Title

Promoting Identity Development In Marginalized Youth

Abstract

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.

Publication Date

1-1-2002

Publication Title

Journal of Adolescent Research

Volume

17

Issue

2

Number of Pages

168-187

Document Type

Article

Personal Identifier

scopus

DOI Link

https://doi.org/10.1177/0743558402172004

Socpus ID

0036101060 (Scopus)

Source API URL

https://api.elsevier.com/content/abstract/scopus_id/0036101060

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