More About Emerging Adults and Mindfulness

2019 ◽  
pp. 15-22
Author(s):  
Holly Rogers ◽  
Margaret Maytan
Keyword(s):  
Identity Development ◽  
Emerging Adulthood ◽  
Developmental Stage ◽  
Stress Management ◽  
Emerging Adults ◽  
Ethnic Groups ◽  
Age Group ◽  
Management Tools

Chapter 2 explores in greater detail the characteristics of the developmental stage of emerging adulthood as well as highlights the usefulness of mindfulness and meditation for this age group. Emerging adulthood is defined by Jeffrey Arnett as a time of identity development in multiple important areas. The developmental stage of emerging adulthood is often expressed differently across racial and ethnic groups and socioeconomic classes. Emerging adults are seeking to answer questions about their direction in life and to discern what relationships and careers are best for them. Mindfulness is a useful tool for this quest as it aids emerging adults in identifying their authentic wishes and needs. The mindfulness-based stress-management tools also allow them to tolerate the stress that comes from all the uncertainties and pressures inherent in this time of development.

Koru

2019 ◽  
pp. 3-14
Author(s):  
Holly Rogers ◽  
Margaret Maytan
Keyword(s):  
University Students ◽  
Emerging Adulthood ◽  
Developmental Stage ◽  
Stress Management ◽  
Emerging Adults ◽  
Small Groups ◽  
Mindfulness Meditation ◽  
Psychological Services ◽  
Management Skills

Chapter 1 introduces Koru mindfulness, the model developed at Duke University’s Counseling and Psychological Services for teaching mindfulness and meditation to university students. The model combines training in mindfulness meditation with training in specific stress-management skills. The model has been designed for and tested on emerging adults and addresses some of the particular needs and interests of this developmental group. The developmental stage of emerging adulthood is defined and described. Mindfulness is defined, and the particular usefulness of mindfulness for emerging adults is explored. The model is briefly introduced, and some of the features of the model are described, such as the use of small groups, a clearly structured format, and mandatory attendance and homework.

The Role of Financial Identity Processes in Financial Behaviors and Financial Well-Being

2021 ◽  
pp. 216769682110161
Author(s):  
Rimantas Vosylis ◽  
Angela Sorgente ◽  
Margherita Lanz
Keyword(s):  
Identity Development ◽  
Emerging Adulthood ◽  
Identity Formation ◽  
Emerging Adults ◽  
Factor Model ◽  
Well Being ◽  
Financial Behaviors ◽  
Identity Processes ◽  
Study Results ◽  
Financial Identity

Financial identity formed during emerging adulthood is important for the regulation of youth financial behaviors, decisions, and long-term financial goals. This three-wave short-term longitudinal study investigates how youth develop a distinct manner of approaching and managing personal finances and reveals the structure and dynamics of financial identity development during emerging adulthood. Using the cross-lagged panel model analysis, it also investigates longitudinal reciprocal associations between financial identity processes, financial behaviors, and financial well-being of emerging adults. The sample consists of 533 Lithuanian higher education students (56.8% women; M age = 18.93, SD age = 0.71) who took part in three assessment waves. The findings support the use of the three-factor model of financial identity formation and show that financial identity formation is shaped by emerging adults’ financial situation and contribute to the formation of financial behaviors and financial well-being. Practical implications of study results are also discussed.

scholarly journals Thematic Analysis of My “Coming Out” Experiences Through an Intersectional Lens: An Autoethnographic Study

2021 ◽  
Vol 12 ◽  
Author(s):  
Enoch Leung
Keyword(s):  
Identity Development ◽  
Emerging Adulthood ◽  
Developmental Stage ◽  
Thematic Analysis ◽  
Psychosocial Development ◽  
Coming Out ◽  
Internal Conflict ◽  
Future Research ◽  
Developmental Task ◽  
Lgbtq Youth

