated in open-ended, in-depth interviews. Results indicated themes related to emerging adults and their developing awareness of siblings’ experiences with schizophrenia. These included (a) the first break: changing roles and patterns, (b) influence of family and adjustment to a new reality, and (c) the effect on the emerging adult and their sense of self. Understanding experiences of this population can inform practice at key points such as during crises and transitions, which can help support a healthy developmental trajectory for siblings of individuals with schizophrenia.

Understanding Poor Adjustment in Schizotypy: A Prospective Study of the Role of Self During Late Adolescence and Early Adulthood

2021 ◽  
pp. 216769682110217
Author(s):  
Hadar Hazan ◽  
Elaine Reese ◽  
Richard J. Linscott
Keyword(s):  
Emerging Adults ◽  
Social Adjustment ◽  
Sense Of Self ◽  
Emotional Adjustment ◽  
Early Adulthood ◽  
Social Emotional ◽  
Social And Emotional ◽  
Schizophrenia Spectrum ◽  
A Prospective Study

Our aims were to (a) examine whether emerging adults on the schizophrenia spectrum ( schizotypy) differed from non-spectrum peers in social, emotional, and academic adjustment to university; and (b) determine the role of the basic and narrative selves in adjustment. Schizotypy ( n = 30) and non-schizotypy comparison ( n = 29) participants, who were selected from a larger pool of undergraduates ( n = 310) screened in a baseline assessment, completed measures of adjustment and of basic and narrative selves. The schizotypy group had lower academic and emotional adjustment scores but did not differ in social adjustment. The basic sense of self explained the differences in levels of social and emotional adjustment for cognitive–perceptual but not for disorganized and interpersonal schizotypy. That is, poor adjustment is explained via basic self in positive but not negative components of schizotypy. Narrative self did not explain any of the adjustment scores associated with schizotypy.

scholarly journals A Conceptual Review of Identity Integration Across Adulthood

2021 ◽  
Author(s):  
Lauren Mitchell ◽  
Jonathan M Adler ◽  
Johanna Carlsson ◽  
Py Liv Eriksson ◽  
Moin Syed
Keyword(s):  
Identity Development ◽  
Conceptual Framework ◽  
Emerging Adults ◽  
Sense Of Self ◽  
Well Being ◽  
Life Transitions ◽  
Stressful Events ◽  
Identity Integration ◽  
Major Life ◽  
Adult Lifespan

Though Erikson recognized identity development as a lifelong project, most research on identity has focused on adolescents and emerging adults. Less is known about how the identity formed in adolescence is maintained and adapted across the adult lifespan. The purpose of the present paper is to provide a conceptual review and elaboration of Erikson's (1968) theory focused on identity integration, a construct that is particularly relevant to adult identity development. Identity integration describes the process of bringing together various aspects of one's self into a coherent whole, and the sense of self-continuity and wholeness that emerges as a result of these processes. Informed by the identity and lifespan development literatures, we present a conceptual framework that describes how identity integration is maintained across the adult lifespan, and how it is re-established when changing life circumstances present threats to an individual's identity. These maintenance and re-establishment processes help to support adults' well-being and adaptation to major life transitions and stressful events. This conceptual framework is intended to facilitate research on identity integration in adulthood, a time of life that has been less often studied in the identity literature, but that can involve identity dynamics that are just as critical as those in adolescence.

Resilience of Emerging Adults After Adverse Childhood Experiences: A Qualitative Systematic Review

2020 ◽  
pp. 152483802093386
Author(s):  
Doris Y. L. Leung ◽  
Athena C. Y. Chan ◽  
Grace W. K. Ho
Keyword(s):  
Social Support ◽  
Emerging Adults ◽  
Adverse Childhood Experiences ◽  
Sense Of Self ◽  
Life Stage ◽  
Social Supports ◽  
World Health ◽  
Childhood Experiences ◽  
Self Reliance ◽  
Adverse Childhood

Introduction: Even as children experience adversity, they can become resilient adults, in large part due to their social supports as emerging adults. Objective: Authors examine constructs of social support applied to the concept of resilience among emerging adults having experienced adverse childhood experiences (ACE). Method: Authors conducted a meta-ethnography with six databases between January 1998 and October 2019. Inclusion criteria were as follows: (i) original peer-reviewed qualitative or mixed-method studies, (ii) sampling adults aged 18–35 years, (iii) reporting at least one ACE as defined by the World Health Organization, (iv) focused on resilience, and (v) in English. Data were collected from six electronic databases (MEDLINE, EMBASE, CINAHL, PsychINFO, Web of Science, and Google Scholar). Studies were appraised using the Critical Appraisal Skills Program Qualitative Checklist. Analysis drew on Bourdieu’s constructs of capital following Noblit and Hare’s methods. Results: Thirteen studies of 277 emerging adults, aged 18–35 years old (mean 23 years), from six countries, reported resilience as “self-righting” appraisals. These were interdependent of their social supports and within a culturally determined sense of self-reliance. Self-reliance appeared to be a precursor shaping resilience of emerging adults with ACE. Self-reliance may deter self-compassion and, as a self-righting appraisal/capacity, may inhibit accessing social support. Conclusion: This review emphasizes the life stage of emerging adulthood regarding the development of self-righting appraisal skills, which, when enabled with reliance, others help to transform ACEs and allow resilience to grow.

