Narrative Development in Adolescence: Creating the Storied Self

260 Pages·2010·2 MB·English

by  Alexa Negele

Advancing Responsible Adolescent Development
SeriesEditor
RogerJ.R.Levesque,IndianaUniversity,Bloomington,IN,USA
Forfurthervolumes:
http://www.springer.com/series/7284
·
Kate C. McLean Monisha Pasupathi
Editors
Narrative Development
in Adolescence
Creating the Storied Self
123
Editors
KateC.McLean MonishaPasupathi
DepartmentofPsychology,MS9172 DepartmentofPsychology
516HighStreet UniversityofUtah
AIC434 380South1530East
Bellingham,WA98225 SaltLakeCity,UT84112-0251
USA USA
[email protected]
[email protected]
ISBN978-0-387-89824-7 e-ISBN978-0-387-89825-4
DOI10.1007/978-0-387-89825-4
SpringerNewYorkDordrechtHeidelbergLondon
LibraryofCongressControlNumber:2009938003
©SpringerScience+BusinessMedia,LLC2010
Allrightsreserved.Thisworkmaynotbetranslatedorcopiedinwholeorinpartwithoutthewritten
permission of the publisher (Springer Science+Business Media, LLC, 233 Spring Street, New York,
NY10013,USA),exceptforbriefexcerptsinconnectionwithreviewsorscholarlyanalysis.Usein
connectionwithanyformofinformationstorageandretrieval,electronicadaptation,computersoftware,
orbysimilarordissimilarmethodologynowknownorhereafterdevelopedisforbidden.
Theuseinthispublicationoftradenames,trademarks,servicemarks,andsimilarterms,eveniftheyare
notidentifiedassuch,isnottobetakenasanexpressionofopinionastowhetherornottheyaresubject
toproprietaryrights.
Printedonacid-freepaper
SpringerispartofSpringerScience+BusinessMedia(www.springer.com)
Wedecidedtodedicatethisvolumetoeachother,
sincewithout oneanotherwereallywouldnot
havetakentheprojectoninthefirstplace,and
wesurelywouldhaveenjoyeditinfinitely less.
Acknowledgments
We want to first thank Judy Jones for pushing us to do this volume against our
naivelymoreambitiousthoughtsandforenduringourinitiationintothebookpub-
lishingworld.Second,wewanttothankourcontributorsforprovingwewerewrong
abouttherebeing“notenoughknown”aboutadolescentnarrativeidentity.Wewere
alsoluckythatourfirsteditorialventurewasmetwithsuchco-operation,attention
to deadlines, willingness to strive for the highest quality, and enthusiasm from the
contributors. Finally, we thank our families for their support, encouragement, and
patience.
vii
Contents
Self-Continuity Across Developmental Change in and of
RepeatedLifeNarratives . . . . . . . . . . . . . . . . . . . . . . . . . . 1
AlexaNegeleandTilmannHabermas
EmergingIdentities:NarrativeandSelffromEarlyChildhood
toEarlyAdolescence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
ElaineReese,ChenYan,FionaJack,andHarleneHayne
PatternsofFamilyNarrativeCo-constructioninRelationto
AdolescentIdentityandWell-Being . . . . . . . . . . . . . . . . . . . . 45
RobynFivush,JenniferG.Bohanek,andKellyMarin
Autonomy,Identity,andNarrativeConstructionwithParents
andFriends . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65
TrishaL.WeeksandMonishaPasupathi
What He Said to Me Stuck: Adolescents’ Narratives
of Grandparents and Their Identity Development
inEmergingAdulthood . . . . . . . . . . . . . . . . . . . . . . . . . . . 93
MichaelW.Pratt,JoanE.Norris,HeatherLawford,
andMaryLouiseArnold
LifeStoriesofTroubledYouth:MeaningsforaMentoranda
ScholarlyStranger . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113
JaneEaganandAvrilThorne
Re-storyingtheLivesofAt-RiskYouth:ACaseStudyApproach . . . . 131
M.KyleMatsuba,GavinElder,FrancaPetrucci,andKevinS.Reimer
Constructing Resilience: Adolescent Motherhood and the
ProcessofSelf-Transformation . . . . . . . . . . . . . . . . . . . . . . . 151
AndreaV.BreenandKateC.McLean
NegotiatingtheMeaningsofAdolescentMotherhoodThrough
theMediumofIdentityCollages . . . . . . . . . . . . . . . . . . . . . . 169
CherylSperaandCynthiaLightfoot
ix
x Contents
How Violent Youth Offenders and Typically Developing
Adolescents Construct Moral Agency in Narratives
AboutDoingHarm . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 185
CeciliaWainryb,MashaKomolova,andPaulFlorsheim
CriticalNarratingbyAdolescentsGrowingUpinWar:Case
StudyAcrosstheFormerYugoslavia . . . . . . . . . . . . . . . . . . . . 207
ColetteDaiute
Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 231
Contributor Bios
Mary Louise Arnold is an Associate Professor in the Department of Human
Development and Applied Psychology at the University of Toronto (OISE). Her
research focuses on the socio-moral development of adolescents with particular
interestinmoralidentityandreasoning,adolescents’conceptionsofsocialjustice,
andvaluessocializationinfamilyandschoolcontexts.
Andrea V. Breen is a doctoral candidate in Developmental Psychology and