For lesbian, gay, bisexual, transgender, and queer (LGBTQ) youth, identity development is one of the most critical developmental task. LGBTQ youth are shown to be at risk for a variety of risk factors including depression and suicidal ideation and attempts due to how their identities are appraised in heteronormative societies. However, most LGBTQ educational psychology research have highlighted protective factors that are primarily relevant to support LGBTQ white-youth. One of the major developmental theories, Erikson’s stages of psychosocial development, has identified adolescence as the period where identity development occurs. However, through an intersectional lens, identity development appears to encompass more than adolescence but also emerging adulthood, a developmental stage not accounted for by Erikson’s stages of psychosocial development. The primary goal of this study is to seek to understand and question Erikson’s stages of psychosocial development through an intersectional lens of an autoethnography of my LGBTQ experiences. An autoethnographic approach [diary entries (N = 9), conversations (N = 12), interview (N = 1), social media websites and blogs (N = 2), and drawing (N = 1)] is used to understand my LGBTQ-person of color (POC) experiences of “coming out” or self-disclosure during my adolescence through emerging adulthood. Data was collected on April 2020 and spanned from 2006 through 2020 to account for the developmental period of adolescence and emerging adulthood (ages 13 through 27). Thematic analysis revealed four themes across the two developmental periods: (1) confusion and conflict between my gay and ethnic identity as a closeted adolescent, (2) my first “coming out” as a gay adolescent and “it got better,” (3) frustration arising from the internal conflict between my gay and POC identity as an emerging adult, and (4) frustration arising from external experiences with the flaws of LGBTQ community inclusivity. Results reflected a continuous theme of identity exploration and struggle through both adolescence and emerging adulthood, highlighting the need for future research to replicate similar experiences from other intersectional individuals during emerging adulthood stage, a developmental stage that is considered in between Erikson’s adolescent and young adulthood developmental stage.

Dimensions of Emerging Adulthood, Criteria for Adulthood, and Identity Development in Greek Studying Youth: A Person-Centered Approach

2018 ◽  
Vol 7 (6) ◽  
pp. 411-431
Author(s):  
Evangelia Galanaki ◽  
Georgios Sideridis
Keyword(s):  
Identity Development ◽  
Emerging Adulthood ◽  
Emerging Adults ◽  
Transition To Adulthood ◽  
Work Experience ◽  
Latent Profile Analysis ◽  
Living Arrangement ◽  
Southern European Country ◽  
Homogeneous Population ◽  
Person Centered Approach

Little research has been conducted on emerging adulthood in Greece, although sociodemographic specificities and constraints due to financial crisis are expected to reinforce prolonged transition to adulthood in this Southern European country. Using a person-centered approach, the current study aimed to examine dimensions of emerging adulthood, criteria for adulthood, and identity development among studying youth in association with personal and structural variables (i.e., gender, age, living arrangement, work experience, steady romantic relationship status, and financial adversity). Participants were 814 university students ( Mage = 19.9 years). Latent profile analysis yielded five profiles: anxious explorers in-between (29.90%), immature explorers (29.58%), emerging adults (18.30%), adult committers (12.58%), and blocked in transition (9.64%). Significant between-profile differentiation was found regarding all variables except from age and work experience. The results support the existence of emerging adulthood in Greece and indicate diverse paths to adulthood within the rather homogeneous population of studying youth in this country.

How Gender Shapes Emerging Adulthood

2014 ◽  
Author(s):  
Jerika C. Norona ◽  
Teresa M. Preddy ◽  
Deborah P. Welsh
Keyword(s):  
Mental Health ◽  
Identity Development ◽  
Romantic Relationships ◽  
Emerging Adulthood ◽  
Health Outcomes ◽  
Emerging Adults ◽  
Risky Behaviors ◽  
Mental Health Outcomes ◽  
Future Research ◽  
Risk Taking Behaviors

This chapter examines how gender shapes experiences in emerging adulthood, from identity development and relationships to involvement in risky behaviors and mental health outcomes. It first considers the developmental tasks commonly faced by emerging adults before proceeding to a discussion of gender differences between young men and women in terms of development of one’s identity and relationships with family members (parents and siblings), friendships, and romantic relationships and sexual experiences, as well as mental health outcomes and the propensity to engage in risk-taking behaviors. It also describes various domains of identity, including political affiliation, religiosity/spirituality, and career/occupational development. The chapter concludes by assessing gaps in the literature and outlining directions for future research.