Lessons Learned From Coaching Postsecondary Students With Traumatic Brain Injury

2020 ◽  
Vol 5 (1) ◽  
pp. 88-96
Author(s):  
Mary R. T. Kennedy
Keyword(s):  
College Students ◽  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Sense Of Self ◽  
Scientific Evidence ◽  
Sudden Onset ◽  
Lessons Learned ◽  
Speech Language Pathologists ◽  
The Brain ◽  
Exhaustive List

Purpose The purpose of this clinical focus article is to provide speech-language pathologists with a brief update of the evidence that provides possible explanations for our experiences while coaching college students with traumatic brain injury (TBI). Method The narrative text provides readers with lessons we learned as speech-language pathologists functioning as cognitive coaches to college students with TBI. This is not meant to be an exhaustive list, but rather to consider the recent scientific evidence that will help our understanding of how best to coach these college students. Conclusion Four lessons are described. Lesson 1 focuses on the value of self-reported responses to surveys, questionnaires, and interviews. Lesson 2 addresses the use of immediate/proximal goals as leverage for students to update their sense of self and how their abilities and disabilities may alter their more distal goals. Lesson 3 reminds us that teamwork is necessary to address the complex issues facing these students, which include their developmental stage, the sudden onset of trauma to the brain, and having to navigate going to college with a TBI. Lesson 4 focuses on the need for college students with TBI to learn how to self-advocate with instructors, family, and peers.

A Longitudinal Study of Mental Health in Emerging Adults

2014 ◽  
Vol 73 (3) ◽  
pp. 135-141 ◽  
Author(s):  
Monica S. Bachmann ◽  
Hansjörg Znoj ◽  
Katja Haemmerli
Keyword(s):  
Mental Health ◽  
Longitudinal Study ◽  
Emerging Adults ◽  
Poor Mental Health ◽  
Need Satisfaction ◽  
Computer Assisted ◽  
Consistency Model ◽  
Negative Effect ◽  
The Cross ◽  
Health Model

Emerging adulthood is a time of instability. This longitudinal study investigated the relationship between mental health and need satisfaction among emerging adults over a period of five years and focused on gender-specific differences. Two possible causal models were examined: (1) the mental health model, which predicts that incongruence is due to the presence of impaired mental health at an earlier point in time; (2) the consistency model, which predicts that impaired mental health is due to a higher level of incongruence reported at an earlier point in time. Emerging adults (N = 1,017) aged 18–24 completed computer-assisted telephone interviews in 2003 (T1), 2005 (T2), and 2008 (T3). The results indicate that better mental health at T1 predicts a lower level of incongruence two years later (T2), when prior level of incongruence is controlled for. The same cross-lagged effect is shown for T3. However, the cross-lagged paths from incongruence to mental health are marginally associated when prior mental health is controlled for. No gender differences were found in the cross-lagged model. The results support the mental health model and show that incongruence does not have a long-lasting negative effect on mental health. The results highlight the importance of identifying emerging adults with poor mental health early to provide support regarding need satisfaction.

Contribution of Demographics, Sociological Factors, and Media Usage to Verbal Aggressiveness

2014 ◽  
Vol 26 (2) ◽  
pp. 92-102 ◽  
Author(s):  
Jack Glascock
Keyword(s):  
Emerging Adults ◽  
Peer Influence ◽  
Video Game ◽  
Rap Music ◽  
Verbal Aggression ◽  
Hierarchical Regression ◽  
Music Listening ◽  
Verbal Aggressiveness ◽  
Media Usage ◽  
Sociological Factors

Given the increasing relevance of verbal aggression in today’s society, the goal of this study was to assess the relative contributions of potential demographic and sociological factors. Emerging adults were surveyed, and the data were analyzed using correlations and hierarchical regression. While television viewing, video game playing, and music listening were positively correlated with verbal aggression, only (rap) music listening remained significant when demographic and other sociological influences were factored in. Overall, the hierarchical regression analysis found religiosity, parental and peer influence, quality of neighborhood, sex, and media usage (listening to rap music) to be significant contributors to verbal aggression among emerging adults. Male participants reported more verbally aggressive behavior than women, and African Americans reported more verbal aggression than White respondents. While media usage seems to play a significant, but relatively small role, other demographic and sociological factors such as gender, neighborhood, religion, peers, and parents appear to be major contributors in the development of verbal aggression among emerging adults.

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