Promoting identity development in marginalized youth
Abbreviated Journal Title
J. Adolesc. Res.
EGO-IDENTITY; PREVENTION; SELF; VALIDATION; VIOLENCE; ISSUES; STYLE; Psychology, Developmental
This study tested a school-based intervention developed for use with urban minority youth vulnerable to multiple negative developmental outcomes. A quasi-experimental design (pre- and post-follow-up with matched comparison condition) was used to evaluate the impact of the intervention on promoting positive change in four developmental domains (skills/knowledge. attitudes, orientations, exploration/commitment) related to identity development. The final set of participants comprised a matched sample of 92 youngsters, 46 in the intervention and 46 in the comparison condition. Quantitative results indicated that the intervention condition showed positive and significant gains from pre- to posttest on multiple indices, with a tendency toward the "leveling off" of intervention gains at follow-up. A qualitative assessment of the impact of the intervention illustrated positive effects of the intervention as well as the possible obstacles to intervention efficacy.
Journal of Adolescent Research
"Promoting identity development in marginalized youth" (2002). Faculty Bibliography 2000s. 3192.