Emerging Adults with Disabilities: Theory, Trends, and Implications

2015 ◽  
Vol 46 (4) ◽  
pp. 3-10 ◽  
Author(s):  
Jill M. Meyer ◽  
Vanessa M. Hinton ◽  
Nicholas Derzis
Keyword(s):  
Identity Development ◽  
Emerging Adulthood ◽  
Emerging Adults ◽  
Developmental Psychology ◽  
Transition Services ◽  
Developmental Period ◽  
Social Trends ◽  
The Social ◽  
Adolescence And Young Adulthood ◽  
Psychology Literature

Emerging adulthood, a relatively new and promising developmental period coined by Arnett (2000), has come to the forefront of the developmental psychology literature. Emerging adulthood is defined as the developmental period between late adolescence and young adulthood that includes individuals between 18-29 years old. As a developmental period, emerging adulthood applies to all individuals, including those with disabilities. Although there have been numerous studies on youth with disabilities, this population has not been studied from the vantage point of Arnett's concept of “emerging adulthood.” The purpose of this manuscript is to explore the primary theoretical constructs of emerging adulthood: (a) self-exploration (e.g., identity development); (b) uncertainty; (c) self-focus; (d) transition; and (e) optimism, as well as the social trends and implications. Emerging adulthood provides insight that has implications for the educational and rehabilitation services for young adults, including transition services.

Contemporary Issues in Sexual Orientation and Identity Development in Emerging Adulthood

2014 ◽  
Author(s):  
Elizabeth M. Morgan
Keyword(s):  
Sexual Orientation ◽  
Identity Development ◽  
Emerging Adulthood ◽  
Sexual Identity ◽  
Emerging Adults ◽  
Developmental Trajectories ◽  
Empirical Literature ◽  
Sexual Identity Development ◽  
The Past ◽  
Attention To Diversity

Emerging adulthood presents a unique developmental milieu for sexual orientation and identity development. Over the past 10 years, a body of research has begun delineating contemporary emerging adults’ understandings of their sexual orientation and processes of sexual identity development. This scholarship has increasingly recognized the complexity and multidimensional nature of sexual identity development among both heterosexual and sexual-minority individuals. This review covers current conceptualizations of sexual orientation and identity, traditional and contemporary models of sexual identity development, and recent empirical literature assessing developmental trajectories, consistency between and within dimensions of sexual orientation and identity, stability of these dimensions, and issues of sexual identity labeling and categorization. This scholarship suggests that increased attention to diversity within and between sexual identity groups is warranted but also reveals notable patterns and categories that should be considered as the field moves forward.

Identity Development and Well-Being Among Nonreligious and Christian Emerging Adults in the Central United States

2021 ◽  
pp. 216769682094050
Author(s):  
Jordan A. Booker ◽  
Kristen E. Johnson
Keyword(s):  
Identity Development ◽  
Emerging Adulthood ◽  
Emerging Adults ◽  
Well Being ◽  
Social Identities ◽  
Subjective Well Being ◽  
Identity Exploration ◽  
Two Samples ◽  
Central United States

Emerging adulthood is an important period for managing the pressing developmental tasks of identity exploration and formation. Affiliation with a religion can inform how emerging adults understand themselves and commit to aspects of their identity, which may have implications for well-being. The present studies tested the ways in which identification with and commitment to Christianity inform identity development (i.e., exploration and commitment) and well-being (i.e., positive affect, negative affect, life satisfaction) among two samples of central U.S. college adults, both concurrently (Studies 1 and 2) and with a 2-month follow-up (Study 2 only). Across studies, self-identification as a Christian and greater commitment to Christianity were positively associated with identity exploration and subjective well-being. Further, indirect effects were supported between Christian affiliation and well-being, given differences in identity exploration. The current studies motivate a continued focus on social identities as contributors to adjustment in emerging adulthood.

scholarly journals “I’m not a teenager, I’m 22. Why can’t I snap out of it?” A Qualitative Exploration of Seeking Help for a First-Episode Eating Disorder During Emerging Adulthood

2020 ◽  
Author(s):  
Rachel Potterton ◽  
Amelia Austin ◽  
Karina Allen ◽  
Vanessa Lawrence ◽  
Ulrike Schmidt
Keyword(s):  
Identity Development ◽  
Emerging Adulthood ◽  
Emerging Adults ◽  
Transition To Adulthood ◽  
Help Seeking ◽  
Population Group ◽  
Mental Illnesses ◽  
First Episode ◽  
Developmental Phase ◽  
Structured Interviews