Education at the Ontario Institute for Studies in Education and will be joining the
faculty at the University of Guelph as Assistant Professor in the Department of
Family Relations and Applied Nutrition in July 2010. Ms. Breen holds a Masters
degreeinRiskandPreventionfromtheHarvardGraduateSchoolofEducationand
shespentseveralyearsdeveloping violence prevention programmingforhigh-risk
youth in Toronto, Ontario, Canada. Her research focuses on how narrative pro-
cesses of identity development relate to well-being and behavioral adaptation in
adolescenceandearlyadulthood.Ms.Breen’sdoctoralresearchissupportedbythe
SocialSciencesandHumanitiesResearchCouncilofCanada,theOntarioGraduate
ScholarshipProgram,andtheAssociationforMoralEducation.
Jennifer G. Bohanek received her PhD from the Cognition and Development
Program at Emory University in 2006 and is currently a postdoctoral fellow at
the Center for Developmental Science at the University of North Carolina at
Chapel Hill. Her work focuses on the social, cognitive, and cultural influences on
autobiographicalmemory.
Colette Daiute is Professor of Psychology and Chair of the PhD program in
Developmental Psychology at the Graduate Center, City University of New York.
Dr. Daiute moved to the Graduate Center in 1994, after 11 years of teaching and
doingresearchattheHarvardUniversity.Shehaspublishedwidelyonsocialdevel-
opment, international issues in child/youth development, and qualitative research
methods.
MarshallP.DukereceivedhisPhDinClinicalPsychologyfromIndianaUniversity
in1968.Following2yearsofserviceasapsychologistintheUnitedStatesArmy,
he joined the Emory faculty in 1970, where he is currently Candler Professor of
Personality and Psychopathology and is also a core faculty member of the Emory
xi
xii ContributorBios
Center for Myth and Ritual in American Life. His research interests include the
experimental and theoretical analysis of behavior within a social learning frame-
work,developmentandstandardizationoflocusofcontrolmeasures,andnon-verbal
behaviordevelopment,assessment,andremediation.
JaneEaganhasworkedasaclassroomteacherandadministratorinpublicschools
for 20 years. For 13 of those years in secondary education, she has worked with
at-riskstudentsinavarietyofalternativesettings.ShecurrentlyteachesintheNova
PrograminLosGatos,CA,USA.Shecontinuestofocusonacademics,resiliency,
andcharacterbuilding.
GavinElderisadoctoralstudentintheClinicalPsychologyprogramatSyracuse
University.Mr.Elder’sresearchinterestsareinadolescenthealthanddevelopment.
His current doctoral research focuses on the ways that social goals and emotion
regulation combine to create socio-emotional landscapes, which influence youth’s
engagementinantisocialandotherwiseriskybehavior.Mr.Elder’sdoctoralresearch
is supported by a doctoral fellowship from the Social Sciences and Humanities
ResearchCouncilofCanada.
RobynFivushreceivedherPhDfromtheGraduateCenterofTheCityUniversity
of New York in 1983 and was a postdoctoral fellow at the Center for Human
InformationProcessing,UniversityofCaliforniaatSanDiegofrom1982to1984.
ShejoinedtheEmoryfacultyin1984wheresheisalsoacorefacultymemberofthe
EmoryCenterforMythandRitualinAmericanLifeandassociatedfacultywiththe
DepartmentofWomen’sStudies.Herresearchfocusesonpersonalmemorywithan
emphasis on the social construction of autobiographical memory and the relations
amongmemory,narrative,trauma,andcoping.Shehaspublishedover100books,
bookchapters,andarticles.
PaulFlorsheimisAssociateProfessorattheHelenBaderSchoolofSocialWelfare
attheUniversityofWisconsin-MilwaukeeandascientistattheCenterforAddiction
andBehavioralHealthResearch.Hisresearchfocusesondemonstratingtheeffec-
tiveness of the Young Parenthood Program, an intervention for pregnant/parenting
adolescentsandtheirpartners,examiningculturalissuesrelatedtotreatingyouthat
riskforpsychosis,anddevelopingrelapsepreventionprogramsforadolescentswith
substance abuse disorders. His future directions include the development of men-
tal health prevention programs for adolescents in the public school systems. His
research has been funded by NIMH, the Fogarty International Center of NIH, the
OfficeofPopulationAffairs,andtheRobertWoodJohnsonFoundation.
Tilmann Habermas teaches Psychoanalysis at the Department of Psychology,
Goethe University Frankfurt, Germany. He has published on developmental and
historical aspects of adolescent eating disorders, on personal objects, and on the
development of the life story. Currently he explores the relation between emotion
andnarrative.
Harlene Hayne is a Professor of Psychology at the University of Otago in
Dunedin,NewZealand.ShereceivedherBAinPsychologyfromColoradoCollege,