Abstract Background Eating disorders (EDs) are serious mental illnesses which typically have their onset during adolescence or the transition to adulthood. Emerging adulthood (EA) (~ 18–25 years) is a developmental phase which conceptually overlaps with adolescence (e.g. both are key periods for identity development) but also has unique characteristics (e.g. increased independence). EA may be a risk-period for delayed help-seeking for EDs, compared to adolescence.Objective This study aimed to explore emerging adults’ attitudes towards their ED symptoms, and their implications for help-seeking. Method: Participants were 14 emerging adults (mean age 20.9 years; SD = 2.0), all currently receiving specialist treatment for a first-episode, recent-onset (< 3 years) ED. Semi-structured interviews relating to experiences of help-seeking were conducted, and data were analysed thematically.Results Symptom egosyntonicity, gradual reappraisal and stereotypical beliefs about EDs were key attitudinal stages prior to help-seeking. Each attitude had distinct implications for help-seeking (e.g. superficial help-seeking; scaffolding by others; helps-seeking at transitions; self-sufficiency, indirect disclosure).Conclusions Emerging adults with first-episode EDs show a distinct set of help-seeking-related challenges and opportunities. These may justify policies and practice tailored specifically to this population group.

ВІД ЮНОСТІ ДО МОЛОДОСТІ: МОЖЛИВОСТІ ЕПІГЕНЕТИЧНОЇ МОДЕЛІ В СОЦІОКУЛЬТУРНОМУ АНАЛІЗІ

1970 ◽  
Vol 8 (1) ◽  
pp. 90-97
Author(s):  
Олена Злобіна
Keyword(s):  
Identity Development ◽  
Theoretical Basis ◽  
Interdisciplinary Approach ◽  
Transition Process ◽  
Age Group ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Identity Statuses ◽  
The Status ◽  
Empirical Material

Статтю    присвячено    аналізу    можливостей    застосування    міждисциплінарного    підходу    в  дослідженнях трансформацій конструкту ідентичності. Виокремлено обмеженості дослідження стадій  циплінарних  підходах.  Запропоновано  застосувати  стадійний  підхід  в  аналізі  вікової  групи  «молодь»  з  метою верифікації положення про її диференціацію на різні вікові підгрупи, які відрізняються статусами  ідентичності. Теоретичним підґрунтям дослідження є теорія психогенетичного розвитку особистості Е.  Еріксона та статусна динамічна модель розвитку ідентичності Дж. Марсіа. Емпіричну основу склали  матеріали аналізу 14 фокус-групових дискусій, проведених у молодіжних аудиторіях: 7 груп з молоддю у віці  18-21  рік  і  7  з  молоддю  у  віці  26-30  років.  Підтверджено  внутрішню  диференціацію    вікової  стадії  «молодість». Показано, що динаміка психогенезу на цій стадії характеризується домінуванням дифузного  статусу у молодшої групи та статусу досягненості у старшої.  Інші статуси зустрічаються значно  рідше.   Наявний   емпіричний   матеріал   не   дає   можливості   простежити   чинники,   які   зумовлюють  зафіксовані відмінності, проте отримані в ході дослідження типові портрети зазначених груп  дозволяють   розвинути міждисциплінарний підхід до проблеми персоногенезу та застосувати його можливості для  вироблення стратегії дослідження «процесу переходу» від стадії до стадії The article is devoted to the analysis of the possibilities of using the interdisciplinary approach in studies of transformations of the construct of identity. The limitations of studies of stages of development in monodisciplinary approaches are singled out. It is suggested to apply the step-by-step approach in the analysis of the age group "youth" in order to verify the position on its differentiation into different age subgroups that differ in identity statuses. The theoretical basis of the study is the theory of psychogenetic development of the personality of E. Erickson and the status dynamic model of identity development of J. Marcia. Empirical basis was made by the analysis materials 14 focus group discussions held in youth audiences: 7 groups with youth aged 18-21 and 7 with young people aged 26-30. The internal differentiation of the age stage "youth" has been confirmed. It is shown that the dynamics of psychogenesis at this stage is characterized by the dominance of diffuse status in the younger group and the status of attainment in the older group. Other statuses are much less common. The existing empirical material does not provide an opportunity to trace the factors that cause the observed differences, but the typical portraits of these groups obtained in the course of the research allow developing an interdisciplinary approach to the problem of personogenesis and applying its possibilities for developing a strategy for studying the "transition process" from stage to stage.

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